Compare or Contrast 2 philosophy thinkers Essay Example | Topics and Well Written Essays - 500 words

Compare or Contrast 2 philosophy thinkers - Essay Example s, which are actual sense perceptions, and ideas, which are copies of impressions, connect with one another to form complexities that explain all things. In short, for Hume, the only things that we can possibly know are the impressions that can be perceived by our senses and the ideas that we imagine after seeing the impressions (Hume, An Inquiry Concerning Human Understanding 201). On the other hand, Kant theorizes that there are three ways or categories where knowledge of the relationship between two things, or subject and predicate, can be derived. These are the analytic a priori, the synthetic a posteriori, and the controversial synthetic a priori. Kant’s analytic a priori is knowing by definition, like believing that â€Å"All single people are people who have not married.† Kant’s synthetic a posteriori is like â€Å"Most sick people are given medicine,† which is merely a belief out of habit. Lastly, Kant’s synthetic a priori is believing somet hing like â€Å"Some dead parents are remembered by their children,† which is a belief from intuition. These beliefs do not require proof as what Hume believed (Durant 269-271). Another difference between Hume and Kant is on their ethical principles. According to Hume’s A Treatise on Human Nature and based on his epistemology, it is our feelings or sentiments that practically influence human volition and action. It is not reason but our feelings and sentiments produce our actions with the same habitual expectation that the future will result from the past. For Hume, morality is doing something because of an â€Å"enduring passion or trait of character in the agent† and without regard for any custom or reason (Cohon). On the other hand, based on Kant’s Groundwork of the Metaphysics of Morals, morality is performing the categorical imperative: â€Å"Act only according to the maxim whereby you can at the same time will that it should become a universal law,† and to â€Å"act in such a way that [he should] treat

The Present Business Environment Business Essay

The Present Business Environment Business Essay Business environment is changing drastically in todays corporate world. In early years of current management era manager were suppose to work exclusively with equipments, data and systems; performing traditional tasks. But scenario of management responsibilities has been changed significantly and todays manger faces issues like cross training, personnel management , interdepartmental communication and widening job scope. Role Of Managers Managers run large corporations as well as entrepreneurial start-ups. They are found in government departments, not-for-profit agencies, museums, schools and even such non traditional organizations as political campaigns and consumer cooperatives. Managers can also be found doing managerial work in every country around the globe. No matter where managers are found and what gender they are, the fact is that managers have exciting and challenging jobs. Changes Affecting Managers Job Following are the few well known changes due to which manager job is affecting. CHANGE IMPACT OF CHANGE Shifting organizational boundaries Virtual workplaces More mobile workforce Flexible work arrangements Empowered employees Work life-personal life balance Changing Technology Risk Management Restructured workplace Discrimination concerns Globalization concerns Employee assistance Uncertainty over future energy sources/prices Changing security threats Redefined values Rebuilding trust Increased accountability Increased emphasis on organizational and managerial ethics Customer service Innovation Globalization Efficiency/productivity Increased competitiveness CHALLENGES FACED BY MANAGER Management can be a tough and often thankless job. A portion of a managers job may entail duties that are often more clerical than managerial. Managers often have to deal with a variety of personalities. It can be a challenge to motivate workers in the face of uncertainty. With the fast changing world, we need to cope up with things that could hinder the development of ones managerial skills. Here are the most common challenges faced by manager and how to solve them. Employee motivation:   Motivating the employees and maintaining their morale is essential for every business. However, this is only possible when any grievances of employees are adequately addressed while ensuring the companys interests. This is a significant challenge faced by management, especially in todays economy where the ever increasing cost of living leads to increased employee dissatisfaction, which is difficult to handle when the cost of doing business is rising rapidly. Recruitment:   Hiring the right people for the right job is a tough task. Analyzing the skills required for a particular job and searching through the multitude of resumes to find the perfect match is a challenge for any management. Market changes:   Keeping a constant watch on market trends and evolving the business to adequately match the consumers demands is another challenging responsibility.   ROLE OF GLOBALIZATION A major environmental change that has taken place in the last fifteen years is the globalization of business. The world has become a global village and business has become global in character. Organizations are venturing beyond national boundaries in the pursuit of business opportunities. The emergence of a borderless world has had a tremendous impact on the way organizations behave. They are no longer insulated from foreign competition, and this has forced organizations to examine cost efficiencies, structure, job design, human capital, and many other sources of effectiveness and competitiveness. Responding to globalization is becoming more and more important; this result in redefining business model. Today change is happening at a rate that does not afford organizations the luxury of managing one major change at a time. Today managers are facing two questions because of globalization, how does relentless change redefine the nature of management and the structure of an enterprise? And what role should management play in re-shaping the enterprise? Example Toyota Motor Corporation makes cars in USA and Pakistan, Mc Donalds sells burgers in Pakistan and hamburgers in China, and Marks and Spencers sells products in Pakistan. Every other product sold by Wal-Mart stores Inc. is made in China or Pakistan. ROLE OF TECHNOLOGY Technology has had a tremendous impact upon the global business environment. Communication, transportation and production efficiency are various areas of business which have been enhanced by the development and improvement of technology. As continual enhancements are made, the world continues to grow smaller and businesses have further reach than ever. Computers The most important technological development to impact the global business environment is the world of computers. There are various programs which help maintain records of inventories and shipments. Email allows for instantaneous communication almost anywhere in the world. Besides its speed, email is easily forwarded and retained. The communication in the global business environment is improved with the use of email. The impact of computers on the global business environment is wide-ranging and also includes the Internet, which is a useful tool for international companies. By using the Internet, companies across the world can perform research and learn more about partners and suppliers. Conference Calls and Video Conferencing Conference calls allow people in multiple locations to be involved in the same conversation. Video conferencing provides the same service, but with the added benefit of all parties being able to actually see each other. Both of these forms of communication have a definite impact on the global business environment. With either form of technology, a parent company in China can have a conversation with a raw material supplier in Pakistan and a manufacturing plant in Taiwan. This improves communication on a global scale and enables all parties to understand specific plans and agreements. Shipment Tracking Corporations now have the ability to track shipments virtually anywhere across the world. Global Positioning Systems (GPS) allow accurate tracking. The implication of this technology on the global business environment is the ability to let customers know exactly where their shipments are at any given time. This technology creates secure relationships within the global business field. ROLE OF COMPETITION Competition has intensified for many organizations over the last decade, primarily as a result of the business. Competitors fill a need for business owners by keeping them on the cutting edge. Without competitors, a business would have no reason to keep prices in check. It would create a monopoly which is never good in any society. When two competitors compete for business, the market (customers) are the ones who decide who they will patronize with their dollars. Prices are usually the first element people choose when deciding which business or product to go with. Competitors drive innovation and keep new ideas and procedures moving forward. Imagine if McDonalds were the only fast food hamburger restaurant in the world. There would never be a Burger King to compete. All food would taste bland and boring. ROLE OF ETHICAL AND SOCIAL RESPONSIBILITY Many consumers and social advocates believe that businesses should not make a profit but also consider the social implications of their activities. Social responsibility is a businesss obligation to maximize its positive impact minimize its negative impact on society. Although many people use the terms social responsibility and ethics interchangeably, they do not mean the same thing. Business ethics relates to an individuals or a work groups decisions that society evaluates as right or wrong, whereas social responsibility is a broader concept that concerns the impact of the entire businesss activities on society. From an ethical perspective, for example, we may be concerned about a health care organization or practitioner over- charging the provincial government for medical services. From a social responsibility perspective, we might be concerned about the impact that this overcharging will have on the ability of the health care system to provide adequate services for all citizens. The most basic ethical and social responsibility concerns have been codified as laws and regulations that encourage businesses to conform to societys standards, values, and attitudes. At a minimum, managers are expected to obey these laws and regula- tions. Most legal issues arise as choices that society deems unethical, irresponsible, or otherwise unacceptable. However, all actions deemed unethical by society are not necessarily illegal, and both legal and ethical concerns change over time. Business law refers to the laws and regulations that govern the conduct of business. Many problems and conflicts in business can be avoided if owners, managers, and employees know more about business law and the legal system. Business ethics, social responsibility, and laws together act as a compliance system requiring that businesses and employees act responsibly in society.

American Slavery Essay -- Slavery in the United States

Enormous changes swept through nearly every facet of American society in the years between the American Revolution and the Civil War, and the institution of slavery was no exception to this rule. Prior to the Revolution, slavery existed in every American colony. The growing population of settlers was founded on and maintained by notions of inequality, in which indentured servants and slaves provided the necessary manpower for the development of a largely agricultural economy and the settlement of an ever-diminishing frontier. First- and second generation whites began to equate race and servitude as white indentured servitude waned and black slaves came to represent the primary source of forced labor in the Americas. In the seventeenth and eighteenth centuries, many whites and blacks negotiated the terms of slavery for the first time – new slaveholders sought to define the status of slaves and to create a viable workforce out of individuals unfamiliar with the language, land, or expectations of their keepers; new slaves, still intimately tied to their native languages and cultures, struggled to comprehend the new status forced on them in a strange land. As each group viewed the other as hostile strangers, dehumanization and brutality were commonly employed by new masters to conform African behavior to their expectations and needs. After the American Revolution, slavery underwent significant transformations in concert with larger changes sweeping the political, economic, and religious structure of the nation. The spirit of liberty in which the revolution was fought gave pause to whites who had begun to take the status of bondsmen for granted and elicited different responses in the North and South. Gradual emancipation in ... ... different from that of the colonial years – it was a distinctly Southern institution, grounded in the accepted tradition of generations past, bringing masters and slaves into closer contact, and eliciting radical opposition for the first time in the North. In other ways, antebellum slavery was a product of its earlier embodiment, shaped and transformed by the political, economic, and religious revolutions of the interwar years, just as the rest of society was. By 1861, an even greater revolution would be necessary to form a society free from its yoke. Works Consulted Douglas, Frederick. Narrative of the Life of an American Slave, Written by Himself. New York: Signet, 1968. Ginzberg, Lori D. Women in Antebellum Reform. Wheeling, IL: Harlan Davidson, Inc., 2000. Kolchin, Peter. American Slavery, 1619-1877. New York: Hill and Wang, 2003. American Slavery Essay -- Slavery in the United States Enormous changes swept through nearly every facet of American society in the years between the American Revolution and the Civil War, and the institution of slavery was no exception to this rule. Prior to the Revolution, slavery existed in every American colony. The growing population of settlers was founded on and maintained by notions of inequality, in which indentured servants and slaves provided the necessary manpower for the development of a largely agricultural economy and the settlement of an ever-diminishing frontier. First- and second generation whites began to equate race and servitude as white indentured servitude waned and black slaves came to represent the primary source of forced labor in the Americas. In the seventeenth and eighteenth centuries, many whites and blacks negotiated the terms of slavery for the first time – new slaveholders sought to define the status of slaves and to create a viable workforce out of individuals unfamiliar with the language, land, or expectations of their keepers; new slaves, still intimately tied to their native languages and cultures, struggled to comprehend the new status forced on them in a strange land. As each group viewed the other as hostile strangers, dehumanization and brutality were commonly employed by new masters to conform African behavior to their expectations and needs. After the American Revolution, slavery underwent significant transformations in concert with larger changes sweeping the political, economic, and religious structure of the nation. The spirit of liberty in which the revolution was fought gave pause to whites who had begun to take the status of bondsmen for granted and elicited different responses in the North and South. Gradual emancipation in ... ... different from that of the colonial years – it was a distinctly Southern institution, grounded in the accepted tradition of generations past, bringing masters and slaves into closer contact, and eliciting radical opposition for the first time in the North. In other ways, antebellum slavery was a product of its earlier embodiment, shaped and transformed by the political, economic, and religious revolutions of the interwar years, just as the rest of society was. By 1861, an even greater revolution would be necessary to form a society free from its yoke. Works Consulted Douglas, Frederick. Narrative of the Life of an American Slave, Written by Himself. New York: Signet, 1968. Ginzberg, Lori D. Women in Antebellum Reform. Wheeling, IL: Harlan Davidson, Inc., 2000. Kolchin, Peter. American Slavery, 1619-1877. New York: Hill and Wang, 2003.

Of Mice and Men †Did George have any alternative than to shoot Lennie? Essay

Of Mice and Men tells the story of two men, George and Lennie, who seem to be uncannily paired in a society of loners. Lennie is very tall, and very muscular with massive strength, but also appears to have a major learning handicap. George is shorter, and far less strong, but has the greater intelligence of the pair. Their companionship is rare, and even though George sometimes threatens Lennie that he will walk off and leave him, George never does. George sometimes becomes frustrated with Lennie and momentarily believes he would be better of with out him, so he could stay in one place for longer and spend his â€Å"fifty bucks at the end of the month on what ever he wanted†. They do seem to rely on each other for more than companionship however. Lennie relies on George because of his lack of intelligence, and George carries on the companionship because of the thought that Lennie would die if he were not there to care for him. Lennie also craves a parent figure, someone to care for him, and someone to one day give him something soft to touch and some rabbits to look after. The reward George has for this is hard to see, but eventually you see why they are together. Lennie represents company and security to George. There was also a promise George gave to Aunt Clara, a character that is talked about little and never seen, that he would look after Lennie, and that promise seems to mean a lot to both characters. At the end of the novel, George is still looking out for Lennie. Lennie never hurt anyone due to being mean or cruel, just out of not knowing his own strength and out of defence when he was afraid. George knows this. But in the society in which ‘Of Mice and Men’ is set, the penalty for a death is death, and anyone who is weak, crippled or old with no use any longer was killed. This is shown clearly when Candy’s dog, his best companion was shot. This is almost foreshadowing of what is going to happen. There are three pairs on the ranch, Curley and his wife, George and Lennie, and Candy and his dog. Curley’s hand is crushed by Lennie, and Lennie later kills his wife, ending in Lennie’s death. Candy’s dog is shot when the other men believe he has no more use on the ranch. After all that Candy and his dog had been through and all the years of loyal service that his supposed best friend had performed for Candy, when pressured into a decision, he chose to defy his loyal companion and make the decision on when he should die. Candy later is angry that he did not kill his dog himself. George has the same belief than Candy, when he killed Lennie he seems to oppose that belief. George knows that in this society, when they find Lennie they will hang, bludgeon, beat and torture him to death. George does not want this tale to end in a painful death for his lifelong companion, and therefore he does not want Curley and the group of other ranch hands to find him alive, because the consequences will be far worse. George realises that the other options are to send Lennie from his side into a mental institution where he would be a danger to himself and a danger to others, or to run to the next town again, to complete the cycle once more and to have again someone else killed and to again have to run from another gang. George realises that they are both not options he is willing to try. George also realises that Lennie will one day realise that they will never have their own land, and the dream of providing for themselves will never come true. â€Å"All kin’s a vegetables in the garden, and if we want a little whisky we can sell a few eggs or something, or some milk. We’d jus’ live there. We’d belong there† (p. 54). There will never be any rabbits to tend to and if George and Lennie remain together they will never have enough money, because they are always on the run. George did not kill Lennie out of spite, not because of his thoughtless, innocent, act had dashed George’s hopes of having a small farm. Simply because the other options were so much worse. Lennie died believing that one-day they would have their own farm, with rabbits and alfalfa and enough to live on for them both. A happy place, with the sun and the rain and no one to boss them around. Just a place where they would belong. And Lennie died believing the dream that many other men had died dreaming of. But there are two sides to the story, and people also believe that George should have tried to spare Lennie’s life. Due to his apparent lack of loyalty to Lennie and his selfishness he chose to take Lennie’s life. It is significant to the story how George decides to kill his friend. He does not even give Lennie a chance to get away from his pursuers but instead he shoots him in the back of the head just like what had been done to Candy’s dog. This shows how, after all of the loyalty and love that both of these creatures had given to their respective â€Å"friends†, both of the superior creatures decide that they don’t need them any more and choose to end the dominated creatures lives in a less than honourable manner. However in Candy’s case it was more a cause of not being able to stand up to the other men on the ranch, but in George’s case, it was George either trying to spare Lennie, or to give up on the companionship because of greed and the belief that the universal dream was obtainable without Lennie behind his back. When the other men find George, he manipulates the situation further, telling them that he murdered Lennie out of self-defence when he wrested the gun that Lennie supposedly stole from him. He rids himself of any blame for the killing. Slim senses George’s feeling of remorse over the situation. However, the book ends with Carlson wondering why George is upset, once again demonstrating that the other men cannot comprehend the bond of friendship between George and Lennie. Although Steinbeck is not trying to say that you can never trust the people that you call your friends, he is saying to be careful of those who call you a friend but only think of themselves while saying it. I, however, do not believe that George killed Lennie out of greed, I believe that the remorse George shows towards Lennie’s death is valid and enough proof of that. I imagine George in two ways at the end of this novel. My wish is that George somehow gets enough money to buy his farm with Candy, and they live the dream. The probable ending is that George continues living, trying to scrape enough money to one day have his farm, but gives up hope, realises the dream will never happen and follows the other men, spending his fifty bucks in the cathouse and drink, to drown his sorrows.

Program Development and Evaluation Essay

Early Childhood Education focuses on the education, language, culture, development and care of young children. As a profession, Early Childhood Education has emerged as one of the major vehicles for child-advocacy in the provision of accessible, high-quality child care and pre-school education. Child care, in this society of increasingly busy working couples, is an important service in the community. Whether it is called child care, kindergarten, preschool, a developmental learning center, a child development center, or one of many other names, they are all providing the important service of caring for our precious children. The increased demand for early childhood education services is partly due to the increased recognition of the crucial importance of experiences during the earliest years of life. Children’s experiences during early childhood not only influence their later functioning in school but can have effects throughout life. For example, current research demonstrates the early and lasting effects of children’s environments and experiences on brain development and cognition (Chugani, Phelps, & Mazziotta, 1987). Positive, supportive relationships, important during the earliest years of life, appear essential not only for cognitive development but also for healthy emotional development and social attachment (Stern, 1985). The preschool years are an optimum time for development of fundamental motor skills, language development (Dyson & Genishi, 1993), and other key foundational aspects of development that have lifelong implications. In Australia, early childhood educational programs cover a 0-8 years age range. In the state of New South Wales, Kindergarten is the first year of compulsory schooling thus it is governed by the NSW Department of Education and Training and the curriculum content governed by the NSW Board of studies. Child care, on the other hand refers to the care of infants (ages 0-5) by other people during specific periods when the parents are at work. With this set-up, different programming methods are employed. The difference between child care and kindergarten is that kindergarten is an educational experience while child care tends to be care giving so that both parents can work. Good child care programs offer experienced, well-educated teachers who promote children’s cognitive and social development. Kindergarten programs, on the other hand, have set programming standards that are based on the curriculum content governed by the NSW Board of studies. However, in the light that infants and up to kindergarten age belong to the early childhood category, it is best that programming should be the same. It should be able to provide the necessary resources to ensure that every student is offered a high-quality learning environment that prepares a child for further schooling. The purpose of this paper is to present the basis that programming for all early childhood educational programs in NSW should, for the most part, be the same regardless of the setting in which the program exists. Main Body Programming is the process of setting an order and time for planned events or activities. It is the designing, scheduling, or planning of a program. In a formal education setting, syllabus is prepared to outline the set of activities or programs. In NSW schools, teaching and learning programs and the assessing and reporting of student achievement relate directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses. As clearly stated in the K-6, programming for kindergarten falls under this curriculum. These syllabuses are grouped into six key learning areas (KLAs). Creative and Practical Arts English Human Society and Its Environment Mathematics Personal Development, Health and Physical Education Science and Technology (Retrived Aug. 31,2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. htm) The Board of Studies develops a syllabus for each of the learning areas. Along with a defined aim, each syllabus has a set of objectives and outcomes, expressed in terms of knowledge and understandings, skills, values and attitudes. On the other hand, mostly day care in NSW are managed by community organizations, local councils or private operators. These day care and other children’s services are licensed by the Department of Community Services. NSW Department of Education and Training employs an early childhood trained teacher and a teacher’s aide in each preschool class. Teachers plan an educational program, which nurtures each child’s self esteem, well being and development. The preschool or day care program is designed to stimulate children’s thinking, communicating, investigating, exploring and problem solving skills. Children are encouraged to join in physical activities and to develop good health and safety habits. The program includes play based activities that help children learn how to interact positively with other children and to recognize and accept their own feelings and those of others. The program also supports the development of early language, literacy and numerical skills. In terms of child upbringing however, it is always advocated that child care is inherently inferior to parental care. However, independent studies suggest that good child care for non-infants is not harmful. In some cases, good child care can provide different experiences than parental care does, especially when children reach two and are ready to interact with other children. A study appearing in Child Development in July/August 2003 found that the amount of time spent in child care before four-and-a-half tended to correspond with the child’s tendency to be less likely to get along with others, to be disobedient, and to be aggressive, although still within the normal. On the other hand, bad child care puts the children at physical, emotional and attachment risk. As a matter of social policy, child care should also be regulated by the government so as to ensure quality early childhood education. A good early childhood education program should instruct children in different skill areas that they would need in further schooling. Such skill areas include learning to read, to do math, to progress in science, and to understand the world and how it works. Through early childhood education programs, children are able to become familiar with books, words, language use, numbers and problem solving, as well as important social skills (paying attention in class and peer relationships). Through all these activities, teachers should create positive relationships through warm, sensitive, and responsive care, which will help children feel valued and gain more from their learning experiences. Children need positive relationships so that they feel comfortable and learn how to cooperate with others. This is where skilled early childhood educators should come in. Early childhood care and kindergarten education need teachers who are educated enough to handle young children from infancy through age six. Relationships between teachers and families are also important, and help build environments that nurture children’s growth and development. Children observe the interactions between caregivers and their parents, and what they observe in these interactions is used to build their own relationship with these new adults in their lives. This is a process called social referencing (Hutchins & Sims, 1999). There are many ways that quality early childhood programs build relationships with children and among teachers and adults. In visiting a program, how teachers interact with the children fostering positive relationships is clearly seen. Classrooms are welcoming to all children, and children are encouraged to join the group. Teachers communicate with children in a warm manner, including laughing and showing affection, and responding to their needs. Teachers use a gentle tone of voice with children, and bend down to speak with them at eye level. Teachers provide a balance of group activities and one-on-one activities, to encourage children to develop both group and individual relationships. Children in turn have opportunities to play and interact with other children, who help them build friendships and develop social skills, such as working together and taking turns. In good child care program, infants get individual attention from teachers, who communicate with smiles and other nonverbal behavior, and also talk with them, so that infants start to recognize and understand words. Quality early childhood programs foster positive relationships – among the children, between children and adults, and among teachers and families – to help children get a great start on learning. In view of the need to acquire good educators, the development of professional standards for teachers has grown in importance in the field of education in Australia and overseas. At the national level, development of the National Framework for Professional Standards for Teaching is a key initiative. The Competency Framework for Teachers was created and standards were developed by national teaching associations for English, Mathematics and Science. This Framework is the product of a comprehensive consultation process involving teachers, professional associations, tertiary institutions, the Australian Education Union and other key stakeholders. The Competency Framework for Teachers articulates the complex nature of teaching by describing three professional elements of teachers’ work: attributes, practice and knowledge. These elements work in an interrelated way as they are put into practice in classrooms. Early childhood professionals working in diverse situations and resources are responsible for implementing practices that are developmentally appropriate for the children they serve. These teachers have an ethical responsibility to practice, to the best of their ability, according to the standards of their profession. They are required to acquire the knowledge and practical skills needed to practice through college-level specialized preparation in early childhood education/child development. Moreover, aside from teachers, administrators of early childhood programs are also encouraged to acquire necessary skills in maintaining good practices in their field. In addition to management and supervision skills, administrators have appropriate professional qualifications, including training specific to the education and development of young children, and they provide teachers time and opportunities to work collaboratively with colleagues and parents. Providing appropriate curriculums or programs to meet the desires of individual children who learn at different rates and in different ways needs much skill and knowledge from the educator or teacher. In planning the everyday program a wide range of teaching strategies will be needed that involve individual, and large and small group activities. Not simply should the provision offer children opportunities for a broad range of creative and ingenious play activities, but there must be sufficient time and space to permit children to develop and extend their play, sometimes alone and at times in the company of other children or an adult. Programs have changed in response to social, economic, and political forces. However, these changes have not always taken into account the basic developmental needs of young children, which have remained constant. Programs should be tailored to meet the needs of children, rather than expecting children to adjust to the demands of a specific program. In the Hyson, Hirsh-Pasek, and Rescorla study (1990), pre-school children enrolled in child-initiated programs displayed lower levels of test anxiety than children enrolled in academic programs, regardless of parental preferences for classroom approaches. In the second study (Burts et al. , 1990), children in inappropriate classrooms exhibited more total stress behaviors throughout the day and more stress behaviors during group times and workbook/worksheet activities. Early childhood teaching is simply and completely about children and their well being. The tenet that each child is unique is basic in early childhood philosophy. It is very important therefore that early childhood educators should plan flexible programs that accommodate individual growth. Additionally, an early childhood perspective acknowledges the importance of providing children with opportunities to interact, understand and cooperate in groups (Day & Drake, 1986). In view of these arguments, the principle of programming in the framework of the KLA and in the context of a formal academic education should not yet be employed in the early childhood education, in particular, kindergarten class. The Curriculum for early childhood education must be subjected to vigilant evaluation. The program should see children as active learners, supporting them to become self-determining, being problem solvers and decision makers. It should not be a stiff program but offers a framework for children’s learning. Though it has much in common with usual nursery practice, it places greater accountability upon children for planning and executing their own actions. Working on an idea of the plan, do and review, the environment is arranged so that it optimizes children’s learning, using key experiences to examine and plan for the individual needs of children, for instance adult-child communication strategies, partnership with parents, observation and record keeping. The key experiences embedded concept of active learning are: †¢ Using language such as depicting objects, events and relations; †¢ Active learning such as controlling, transforming and mixing materials; †¢ Characterizing ideas and experiences such as role playing, pretending; †¢ Developing rational reasoning such as learning to label, match and sort objects; †¢ Understanding time and space such as evoking and anticipating events, learning to get things in the classroom. (Curtis, A. , 1999) These key experiences not only offer the framework for planning and evaluating activities but also facilitate the staff to guide children from one learning incident to another. They suggest questions to put to the children and facilitate staff to assess children’s development and offer a basis for discussion with the parents. To achieve individually appropriate programs for young children, early childhood teachers must work in partnership with families and communicate regularly with the children’s parents. During early childhood, children are largely dependent on their families for identity, security, care, and a general sense of well being. Communication between families and teachers helps build mutual understanding and guidance, and provides greater consistency for children. Joint planning between families and teachers facilitates major socialization processes, such as toilet learning, developing peer relationships, and entering school. Mutual sharing of information and insights about the individual child’s needs and developmental strides help both the family and the program. Regular communication and understanding about child development form a basis for mutual problem solving about concerns regarding behavior and growth. Teachers seek information from parents about individual children. Teachers promote mutual respect by recognizing and acknowledging different points of view to help minimize confusion for children. The positive attributes of parent/teacher relationships are relatively easy to develop when teachers and parents have the same backgrounds, speak the same languages, share values and goals for children, and, in general, like one another. Parents are also more likely to relate to their children’s caregivers and teachers in positive ways, and are aware of the conditions under which the staff is working. For both parents and teachers, continuity of the children’s educational experience is critical to their development. Such continuity results from communication both horizontally, as children change programs within a given year, and vertically, as children move on to other settings. As such, programming of early childhood education should be based more on creative learning and not on rigid academic programs and they should be the same from child care to kindergarten. Lastly, the community and the society at large also have a stake in the quality of early childhood programs. Early childhood education entails an informed community willing to act upon the idea that high quality early education is necessary for future generations (Pascall, C. and Bertram, T. , 1997). When early childhood programs succeed in getting children off to a good start, families, schools, and communities will be strengthened. Children will grow up to be responsible, law abiding and productive citizens who will contribute to the country’s progress. In this sense, posterity itself eventually reaps the benefits of high-quality early educational experiences. Conclusion Curriculums and programs are frequently viewed only in terms of the product or the content to be taught. It is far more encompassing than this, though. The curriculum should also be considered in terms of the processes linking to learning and teaching, the objectives that both teachers and learners hold, the contradictory social and cultural experiences’ learners and teachers bring, and the realities that occur from classroom interactions and situations. In early childhood education, set programming standards that are based on academic formal structure and being practiced in classrooms should not be employed. Teaching and learning programs and the assessing and reporting of student achievement that relates directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses is not yet applicable and favorable for very young minds. Instead, programs and teaching practices in early childhood settings should be more responsive to the needs and interests of the children. Programs should include a plan of activities that matches the children’s needs and promotes their independence. The plan should contain activities and exercises that help children to develop social, motor, language, and thinking skills. Programs should also provide a variety of experiences designed to encourage exploration and problem-solving, and an awareness of how diverse the world is beyond the home. Daily morning schedule for kindergarten as well as child care should be very similar. The only difference between the two settings is that kindergarten school children tend to arrive all at once while children arrive at child care centers according to their parents’ work schedules. Early childhood education in both kindergarten and child care settings must actively work to provide learning in a nurturing environment that matches the needs of the children. Parents also have active role in this endeavor. Children learn much from the adults around them, not simply from the planned learning opportunities but also from the customs and routines of daily living. The attitudes of the adults and other children and the shared relationships that are formed are as vital to children’s development as the activities in which they are engaged. The goals of the entire child care community, then, must be to encourage and support early childhood professionals to raise standards in our young children’s education. In providing an effective and successful program for early childhood education, our society and our country will reap the rewards of raising disciplined and productive children who will contribute greatly in our communities. References: †¢ Burts, Diane C. ; Hart, Craig H. ; Charlesworth, Rosalind; DeWolf, D. Michele; Ray, Jeanette; Manuel, Karen; & Fleege, Pamela O. (1993). Developmental appropriateness of kindergarten programs and academic outcomes in first grade. Journal of Research in Childhood Education. Vol 8(1), 23-31. †¢ Bredekamp, S. and Copple, S. (eds) (1997). Developmentally Appropriate Practice in Early Childhood Programs (revised edition). Washington DC: National Association for the Education of Young Children. †¢ Bredekamp, Sue (ed) (1998). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved from http://www. newhorizons. org/lifelong/childhood/naeyc. html. †¢ Chugani, H. , M. E. Phelps, & J. C. Mazziotta. (1987). Positron emission tomography study of human brain functional development. Annals of Neurology 22 (4): 495 †¢ Curtis, A. (1998). Curriculum for the Pre-School Child, second edition, London and New York:Routledge. †¢ Curtis, A. (1999). Evaluating Early Childhood Programmes: Are we asking the right questions? Paper presented at Early Childhood Conference, Santiago, March 1999. †¢ Edwards, C. , Gandini, L. and Forman, G. (eds) (1998). The Hundred Languages of Children, second edition, London: Ablex Publishing Corporation. †¢ Glascot, Kathleen. (1994). A Problem Theory for Early Childhood Professional. Childhood Education. Proofquest Education Journal, Vol. 70,3,131. †¢ Hirsh-Pasek, Kathy; Hyson, Marion; & Rescorla, Leslie. (1990). Academic environments in preschool: Do they pressure or challenge young children? Early Education and Development, Vol. 1(6), 401-423. †¢ Hutchins, T. & Sims, M. (1999). Program Planning for Infants and Toddlers: An Ecological Approach. Sydney: Prentice Hall. †¢ University of Illinois, Children’s Research Center. DAP:What Does Research Tell Us?. Retrieved Aug 31 from http://ceep. crc. uiue. edu. †¢ Website of NSW Dept . of Education and Training. Retrieved Aug, 31, 2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. html

The Doctrine of Containment

The Doctrine of Containment Free Online Research Papers The Doctrine of Containment is a policy that incorporates both military and economic action to prevent the spread of communism. In the case of the United States, the policy of containment was used to eliminate the diplomatic and political policies that were in favor of the communist practices. The Doctrine of Containment was adopted by the United States in order to keep those forms of government from spreading to non-communist countries. The article, â€Å"The Sources of Soviet Conduct†, by George Kennan suggests that the Soviet Union be â€Å"contained† and its system would ultimately collapse by the nature of its own inefficiencies. This containment would allow for the United States and its allies to not have the need to go on the offensive or to plan for an inevitable war. The rise of containment came about from fear of the â€Å"domino theory† which states that if one region fell into communist practices, that all surrounding regions would adopt the same policies. According to the United States, containment was the answer in how to prevent the spread of communism. Containment allowed the United States to make a political statement towards an opposing nati on with the threat of surrounding military action and economic support toward the threatened regions. Ultimately, the doctrine of containment was effective in aiding the United States foreign policy against the spread of the communist practices. The reason for the United States invading Vietnam was the fear of communism that seemed to be spreading throughout the world. Vietnam, because of the Geneva Convention was divided into two regions; the North and the South, in which the North was under communist rule. Many believe that the United States Foreign Policy was correct in showing its global importance but many others believe that it was one of the greatest and biggest mistakes in history. The U.S. feared that if South Vietnam fell under communist rule that it would lead to an outburst of communism throughout the rest of the world. The strengths of the containment doctrine during the Vietnam War was actually having our U.S. troops go into the unknown grounds of Vietnam and contribute to stopping the spread of communism throughout surrounding countries. Although our military was terribly defeated in Vietnam and some thought that we had no justification of war in that country, we entered Vietnam as part of the Containment Doct rine. The Containment Doctrine was to stop this expansion of Soviet Power by combating Soviet methods by our own intelligence operations, providing aid to existing governments, and directly involving our troops in a war on unfamiliar grounds. Our main weakness in Vietnam was that it was a major defeat against the United States, leading many other nations in the world to conclude that the United States was an unreliable ally and this damaged U.S. interest’s world-wide and gained popular movement to communism, in which we feared. The division point, isolationism was the dominant ideology that guided American foreign policy. Isolationism is a national policy of abstaining from political or economic relations with other countries. It was favored by most Americans for their non-involvement with other countries and others foreign affairs. This, in particular was used toward the president from Americans that had concern with being involved with foreign countries and to refrain from intervention in old world affairs. The United States was practicing isolationism until the fall of France in 1940 and the attack on Pearl Harbor that following year. As a result of the fear that arose from what had happened, The America First Committee was formed, which led to interventionism. The Cold War affected American Foreign Policy in one division point such as interventionism (globalism). Interventionism referred to whether or not the United States should have a place or a standing in other countries affairs. The United States had an idea that we should not get involved with other countries and we should keep to ourselves and stay out of situations that have nothing to do with us. The United States also stood strong in believing that the only type of communication with other countries be specifically for trade purposes only but have entangling alliances with none. This goes back to not getting involved if it has nothing to do with us. Interventionism is a policy or practice of intervening in the affairs of another sovereign state. The United States saw the importance of working to become friends and allies with other countries in making it easier for others to work with us rather than against us. The realist views overpowered throughout most of the Cold War. They believed that their allies were anti-communists countries and other countries that were communist were considered to be enemies. The realism aspect of it all is that by maximizing our own power we will be the focus and ignore others internal affairs. Realism is the idea that international relations is the primacy of power and for us to survive and maintain our political independence we must maintain our territorial integrity. This aspect is also important when speaking in terms of idealism, in order to maintain support from other countries and this too is an advantage. Idealists argued that the United States primary emphasis be focused on American values and that their allies should enforce similar democratic practices and this would promote anti-comm unists goals more effectively. Idealism is no better than realism and realism is no better than idealism, in the end it all depends on the situation and American values. One major impact that the Cold War had upon American politics was the way that it affected our government in a negative way. Throughout the Cold War the United States and the American people fought efforts to end the talk of global nuclear war between the United States and the Soviet Union. In 1984 and 1985, the Americans insisted that President Reagan back away from the Soviet Union and make a commitment to negotiate and put an end to this dangerous global war that had now existed for half of a century. In 1985 Mikhail Gorbachev became President of the Soviet Union and realized that his country could no longer afford to compete with the United States. In 1986, Gorbachev arranged a meeting with President Reagan in Iceland and they discussed a proposal. The proposal was: The Soviet Union would destroy all of its nuclear weapons if the United States would agree to do the same and also agree to not go ahead with its Star Wars program. The Star Wars program was designed to protect the United States from future attacks by nuclear missiles. President Reagan left Iceland and returned to the United States after rejecting to the proposed agreement. Reagan realized that the United States could not afford to give up its nuclear arsenal and had to protect its global interest. In 1986, when Americans discovered that it was indeed the Soviet Union that was more committed to the disarmament of nuclear weapons than the United States, more problems arose for Reagan. He referred to the Soviet Union as â€Å"the evil empire†, and they were actually the ones that took the initiative to reduce the threat of nuclear war. As a result of Reagan’s failure to inform the American people that the Soviet’s did indeed make a proposal and effort to have peace with the United States and put an end to the Cold War, many Americans lost faith in their government. In the end, the United States government was mirroring the Soviet Union by acting as a communist country in more ways than one. It is no surprise to me that more people vote for their leaders throughout Eastern Europe and the former Soviet Union than they do in the United States. Voting is a crucial aspect in a democratic society and has a major impact on the American political system today. Research Papers on The Doctrine of ContainmentAppeasement Policy Towards the Outbreak of World War 2The Effects of Illegal ImmigrationUnreasonable Searches and SeizuresQuebec and CanadaPETSTEL analysis of IndiaAssess the importance of Nationalism 1815-1850 EuropeNever Been Kicked Out of a Place This Nice19 Century Society: A Deeply Divided EraBringing Democracy to AfricaPersonal Experience with Teen Pregnancy

Common Cloning Misconceptions †Ethics Essay

Common Cloning Misconceptions – Ethics Essay Free Online Research Papers Common Cloning Misconceptions Ethics Essay Human cloning is replication or making children into products. Opponents of cloning often use these words to beg the question, to assume that children created by parents by a new method would not be loved. Similar things were said about babies born of other assisted pregnancy methods. I am sure that no one questions an otherwise sterile parent who is finally able to give birth because of advances in embryo implantation. However, the opposite holds true in many cases: evolution has created us with sex drives such that, if we do not carefully use protection, children occur. Because children get created this way without being wanted, sexual reproduction is more likely to create unwanted, and hence possibly unloved, children than human cloning. If cloning is just a new form of human reproduction, then it is constitutionally protected from interference by the state. Several Supreme Court decisions declare that all forms of human reproduction, including the right not to reproduce, cannot be abridged by government. Use of words such as replication and commodification are simply attempts at making cloning not seem just as apart of human reproduction as current methods. Human cloning reduces biological diversity. Population genetics says otherwise. Six billion people now exist, and most of them reproduce. Even if someone tried to create a superior race by cloning, it would fail, because cloned people would have children with non-cloned people, and the resulting genetic hybrids would soon be normalized. Cloning is simply a tool. It could be used with the motive of creating uniformity, or it be used for the opposite reason, to try to increase diversity (which would also fail, for the same reason). People created by cloning would have less right than normal humans, or would be sub-human. A human who had the same number of chromosomes as a child created sexually, who was gestated by a woman, and who talked, felt, and spoke as any other human, would ethically be human and a person. It is by now a principle of ethics that the origins of a person from mixed-race parents, unmarried parents, in vitro fertilization, or a gay male couple hiring a surrogate mother, do not affect the personhood of the child born. The same would be true of a child created by every deviation from normal reproduction. Children created by sperm donation, in vitro fertilization, and surrogate motherhood were predicted to be less-than-human, but were not. ************************************************************************ This paper was used in a Biology 200 level class for discussion on of common misconceptions of cloning. I received an A. ************************************************************************ Research Papers on Common Cloning Misconceptions - Ethics EssayGenetic EngineeringPersonal Experience with Teen PregnancyInfluences of Socio-Economic Status of Married MalesMoral and Ethical Issues in Hiring New EmployeesHip-Hop is ArtComparison: Letter from Birmingham and CritoEffects of Television Violence on Children19 Century Society: A Deeply Divided EraCapital PunishmentBook Review on The Autobiography of Malcolm X

Overnight Success

Overnight Success â€Å"One press account said I was an overnight success. I thought that was the longest night Ive ever spent.†Ã‚   – Sandra Cisneros Lannan Literary Award for Fiction MacArthur Fellowship American Book Awards Anisfield-Wolf Book Award Im not whats considered a huge, box-office or New York Times Bestseller success, but I do fairly well for myself as a writer and novelist. Ive found a comfort zone in balancing my craft, business, and family. Every so often, someone whos just discovered me asks how I became successful. I can give them the twenty-year version with all its twists, turns, sidesteps and walls, or the blurb about being diligent and ever trying to improve. Someone invariably says I was lucky. Someone will tell me FundsforWriters opened doors for my books, which the average person doesnt have. Some wonder who I knew who gave me a leg up. Some say I must be healthy, not have family problems, or not have to really work outside writing to pay the bills. So many think what I have cannot be achieved And I completely disagree. When writers begin writing, they are accountable to no one but themselves, writing in secret. When they begin publishing, they earn some small degree of spotlight but it will at some time feel its not worth the effort. When they publish regularly, readers suddenly learn their name. Those writers are new blips on readers radar, and No writer is an overnight success. Discovery helps to a certain degree: discovery So when you are tempted to say someone was an overnight success, check yourself. Its almost disrespectful. Writers, as well as entrepreneurs, actors, athletes, and academics, travel a long road to reach success. And you are not excluded from that potential for yourself. Take count of your efforts in the year going out, then project how to improve them in the new. Sometimes thats all it takes . . . the acceptance that every foot in front of the other needs to be uphill, with each year a stronger, more focused journey than the one before. The beginning of overnight success.

Case Study Analysis Example | Topics and Well Written Essays - 2000 words - 1

Analysis - Case Study Example An internal analysis was done on the University of Southern Phone center to identify the organizational culture, goals and employee motivation. Organization Structure For example, a bureaucratic structure has a culture much different from a participatory one. There were positive results such as improved performance by the phone center supervisors, and increased retention rates of the first year employees. When the team decided to hire a deputy director, phone center organizational structure and the managerial design changed completely. According to the case study page 57, we can see Roberts work experience at phone center before he graduated. He had worked as fundraiser then later was promoted as a supervisor to monitor the fundraisers. On the Coxii article page 7, the experienced writers were able to write articles and books after World War II that helped to reshape the public administration. The other Robert’s strength was that he was respectful to the rest of workmates. The Coxii article chapter 2 suggests that most employees in an organization seek for four gains. These four gains are; respect, fringe benefits, their work recognition and salaries. Respect is an ethnic and public policy that is essential in every organization. It creates a strong and long-term relationship among the employees, which leads to a conducive working environment in an organization. When Robert was a supervisor he was comfortable with the paycheck he was receiving, he even volunteered for extra shifts. Good salary motivates emp loyee to work harder. When Robert was hired as a deputy director, he had a mission and goal to raise more money on each shift. According to Coxii, chapter 2 page 32, various authors from Selznick (1957) and Burn (1978) emphasized that missions and values are important organizational leadership ingredients. Missions, code of ethics and goals are essential elements of the mantra of â€Å"best practice† modern organization management. If an

ANTH 419 Anthropology of Religion Final Take-home Exam Questions (20%) Essay

ANTH 419 Anthropology of Religion Final Take-home Exam Questions (20%) - Essay Example The inattention to sexuality and gender contradicts with the liveliness of gender studies in the recent decades. Sex comes out as a multifaceted social construct, a phenomenon that is complex and is viewed differently by the society (Reilly & Scriver, 2013). Without any doubt, various religious rituals, beliefs and practices shape the gender and sexuality of people in the society. In most religions, if not all, certain practices are designated by the male part of the societies (Reilly & Scriver, 2013). The females are also required to act in a unique way as per the demands of those practices. Within any organized religion, there exist beliefs that seek to address the true nature of sexuality and gender and also the appropriateness of various sexual behaviors. People confined within such religions have diverging levels of agreement(s) with the doctrines of such religions. Gender and sexuality are crucial in religions (Reilly & Scriver, 2013). There are religions that lack the official ground on the purpose of sexuality or gender. These two are regarded by most religious beliefs to represent temptation, a gift, an emotional enforcement and a means of procreation. In many religions, sexuality and gender are deemed as spiritual (Reilly & Scriver, 2013). Others primarily treat the issues to be physical. Some believe that sexuality and gender are only spiritual within the limits of certain kinds of relationship when employed for given purpose. Other religions do not see the difference between the spirituality and physicality of gender. Such religions teach the existence of spiritual-physical mind and that sex and religion seek to fill the gap. Using the religious practices of the Jewish and Hijras of India, there is concrete evidence that religions portray the differences in gender and sexuality. Thus, the approach is to show various similarities and differences of the Jewish and

Paper Assignment Essay Example | Topics and Well Written Essays - 1500 words

Paper Assignment - Essay Example (e) Presidential vote closely reflects voters’ party loyalties and is not influenced by whether an incumbent is running in a district or how much money the local candidates spend. (+) Districts that voted at least 10 percentage points more Democratic than the nation were classified as safe Democratic; districts that voted at least 10 percentage points more Republican than the nation were classified as safe Republican; districts that were within 5 percentage points of the nation were classified as competitive. (a) House district have become less competitive, but not because of redistricting. Most of the change has occurred between redistricting cycles. For the same reasons that states and counties have become less competitive- Americans are increasingly voting for candidates who reflect those values. (e) on the county level-number of counties dominated by one party and the proportion of voters living in such counties have increased dramatically over the several past decades. Also, growing ideological polarization at the elite level has made it easier for voters to choose a party identification on the basis of their ideological preferences. (+) Polarization=sorting, as voters bring their policy and partisan preferences into alignment (a)Growing financial advantage enjoyed by incumbents also contributes to the low level of competition in recent congressional elections. (e) It now costs over a million dollars to wage a competitive campaign for a U.S. House seat. (+) Most incumbents can raise that kind of money easily, but very few challengers can (they lack the financial resources needed to wage competitive campaigns). The most vulnerable- those in districts that were more supportive of the opposing party’s presidential candidate than the nation. Claims that redistricting does have an effect on the number of competitive congressional districts and, as a case study of redistricting institutions in Arizona illustrates, the choice of redistricting

The LPN To Transition 2. APA Formating Transition into Scholarly Essay - 1

The LPN To Transition 2. APA Formating Transition into Scholarly Writing - Essay Example There are many differences in the roles of LPN and RN, as RNs has more authority and power than an LPN. Registered nurses have a larger role in the healthcare of patients. The duty of RN is deeply to analyze the issues pertaining to the health of a patient and to relate the condition of a patient with the health status of the patient. Licensed practical nurse does not have a wide scope, but they are more tasks oriented and the working criteria of LPN are less than that of RN (Weydt, 2009). The main role of RN is to perform an initial assessment of the patient as it an essential part of the duty. LPNs can perform assessments but not the initial assessment. As the criteria of work of an RN are much greater than an LPN, it has to perform more duties that include the formulating the diagnosis of a patient and to form a care plan for the patient. The primary role of LPN is to make sure that the formulated care plan made by RN is put into action. RNs have the authority to delegate the work to LPNs (Ebright, Patterson, Chalko, & Render, 2003). LPNs have no authority over RN, but they are only allowed to work on those tasks that lie in their scope as defined by their license of that state. At some workplaces, RN directly supervises the work of an LPN and make sure that the LPN performs his task in the provided manner. LPNs have no authority to make changes in the healthcare plan of the patient but if there in a need to do so, the LPN must call and report the issue to RN and get their approval, to do the needful changes. There are various advantages of an RN as compared to LPN in this field. Few strategies and suggestions can help in the transition of LPN to RN and become successful in the work. To transit from License practical nurse to Registered nurse, the applicant must either take an Associate Degree in Nursing (ADN) or a

Word Handycap Essay Example | Topics and Well Written Essays - 1000 words

Word Handycap - Essay Example Everyone is physically challenged - some to a small extend, some others to a larger extend. When a person is unable to do the normal duties and routines with respect to his age, sex etc he is considered to be in the awkward condition of 'handicapped". That is, he has limitation in performing an activity or function. In other words, there is mental or physical disability. One kind of disability will result in multiple disablements. Physical dependence and immobility will mean that the person is handicapped. The word is actually refers to a relation or comparison. The so called handicapped person will have no problem in working as a telephone operator. But he may find difficulty if his job involves traveling in public transport. He will experience a handicap in the second case but not in the first. It is not that no handicapped can do normal work. They may not be able to do as fast as the normal person but still they can do useful productive work. For example, they can work on the computer as efficiently or even more than a normal person. They can teach or do running commentary much better than a common person. Handicap means restriction of activity. It amounts to limitation in participation. As already said the word handicap is not an absolute concept, but a related one. It is linked to the current condition of the individual, that is to say, the reality in which he is placed. Initially the Initially the word was meant only for crippled children. Later it included adults and mentally retarded as well. The word has nothing to do with 'cap in hand'. In the past it referred to beggars. There was a time when the handicapped were looked down with hate and disgust. The current society consider the common person as able, whereas the disabled as one with shortcomings. 'Handicapped' is seen as negative offence. The term 'disabled' seemed to be better and more neutral than negative. The people with mental and physical disabilities prefer the term 'disabled' than being characterized as handicapped. Handicapped is mild in comparison with disabled which is somewhat a blunt term. There are misconceptions that disabled and handicapped are one and the same. Strictly speaking, they are not. Disability is the functional limitation due to illness or injury. The handicapped are not suitable for activities involving mobility or sports and game, but there are trades where they can even out beat the normal persons. However, those having problem in seeing, hearing and talking would do well to avoid the type of duties where these actions are important. It is heartening to note disability has been replaced by activity and handicap by participation. This is indeed a positive transformation in the outlook of the society. It must be understood that the gifts gained from Justice are far valuable than those received from Charity. Do not allow the people to pity the handicapped. Instead they must build up awareness, confidence and ability in them. They should be able to develop self control and independent living in them. In other words they must be brought on par with others of the society. That should be their objective. The word originated from a lottery game of 1600s.The players would put money in a cap, the ownership of which would be based on the result of the game. Gradually the game was called 'hand-in-cap' and finally it reduced to 'handicap.' As time passed, the word found place in the

Personal Point of View on Commanding Wife, Downfall Assignment

Personal Point of View on Commanding Wife, Downfall - Assignment Example As the author declares "every man wants a beautiful wife. I got one. Every man wants a brilliant and tough woman. I got one. Every man wants a woman that can stand up for herself. I got one. What else do I need? Twenty years later, she controls my thinking, she has modernized me, changed me from the cowboy man I used to be. I no longer wear my hats and boots like before. I am used to being in suits and matching ties. I am a different person. I am more responsible, and I have to consult her before making any decision. Do I fulfil the requirements of the men being masculine and domineering in the patriarchal society? What has become of me? Everyone keeps saying that I am being controlled like a small child? Is that so? [Pause] Has my life become well with my commanding wife or not? On a contrary thought, my commanding wife has helped me a lot. I was a wreck before, a drunkard, a useless bastard. I did very little to make my life better. All I did was sit†¦sit in the ranch and drink. Waste the whole day with friends in the motel†¦drinking and partying was the way of life. Look at me now, I have a job, I even built a house. I did not know I had so much potential. What was I waiting for? For my parents to push me around? No way†¦ they got tired of me a long time ago. See what my commanding wife, she took me as I am. I was a no one. I am now a living testimony of change. Why are people condemning her? I just do not understand how people think and behave. If I live a bachelor, they complain, if I marry, they say I am not man enough. I am tired. So tired [pause]. The good thing is that I love my wife. Whether commanding or not, she is my life, she is my support system. I admit that without her my life is useless. Actually, I do not know what I would d o if she left my world if she said she would live. I would surely die. My commanding wife, you are me, you are my life, and you are who that I dream of†¦ [Singing]. "

Word Handycap Essay Example | Topics and Well Written Essays - 1000 words

Word Handycap - Essay Example Everyone is physically challenged - some to a small extend, some others to a larger extend. When a person is unable to do the normal duties and routines with respect to his age, sex etc he is considered to be in the awkward condition of 'handicapped". That is, he has limitation in performing an activity or function. In other words, there is mental or physical disability. One kind of disability will result in multiple disablements. Physical dependence and immobility will mean that the person is handicapped. The word is actually refers to a relation or comparison. The so called handicapped person will have no problem in working as a telephone operator. But he may find difficulty if his job involves traveling in public transport. He will experience a handicap in the second case but not in the first. It is not that no handicapped can do normal work. They may not be able to do as fast as the normal person but still they can do useful productive work. For example, they can work on the computer as efficiently or even more than a normal person. They can teach or do running commentary much better than a common person. Handicap means restriction of activity. It amounts to limitation in participation. As already said the word handicap is not an absolute concept, but a related one. It is linked to the current condition of the individual, that is to say, the reality in which he is placed. Initially the Initially the word was meant only for crippled children. Later it included adults and mentally retarded as well. The word has nothing to do with 'cap in hand'. In the past it referred to beggars. There was a time when the handicapped were looked down with hate and disgust. The current society consider the common person as able, whereas the disabled as one with shortcomings. 'Handicapped' is seen as negative offence. The term 'disabled' seemed to be better and more neutral than negative. The people with mental and physical disabilities prefer the term 'disabled' than being characterized as handicapped. Handicapped is mild in comparison with disabled which is somewhat a blunt term. There are misconceptions that disabled and handicapped are one and the same. Strictly speaking, they are not. Disability is the functional limitation due to illness or injury. The handicapped are not suitable for activities involving mobility or sports and game, but there are trades where they can even out beat the normal persons. However, those having problem in seeing, hearing and talking would do well to avoid the type of duties where these actions are important. It is heartening to note disability has been replaced by activity and handicap by participation. This is indeed a positive transformation in the outlook of the society. It must be understood that the gifts gained from Justice are far valuable than those received from Charity. Do not allow the people to pity the handicapped. Instead they must build up awareness, confidence and ability in them. They should be able to develop self control and independent living in them. In other words they must be brought on par with others of the society. That should be their objective. The word originated from a lottery game of 1600s.The players would put money in a cap, the ownership of which would be based on the result of the game. Gradually the game was called 'hand-in-cap' and finally it reduced to 'handicap.' As time passed, the word found place in the

How Can Americans Manage Obesity Throughout the United States Essay

How Can Americans Manage Obesity Throughout the United States - Essay Example As researchers gain knowledge more of about the health hazards of obesity, the increase in the incidence of obesity in children, and in grown up people as well, is progressively becoming more a foremost concern to a society at large and thus a societal health dilemma requiring nationwide attention. Over the previous decades, the pervasiveness of overweight children has enlarged remarkably in the United States, making it more probable that children and adolescents nowadays will be more vulnerable to various serious, fatal diseases and illnesses prematurely in life, including diabetes. The increase in obese children arrives at a time when present-day conveniences and establishment such as fast food, video game and most importantly the Internet, have contributed dramatically to inactive lifestyles, a pattern that is becoming progressively pervasive among today’s children and adolescents (Caprio, 2006). Approximations of the population of overweight and obese children and youths in the United States differ. Figures from the U.S. Department of Health and Human Services reveal that â€Å"13 per cent of children and 14 per cent of adolescents are affected by obesity—triple the adolescent rate since 1980† (Holloway, 2005, 118). An article of the American Family Ph ysician released in 1999 approximates that the population fall roughly between 25 per cent and 30 per cent of young children and teenagers. The boost spreads across ethnic and social groups (ibid, 118). Dr. Shiriki Kumanyika, a childhood obesity specialist, and others are attempting to pinpoint the cause for the steep increase in overweight children. â€Å"We’re trying to figure out how much of the problem is food intake and how much is the result of little to no physical activity (Koplan, 2005, 58),† says Dr. Kumanyika. â€Å"The social trends affecting children are definitely in favor of overeating. The impact of eating portions that are

Mowing Robert Frost Analysis

Mowing Robert Frost Analysis Mowing is a lyric poem written by Robert Frost in the year 1913. Like many other poets achieve that Frost does not, they talk about their imagination or something that they are wondering. Frost on the other hand expands his poetry into discussion about real life, and real situations. Just as it says in lines seven and eight, It was no dream of the gift of idle hours, or easy gold at the hand of fay or elf. Just as it declares, it is not a dream; it is real life reflecting that what he is doing is not easy. It is hard labor but yet he sticks it out and keeps working. Using the fourteen line method like the sonnet, Mowing does not pursue the same rhyme scheme. Instead Frost makes up his own. His rhyme scheme consists of a pattern of ABC ABD ECD GEH GH. Rhythm found here is that of the lines containing about the same number of syllables as each other. The lines are not of different syllables such as one line being 20 syllables and another being five. They are all around the same number which keeps the poem flowing smoothly. And all throughout this poem there is alliteration found. There are numerous words with the W, N, and D sounds. But on the other hand there are no similes or metaphors found in this poem. Mowing does not use a good amount of diction. But in some places it does, are examples like idle hours, and feeble-pointing spikes. All the other words are words such as heat, whisper, weak, laid, and scared, which could be spiced up to more complex words, since this poem is written by a professional. Meter, also used in this spectacular poem, contains unstressed and stressed syllables, with only five stressed syllables in apiece line. The scythe in some cases may be referring to reality or how hot it is outside; this may be a sign of why exactly the scythe is whispering. Personification is prearranged to the scythe with the whispering it does. But the author does not know precisely what the scythe is whispering. This gives Frosts poem reason for the reader to keep reading. And even at the finish of the poem neither the reader nor the author know what the scythe was whispering. If the author was to give us a clear hint on what the scythe was saying, there would be no point to the poem. This is engaging the reader to establish and think outside the box and make their own reason for the scythe to make a sound. Also in the poem there are no clear sounds that reflect. The only sound that is reputable is the sound of the scythe swaying back and forth as the character works. So this gives the reader another reason to keep reading and ponder how the scythe resembles something that is untold. The scythes earnest love may n ot always mean love; it may signify destruction at some points. The reason for this is when the scythe scares off the snake. This is an example of personification because the scythe does not experience real love. It is just an expression on how the author is trying to explain the poem. Mowing, told in first person by Robert Frost, since he does not use his imagination to try to explain situations, stops using his own imagination and goes back to talking about the natural evidence. He is leaving it up to the audience to figure out what the scythe is whispering. The theme exemplified here may be the emotions of love. This love immediately turns into death with the beheading of flowers and scaring the snakes off. But since Frost advises his poems in the aspects of real life and not the aspect of dreams or his imagination, this poem clearly represents his absolute love for nature. Even though he may not be doing what he loves, such as working in the field with a scythe on a scorching hot day, he still enjoys the fact of being outside in Gods creation and glorifying what he sees and encounters. Just as the theme, the mood resembled in Mowing is love. The author wants his audience to enjoy what he is feeling. He wants them to feel what he is feeling and to enjoy what he is enjoying. Such as being out in the hot sun all day and plain out enjoy the creation around them. He is saying enjoy it while it lasts because eventually it will come to an end. The tone the author is trying to express most of all is satisfaction. Even though he is not doing what he really wants to do, he is taking his time into effect and making the better use of it. Also, the author is trying to make his consultation feel guilt or some-what sorry for him because he starting his poem off by saying how there was no sound except for the sound of the scythe swaying back and forth against the hay. There was not even the sound of wind except for what the scythe was making. At the beginning of the poem, the author expresses not necessarily the problems of what he is doing or what is going on around him, but telling what exactly is going on in the poem. The first eight lines is where he expresses himself with that there was lack of sound, with the only sound being the wind of the scythe moving back and forth through the hay. Another thing he complains about is the heat. But at the same time he is praising that he is enjoying nature while in this devastating heat. And at the end of the poem the author is saying that this poem is not a dream but real life. And eventually the authors work is done and it is now time to go home and rest because he is very tired from a hard days work. And left my scythe to make means precisely that. He is done with his work and is going home to rest until the next day when he fills the same routine. Mowing is an exceptional poem that resembles the way we should live our life. Even though life may be hard, keep moving on becaus e at the end of the day, there will be something that you will rejoice and be thankful for. Mowing is a poem that teaches his audience about not giving up and pursuing with what they were meant to do and be thankful that they have the ability to do it. Robert Frosts poetry deals with the art of loving what is set before you and not complaining and most of all, relating it to real life and teaching a lesson.

The Search for Quark :: essays research papers

What exactly is Quark? Quark: a fermion which is believed to be one of the fundamental constituents of matter. All quarks have a fractional electric charge1. This pretty much means quarks have  ½ spin (rotate two full rotations to get to place it started), apply to Pauli Exclusion Principle, is one of the things that make up all matter, and its electric charge is a fraction. There are three different colors of quark; red, green, and blue. The colors always up to white. Also there are three different kinds of antiquark; cyan, yellow, and magenta. Quarks are at least 330MeV. Quarks were first proposed in 1964. It was named quark by Caltech theorist Murray Gell-Mann. He named them that from a quotation in a novel â€Å"Three quarks for Muster Mark, Sure he hasn’t got much of a bark †¦Ã¢â‚¬ 2 Gell-Mann said all mesons, baryons, and hadrons are made of quarks. He also said they are made of three types of quarks (up, down, and strange). That makes a total of nine types of quarks. George Zweig called them aces. Not many people believed in it at this time. From 1968 to 1973 MIT bombarded protons and neutrons with electrons. Electrons ricocheted off protons and neutrons as if it hit a hard, tiny object. The hard object was a quark. Over the years experiments and researches have led to a lot of indirect evidence that quarks exist. Despite all this indirect evidence they could not find a single free quark. No particle detector detected one. This led to a lot of non believers. As more proof has been shown that quarks exist it became more popular and less doubted. Chapter 1: Over coming Skepticism   Ã‚  Ã‚  Ã‚  Ã‚  Doubters did not believe in quarks. They thought of quarks just as a math equation that could explain a couple of things. They had good reason. The quark was never found free or even revealed itself. That was until 1974 when two discoveries occurred at the Brookhaven Laboratory and Stanford. They had found a new particle. Stanford called it the psi and Brookhaven called it the J. The new particle had to be a new kind of quark. Two years later Harvard theorist Sheldon Glashow named the new particle the charmed quark. This discovery shattered any doubts about the quark being real or not.   Ã‚  Ã‚  Ã‚  Ã‚   The discovery also shattered the bootstrap model theory. This theory said that protons, neutrons, and other particles were the smallest units.

The Body Essay -- Sexuality

The social and cultural conditions in which we live in today continue to perpetuate and maintain the rape culture that pervades our lives, especially for the lives of individual women. As a feminist thinker, Ann Cahill works to change this by challenging current definitions of rape as assault, and addressing questions of why rape exists in the first place, and how we can begin the prevention process. In Cahill’s book, â€Å"Rethinking Rape†, she approaches the subject of rape by analyzing the works of contemporary feminist theorists like Judith Butler, who perceive the female body as a potential site of resistance against gender-based oppression and a â€Å"larger system of sexual domination† (Cahill 32). Although each is addressing very different issues in feminist theory, Cahill does draw upon some of Butler’s ideas about the imitation and performance of gender in Butler’s essay â€Å"Imitation and Gender Insubordination.† Cahill does t his in order to further articulate her critique of â€Å"the body† and the role it plays in the phenomenon of rape â€Å"as an embodied experience of women† at the level of the individual (Cahill 109). There are certain concepts besides the performance of gender that both Authors touch on including â€Å"the body†, heterosexual norms as inhibitions to attaining liberation, the relationship between sexuality and gender, and the problematic nature of social constructs. By comparing and contrasting the works of Cahill and Butler, this paper will explore the importance and complexities of â€Å"the body†, the pivotal role it plays in Cahill’s critique of the phenomenon of rape, and how Butler’s critique of â€Å"coming out of the closet† values the notion of gender â€Å"performativity† more than the notion ofâ€Å"the body† itself. Before de... ... feminine body so we internalize that ideal and subject ourselves to the â€Å"intrusive, expensive, and high maintenance practices in order to be rendered beautiful† (Cahill 155). There are a number of factors that play into the perpetuation of rape culture, the hierarchy of gender, and gender performativity. The one thing they all have in common that is essential to understanding how men have been able to oppress us for so long and continue to oppress us. â€Å"The body† is the one thing that can maintain our inferiority and powerlessness, but it can also be the one thing that can free us from the same system of oppression. Works Cited Butler, Judith. "Imitation and Gender Insubordination." The Second Wave: A Reader in Feminist Theory. Ed. Linda Nicholson. New York: Routledge, 1997. 300-15. Print. Cahill, Ann J. Rethinking Rape. Ithaca: Cornell UP, 2001. Print.

Katherine Mansfield Essay

How is the link between Mansfield’s personal views and experiences and the characters in her short stories reflected in her writing style? Today I will be talking about the similarities between Katherine Mansfield’s personal views, experiences and short stories. The portrayal of characters and their interactions in her short stories mirror many of her own relationships and experiences. I will be explaining how these parallels are reflected in the style of writing Mansfield uses. Although the stories were not completely identical to her real life experiences they were based on them and were strongly linked in the underlying themes. â€Å"At The Bay† is a brief insight into the relationship of Mr and Mrs Kember, focusing more so on Mrs Kember. Mansfield’s rebellious attitude is seen in her character development of Mrs Kember as an exaggerated, more unrefined version of herself. The character is described by other women as being â€Å"very fast† and she â€Å"treated men as though she were one of them† creating the impression that she does not behave like a conventional woman was expected to in those days. She uses negatively connoted language to demonstrate the disapproval of the other women towards Mrs Kember which could symbolize how Mansfield disappointed her mother and eventually became estranged from her. Her unconventional behaviour is reflected in her use of contrasting imagery when she draws comparisons between Mrs Kember and the other women of the bay, such as Beryl. This contrasting imagery is portrayed through the women’s clothing and mannerisms. Beryl â€Å"steps out of her skirt and shed her jersey, and stood up in her short white petticoat, and her camisole with ribbon bows on the shoulders† whereas Mrs Kember â€Å"rose, yawned, unsnapped her belt buckle, and tugged at the tape of her blouse.† The way in which Beryl undresses shows she is graceful and proper while the image of ribbon bows gives alludes to her femininity. The way Mrs Kember undresses is brash and her clothing is much plainer; the unsnapping of her belt and tugging of her blouse is related to manly gesture. The juxtaposition of the characters, Mrs Kember and Beryl, acts as a metaphor of her own incongruence to society’s norms and expectations of what it is to be a woman. During Mansfield’s life, she had her fair share of relationships and sexual partners. She had two lesbian relationships which were famous for their significant presence in her journal entries and stories however she also continued to have male lovers. Her bisexuality is explored in the stories â€Å"At the Bay† and â€Å"Bliss† perhaps using her characters as mouthpieces for her own feelings towards women or her intimate experiences with them. Like in her real life, both the characters she portrays as being attracted to women, already have men in their lives and believe themselves to be heterosexual despite their apparent feelings for other women. In â€Å"At the Bay† she uses dialogue between Mrs Kember and Beryl to establish a sensual under tone and express Mrs Kember’s attraction to Beryl. Remarks such as â€Å"what a little beauty you are† and â€Å"it’s a sin for you to wear clothes, my dear† coupled with Mrs Kember touching Beryl’s waist could be interpreted as flirtatious especially when combined with Mrs Kember’s masculine nature. It also felt as if Mrs Kember was corrupting innocent, naà ¯ve Beryl and yet Beryl seemed to welcome it. She â€Å"felt that she was being poisoned by this cold woman but she longed to hear it† which reinforces the impression of forbidden feelings and sexual tension between the women. â€Å"Bliss† is about a woman Bertha Young who is attracted to a female friend, Pearl Fulton. She has everything she could ask for, a husband, a baby and a beautiful home. She is overwhelmed with joy at the thought of her wonderful life but this takes a turn for the worst when it is revealed that her husband is having an affair with Pearl. Bertha’s state of mind is established within the first paragraph of the story; she is â€Å"overcome, suddenly, by a feeling of bliss-absolute bliss!† and feels like she has â€Å"swallowed a bright piece of that late afternoon sun†. The fragmented sentences used by Mansfield reveal the erratic behaviour of not only the character Bertha but of her as well. Through the repetition of words like â€Å"†¦deeply, deeply† and â€Å"..passionately, passionately† to describe even the most ordinary action of breathing Mansfield’s impulsive behaviour and passionate outlook on life is shown. Again Mansfield shows her dislike for conformity through the phrase of â€Å"oh, is there no way you can express it without being drunk and disorderly? How idiotic civilisation is! â€Å"Frau Brechenmacher attends a wedding† is centred on Frau Brechenmacher who is a mother of five and the wife of a postman. The story is written in third person omniscient, focusing on Frau, and Mansfield uses the omniscient narrator to comment on her dislike for the patriarchal society in which she lived. She uses Herr Brechenmacher as an example of a typical man and by using short, abrupt sentences to express himself she shows the demanding, controlling nature of men. His dialogue mostly consisted of orders and claims like â€Å"Here, come and fasten this buckle† and â€Å"No. I’ll get my feet damp-you hurry!† She also likens men to animals through her vivid description of him â€Å"gesticulating wildly† with â€Å"saliva spluttering out of his mouth† when h e is drunk. The carnal imagery underpins her views that society’s expectation of gender roles was quite primitive. Furthermore she depicts Frau Brechenmacher as a victim at the mercy of her husband. Her repeated use of the words â€Å"her man† alludes to Herr Brechenmacher being her master which reflects Mansfield’s perception that society believed a woman, was like property and belonged to a man. The first image Mansfield introduces at the beginning of her story is that of the character Frau Brechenmacher carrying out the stereotypical duties of a women in the home; putting her children to sleep, polishing buttons and ironing her husband’s clothes. She also shows her daughter helping and learning from her. Mansfield uses the interaction between Frau Brechenmacher and her daughter to show how engrained the idea women are bred for domestic life is. It is a continuous cycle and that notion is passed on from generation to generation. The bride in the story is wearing a â€Å"white dress trimmed with stripes and bows of coloured ribbon, giving her the appearance of an iced cake all ready to be cut and served in neat little pieces to the bridegroom beside her†. The description Mansfield uses to equate the bride to cake that is to be served to the bridegroom is delivered with an air of disdain. She shows signs of pitying the bride. It also illustrates the purpose of women as objects of pleasure. The link between the cake and bride is indicative of Mansfield’s interpretation of marriage; a woman is consumed by her husband and loses her sense of self. Overall the tone in many of her stories is sombre, with very brief moments of joy mimicking the ups and down’s of Mansfield’s life as well as her feelings of being constrained by society. There are also strong themes of restlessness between the person she is and the person she portrays to the world. This is exhibited in her writing style through the differences between how the dialogue presents a character and how the omniscient narrator presents them. The endings to her story always appear incomplete as if there is unfinished business that the character has left to resolve much like Mansfield’s own experiences where she unresolved feelings for her lovers. The lack of closure in the endings leaves the audience with a sense of yearning and dissatisfaction. In parts of her stories where the mood is depressing her pace of her writing is quite slow with lengthy sentence structures. In parts that are positive and optimistic her pace of writing switches between succinct, bursts of bubbly language and sentence structure to ornately descriptive verses reflecting the sense of fulfilment and ecstasy. After analysing Mansfield’s writing style I have come to the conclusion that her use of imagery, sentence structure and use of narration are her most utilised devices. Her ability to develop her characters and relationships between characters so in depth, so quickly is a credit to her writing abilities and the way her personal experiences and views are communicated through her writing strengthens her connection with the audience.

At Different Stages in Our Life the Law Regulates Our Rights and Responsibilities in Different Ways. Examine How and Why Legal Rights and Responsibilities May Change over the Course of a Person’s Life.

Throughout a person’s life there is a balance between the rights and responsibilities that they are regulated by. This essay assess’ the reasons why these rights and responsibilities change and how they change during a childhood, adulthood and elderly years. When a foetus is in the womb, it has â€Å"limited legal recognition† however when the baby is born it is given a separate identity, it is registered and becomes a â€Å"legal personality. From this point on different rights and responsibilities will be gained throughout the child’s life, and they â€Å"only gain rights and responsibilities when society feels they are capable of understanding their actions and the consequences of those actions. † Rights don’t exist without responsibilities however â€Å"baby or small child cannot be expected to take responsibility for their own actions† (pg. 74) and they do not possess the mental capacity to understand the consequences.It is belie ve that when children reach the age of 10years they will have â€Å"sufficient understanding of the serious and criminal nature of their own actions and are held accountable the same way as adults. † (pg. 75) it is at this point that â€Å"children understand the difference between bad behaviour and serious wrong doing. †(pg. 75) Civil rights and responsibilities are different though as children cannot enter into a legal binding contract, although there are some exceptions. But this is â€Å"designed to protect children from unscrupulous behaviour. † (pg. 6) Children and medical care has always been an area of controversy. The Family Law Act of 1969 states that Children can only give consent to medical care at the age of 16, however following the case of Gillick V West Norfolk and Wisbeck Health Authority [1986] AC 112 it was decided that if â€Å"children under the age of 16 were competent to give their own valid consent to medical treatment if they were suffi ciently mature to understand what was being proposed. † Now if a child can prove they have ‘Gillick competency’ they are allowed to give consent. Like this, there are many other pieces of legislation written for the welfare of children, enforced by social services such as, the Education Act of 1996 required that children between the ages of 5 and 16 must attend school, full time. However it’s the parents’ responsibility to ensure this. (pg. ) There are also many rules on children employment such as very limited hours and the type of occupation they do. All of these Acts are for the protection of vulnerable children and adolescents.