My personal statement Essay Example | Topics and Well Written Essays - 1000 words

My personal statement - Essay Example With a strong academic background in computer science and economics, it is my belief that thorough training in finance and business from NAME OF SCHOOL HERE will provide the necessary theoretical foundations for me to move forward in my career. Given the current level of demand for specialists in financial/quantitative modeling in Africa and across the world, in addition to the emerging sector of electronic financial instruments and tools, I have a strong interest in positioning my career to participate in these sectors as they emerge in the developing world. My personal strengths, coupled with an entrepreneurial spirit and affinity for business development, have prompted me to submit my application to the Masters in Finance & Investment program. The successful attainment of a Masters in Finance & Investment at this stage of my career will give me both the financial knowledge and the entrepreneurial skills necessary to enhance my management effectiveness. It will provide me with the analytical tools and new skills necessary to position myself as an important player in facilitating electronic equity trades in Africa. I believe that my broad academic background and my knowledge of financial markets and business practices in a developing context make a most valuable and stimulating addition to classroom discussions. A 750 GMAT score reflects my ability for clear and systematic thought and would erase any doubts about my ability to handle the intellectual rigor of the program. Given the confluence of my personal and professional interests, I foresee my career moving initially from serving clients in a financial advisory capacity to a leadership role within a financial entity, preferably within start-up venture. Thus, in the five-year period after I successfully complete London Business School, I figure one of two things will be happening. Either I would have found some inspiring colleagues; conceived of a plan with them, and be preparing to launch a company, or I will find a company prepared to do partake adventurous opportunities in my field and I will be ready to take the helm of their projects or organization. Additionally, I am also drawn to the Masters in Finance & Investment program instead of a more general Masters degree because of the fact that this program provides an extensive choice of electives in the field of finance, which will allow me to tailor my course of study directly to a personal career interest. While I cannot imagine doing anything else, I am also realistic and understand that there are challenges that come with taking an employment break as well as getting the consent of my partner and family members to study abroad. To overcome this challenge, I have discussed my ambition with mentor and superior, who has been quite supportive of my goals. My partner and family members are also extremely excited about the fact that I am internationalising my career. I thoroughly believe that NAME OF SCHOOL HERE will help me by placing renewed emphasis on the technical and analytical skills I need, in addition to a management orientation, coupled with rigorous research methodology. The strengths of this University in finance and investment cohere with my personal research interests and I hope to gain a great deal from my experiences here. A reputation for excellent teaching, challenging

Strategic Analysis Project Essay Example | Topics and Well Written Essays - 3750 words

Strategic Analysis Project - Essay Example Corporate office sees an opportunity for fresh new ideas and perceptive from you, and is looking for a formal business case, which will include a well researched strategy, specific tactics, and a complete communication plan that will help this hotel achieve very specific and measurable business objectives . This account will first examine the Canada base Signature hotel market, talk about the main industry group of actors and show the family member significance of input issue. Moreover, it will find out the Canada consumer trends, there the variety of background of investors and provide a future outlook the length of with a predict which has been built-up to exemplify the manufacturing and the factors touching its growth and future. In end, it determination remark on short-term and long-term asset as well as recommending an result for the shareholder. Kevin (et all, 2006) has conducted research into the innovative practices used by hotels to satisfy customer needs and preferences, specifically business travelers and also women business travelers who have increased needs of safety and privacy. The research shows that professionalism of front-line staff was rated as a top individual item with the highest level of agreement among managers in achieving and maintaining competitiveness. As the nature of the hospitality industry is to provide service through people, front-line staffs, which have direct contact with customers, play an essential role in delivering quality service. Choi (16 April 2007) has suggested that business travelers try to fit in some pleasure along with the business trip. The author has given details from the National Business Travel Association, which suggests that 62 percent of U.S. business travelers add a leisure component to at least one business trip every year and two thirds said that they also bring along a family member of a friend to the trip. 1.1. Current expectations CNN (Chan, 14 August 2007) has reported that there is a change in the profile of the business traveler and this segment includes women, single parents, double income families, people who would like to take their families, spouse or kids along and those who look forward to combining a vacation along with the business trip. When people come with their kids or other family members, they expect some type of entertainment, sight seeing facilities and those with young kids expect a small playpen, a decent swimming pool and other such facilities. The article also claims that nearly half of all business travelers are women who travel alone and have special needs for security in their rooms, in the car parking area, the lobby, elevator, restaurant, bar and other areas. Women need special care to ward off unwanted attention as they enter the hotel, have food or a drink and hotel staff are trained to provide them better services. Some hotels have created women friendly services with special flo ors exclusively for women and monitor all approach and exit points in the hotel. Florio (30 May 2007) has reported that the Generation X or the new young business travelers expect "luxuries of home in exchange for their hard earned travel dollar. Among other

The Language And Power English Language Essay

The Language And Power English Language Essay Language is a very significant thing in our life. Therefore, it can be either empowering or disempowering relying on how its used and who is using it? The reason of my paper is to discover the diverse dimensions of the relations of power and language. First, I shall talk about two different types of power of the language. Then, I shall quote, discuss, and illustrate a piece of an interview that concentrates upon how unequal power practiced by unequal encounters has a correlation with the use of the language. Moreover, I shall distinguish between three types of constraints that appeared through discourse. Then, I shall analyze and exemplify a small text from the media to show how the uses of vocabulary, grammar, and the textual structures have a significant role as a hidden power in discourse. Additionally, I shall analyze a short extract to show how social struggle in discourse occurs. Finally, I shall give my conclusion. According to Norman Fairclough the power of the language can either appear overtly or covertly and categorized into two types: power in discourse and power behind discourse. Power in discourse is found where relations of power are applied and performed in face-to-face spoken discourse, power in cross-cultural discourse in which contributors belong to various ethnic groups, and the hidden power which is located in the discourse of the mass media. Power behind discourse works with how arrangements of discourse as dimensions of the social orders of social institutions or societies are themselves formed and composed by relations of power. (Fairclough, Ch. 3, p. 36) Let us start our discussion with a type of power in discourse in terms of face to face discourse where the encounters have unequal power. Text 1 is an extract from an interview transcript of Larry King with Chris Brown, Browns attorney (Mark Geragos), and Browns mother (Joyce Hawkins). Some indicative keys to help the reader in reading the script such as, a dot (.) means a short cease, three dots (à ¢Ã¢â€š ¬Ã‚ ¦) mean longer cease, and the two square brackets are overlapping and interruption. We need to know that powerful participants have several devices, which can be used in order to practice a control over less powerful participants such as, interruption, enforcing explicitness, controlling topic, formulation, and turn taking. (Fairclough, Ch. 5, pp. 112-113, Text 1 in appendix) In text 1 we can see how King practices control and power over Brown, his attorney, and his mother. He controls the topic, and he is in a position that allows him to practice his power through posing intricate and critical questions. King interrupts Brown five times- in (11), (29), (35), (58), and (69) and one time he interrupts Hawkins in (45). King here is not doing all these interruptions just because he wants to. However, he is enforcing explicitness to make Browns meaning clear by asking things like in (3), (4), (5), and (6). Also, he overlaps and interrupts Brown in order to control his statement and to make sure that his answer is truthful and unambiguous because King knows that Brown has amnesia, for example, in (28) and (29). (Fairclough, Ch. 3, p. 38 Text 1 in appendix) Furthermore, King exercises his power even over Browns attorney; in (11) (what did you pleadà ¢Ã¢â€š ¬Ã‚ ¦ explain, quickly, Mark, what he pled guilty to.) It is clear that he has full control over the situation and over everybody involved in the discourse which we notice it in the way the turn taken is managed. King has the authority to select the next speaker. In conversation between unequal participants, turn-taken rights are unequal too. (Fairclough, Ch. 5, p. 112 Text 1 in appendix) Moreover, we can see the way in which King is overtly repeating Browns answers in (4), and (5) (possibly) and in (25) and (27) (its fair) as if he is asking him are you sure? Also, it seems to be that King is evaluating the time that Brown and his mother (Hawkins) went through such as in (3) and (19) (this had to be the worst period of your life), (especially with all this pain youve had in your life). Another point is that Brown and Hawkins are put in the spot in the series of questions of turns (43), (45), (47), (49), (53), (55), (57), (68), (70), (72), and (74). The questions compose a tactically ordered series which makes Brown and his mother hesitate in their answers, which associated with many longer pauses in (44), (46), (48), (56), (58), (71), (73), and (75). (Fairclough, Ch. 3, p. 38 Text 1 in appendix) In addition, we notice that King is using an excessive amount of interrogative sentences. Some of the questions were formed grammatically negative such as in (33) (The sentencing judge, as I understand it, has not lifted a protective order the court imposed on you in connection with Rihanna. That means you cant be with her?), (39) (But you cannot go together?) and (73) (No, well, lets say could you conceive of that down the road?) this type of questions makes Brown look guilty, looser and deserve what had happed to him. (Fairclough, Ch. 3, p. 38 Text 1 in appendix) Now, let us consider some constrains that donate specific linguistic forms. According to Fairclough, text 1 shows three types of constrains in: contents, relations, and subjects. In terms of contents (topic), Brown is accused of beating his fiancà © Rihanna, and he is trying to clear himself in front of King and the rest the world, also his mother insists that Brown has never been an aggressive individual and his attorney trying to explain to King the status of Brown at this moment. We can see how the formality of the situation applies a specific kind of attitudes and particular types of vocabulary. Also, in terms of relation, we can see the social relation between the encounters is very formal; King represents a professional relation to his guest, Nevertheless, Brown is the son of Mrs. Hawkins, so their relation ship is intimate (mother and son). Furthermore, in terms of subject position, King occupies a reporter position who is exercising his authority over Brown, Hawkins, and Geragos, Brown is accuser, and Geragos is an attorney. Notice how King has the right to ask questions, whereas, his guests have only obligation to comply and answer. As well, we can see that these constraints received from the conventions of the discourse type which is being derived from. Consequently, we come to say that power in discourse is to do with powerful participants controlling and constraining the contribution of non-powerful participants, and can indirectly constrain them by selecting the discourse type. (Fairclough, Ch. 3, p. 39 Text 1 in appendix) Now, I shall consider another type of power in discourse. It is the hidden power in mass media. This kind of discourse engages members who are separated in place and time. Actually, mass-media discourse has a very neat nature. Its power relation is usually covert and engages hidden relations of power. The main different thing between face-to-face discourse and media discourse is the one-sidedness. In media discourse, there is a strong separation between producers and interpreters- maybe because media product has the nature of a commodity, between producers and consumers. Medias text is designed for mass audiences, which mean for everybody because it is hard for the writer to specify his audience. Therefore, media discourse has created into it a subject position for an ideal subject. (Fairclough, Ch. 3, p. 41) The journalist in text 2 exercises power over readers in that he has full rights and can therefore, decide what is contained and omitted, how events are appeared, and even the subject positions of their spectators. Look at the interrogative question in (A) (Does Chris Brown have amnesia?); the writer is engaging and positioning his readers in a certain way to answer the question (yes or no). Furthermore, the title is in bold to pull all readers attention to the more important sentence. The use of clear agent in the first sentence (A) makes us focus on Brown himself and his incident. In the second part of the text (B), the writer omitted purposely the name of Browns ex-fiancà © (Rihanna) to avoid dragging the audience attention. Moreover, the use of the negative grammatical form in (B) (No, I dont. Its like, its crazy to me) and in (C) (Im in shock, thats not who I am as a person. And thats not who I pride myself on being), shows the readers that Brown is not guilty, and he is not ha ppy about what he did due to his sickness. We can see how the writer is manipulating his audiences, he is exercising his hidden power by not telling directly that Brown is innocent, but he is covertly trying to convey his message by controlling his audience to make them come to a specific conclusion (Brown is innocent). (Fairclough, Ch. 5, pp. 103-5 Text 2 in appendix) Furthermore, we notice that the representation of Brown is another form of constraint on contents such, representations cumulatively stereotype famous RB singer and more generally the singer of favored public figures, and so constrain the meanings people attach to them. Once we read the article, we dont find that Brown obviously said to be innocent, and needs our sympathy. The process relies totally on an ideal readers ability to deduce that from the list of his answer. Brown expresses his shock of what happed, he cant remember what actually happen, he is concerned for his career, he is trying to rescue his reputation, he is trying to stimulate the readers sympathy and forgiveness, he wants his audience to feel pity for him. Nevertheless, this indicates that what are being constrained are not only contents but also subjects: the process presumes an ideal reader who will certainly make the right deduction from the list, in another meaning to have the right idea about who Brown is. (Fa irclough, Ch. 3, pp. 44-5 Text 2 in appendix) We have to know that not all photographs have the same effect. Journalists usually are clever. They make an ideal choice of a photograph that gives one image of a scene or a person from many likely images. The selection is very significant because different images convey different meanings. In the example (D), we can see our attention is drawn particularly by Browns eyes and facial expression; he is looking in the right side with a broken hart and sad face. Notice the clear function of the caption. It leads us to feel sorry, pity, and sympathy with him. (Fairclough, Ch. 3, p. 45 Text 2 in appendix) Medias texts have a particular way of positioning and directing the reader towards the side that they like. The hidden power of the media text can be the journalist, the editor, or other people whom we dont know, and it is always manipulative and covert. (Fairclough, Ch. 3, pp. 46) Our last text 3 is concerned with social struggle in the discourse. Power in discourse or behind discourse is not enduring and undisputed characteristic of any individual or social grouping. Quite the opposite, those who practice power at a specific instant, have to continually reemphasize their power and authority, and those who dont have power are constantly likely to seek for power. This is a fact, whether at the level of the specific situation, or in terms of a social institution, or in terms of a whole society. According to Fairclough power at all these levels is won, exercised, sustained, and lost during social struggle. (Fairclough, Ch. 2 3, pp. 28, 57) Let us illustrate text (3) which is a good example where a struggle is overt and clear. It is an investigation situation where the interrogator is questioning the pensioner about his involvement in a crime. There are numerous ways in which (P) practices more supremacy over the discourse than anyone might imagine, goes beyond his discoursal rights and does not complete his obligations. Firstly, he challenges (I)s questions three times (turn 2, 4, and 6) rather than answering them immediately. Secondly, in (2 and 6) (P) asks questions that are not related at all to the situation and go beyond it, conversely, (I) is not answering (P), but he is asking him another question in order to keep him in the track. Lastly, it seems that (P) shows no sign of cooperation. He appears to treat the investigator as a peer, and act as if the interrogation is a normal conversation (2, 4, and 6), nevertheless, (I) success in maintaining a lot of control over the situation. While the struggle at the situa tional level is over power in discourse, struggle at the other levels may also be over power behind discourse. (Fairclough, Ch. 3, pp. 57-9 Text 3 in appendix) To sum up, I think this discussion was really useful and productive. At my work, I usually practice my power through the use of language because it can be used as a perfect instrument for practicing a power over others. For example, my pose exercises his power over me and I exercise my power over other employers who are under my authority. Accordingly, as I said at the opening of this essay language can either be empowering or disempowering depending on various reasons. It is wonderful what language can do. Appendix Text 1 Chris Brown appeared on Larry King with his attorney and his mother, Joyce Hawkins, who insists that Brown has never been a violent person. KING: Its Chris Brown exclusive, right now next, on LARRY KING LIVE. Good evening. With us tonight on LARRY KING LIVE are Chris Brown; his mother, Joyce Hawkins; and his attorney, Mark Geragos. Chris entered a guilty plea on June 22nd a deal that allowed him to avoid jail time. He pled guilty to felony assault after a widely publicized incident with his girlfriend, Rihanna. A second felony charge, making criminal threats, was dropped. And Chris was sentenced to five years probation and six months of community labor. We thank you all for coming. How are you doing? BROWN: Im good. Thank you. KING: This had to be the worst period of your life. BROWN: à ¢Ã¢â€š ¬Ã‚ ¦.Possibly, yes. KING: Possibly BROWN: à ¢Ã¢â€š ¬Ã‚ ¦Yes. KING: Are things calm for you now? Are you into it? BROWN: I think its more a relief now that everything is kind of all said and done as far as like what I have to do and emà ¢Ã¢â€š ¬Ã‚ ¦whats going on. I think its no more .. no more media frenzy for them to kind of blow out of proportion anymore. KING: So youre glad its over? BROWN: Yes. KING: What did you plead explain, quickly, Mark, what he pled guilty to. MARK GERAGOS, DEFENSE ATTORNEY: Assault, basically, was what it is à ¢Ã¢â€š ¬Ã‚ ¦ a felony assault charge; sentenced to five years of probation; as you said, 180 days of what Judge Schnegg calls community labor. And he has to undergo a domestic violence program for one year. KING: And five years means youve got to be like perfect GERAGOS: It means he walks the straight and narrow for five years. And as Judge Schnegg said in court yesterday, shesà ¢Ã¢â€š ¬Ã‚ ¦. shes a tough task master, but shes fair. KING: Were taping this a week before it airs, so its airing on this night, but that was yesterday, meaning last Tuesday. GERAGOS: That was. KING: And before we get into the meat of everything, Chris, how have you handled all this, Joyce? JOYCE HAWKINS, CHRIS BROWNS MOTHER: Its probably the most painful time of my entire life. Its been hard, really hard, seeing him going through the pain and everything that hes gone through, dealing with the media and dealing with the situation. Its been really hard. KING: Especially with all the pain youve had in your life. HAWKINS: Yes, along with that. KING: Which well get to later. But the labor-oriented service, what à ¢Ã¢â€š ¬Ã‚ ¦. what does it mean you have to do, Chris? This is back in Virginia, right? BROWN: Yes, back in Virginia. KING: What do you have to do? BROWN: I think they want me to do anythingà ¢Ã¢â€š ¬Ã‚ ¦. anything from picking up trash on the side of the street, washing cars, graffiti removal, I mean anyà ¢Ã¢â€š ¬Ã‚ ¦.anything. But its the law, so Im willing to do whatever they want me to do. KING: Is it fair? BROWN: To me, possibly everything comes à ¢Ã¢â€š ¬Ã‚ ¦. everything comes with consequences. So I feel like definitely it is. And I have no misjudgment on what the judge has has has given me. So Im willing to do anything they ask. KING: So you feel its à ¢Ã¢â€š ¬Ã‚ ¦ its fair? BROWN: Yes. KING: Yes. The judge was very specific. She wanted labor involved in the punishment. BROWN: Yes. KING: What did that mean to you when she said that, hard work? BROWN: Hard work, yes, definitely. And Im a very hard worker, so that à ¢Ã¢â€š ¬Ã‚ ¦ thats kind of .. I wouldnt say second nature, but its definitely something that Im willing to to do. As far as the actual what I have to do, I felt personally that, as far as not saying as as a celebrity, because I dont exclude myself and try to become like, oh, Im a celebrity so I shouldnt be punished. But I feel like with with what Im capable of doing as far as influencing people, influencing kids, the youth, I can do a lot more to help the community other than picking up trash. But I dont Im not saying picking up trash is something wrong. Im willing to do it. But Im just saying, I know I can do a lot more, which I intend to do, aside from our community service. KING: The sentencing judge, as I understand it, has not lifted a protective order the court imposed on you in connection with Rihanna. That means you cant be with her? BROWN: No, I cant. I cant communicate. Nothing. KING: Do you think thats fair? BROWN: Its kind of hard, definitely, because being her being my friend for so long and us being being that close of a friend, its kind of like, wow, like, not being able to see or talk to that person is kind of kind of difficult. And but its its also hard because were both in the same industry. We do we go to the same events. We KING: That you can do, right? BROWN: Yes, I can go to the same event. We havent (INAUDIBLE) KING: But you cannot go together? BROWN: Not not at all. We have to be like 10 yards away from each other, but I just feel like its harder, because were always in the same vicinity, and it leaves more because we have the protection order, it leaves more room for error. It leaves more room for people to start rumors and start start more stuff, like, oh, theyre together. Theyre not supposed to be together. And and it just kind of leaves more room for for problems. KING: You have to be real careful, right, Mark? GERAGOS: Yes, more than careful. I mean there was an incident a supposed incident in New York where the two of them unbeknownst to each other because they dont talk to each other are rumored to be at the same hotel. So before before we even verify it, I just tell him, move. So, you know, its almost Ive kiddingly joked, we almost have to put GPS chips into the two of them to figure out where the other one is at all times. KING: How well do you know Rihanna, Joyce? HAWKINS: Ive known Rihanna for four or five years. And KING: Do you like her? HAWKINS: erà ¢Ã¢â€š ¬Ã‚ ¦I like her, yes. KING: When the incident happened, how did it hit you? HAWKINS: Like I said, emà ¢Ã¢â€š ¬Ã‚ ¦I was devastated. I was really upset about the situation and really felt reallyà ¢Ã¢â€š ¬Ã‚ ¦erà ¢Ã¢â€š ¬Ã‚ ¦em.. bad about this whole situation really KING: Were you shocked? HAWKINS: Very shocked. Very shocked. KING: Well get into all of it. During the sentencing, the judge said she was not immune from the chatter on the airwaves about meetings between you and Rihanna. BROWN: Yes. KING: Now, obviously, it upset her, right? BROWN: Yes. KING: Do you understand that part? BROWN: Yes, I understand that totally. Of course, like, the media, like Im not saying this media but the media, as far as like the the the immature media, you know KING: Immature media? BROWN: The immature media. I feel like its high school sometimes, how people just pride theirself on personal business. But like I feel like they they spun a lot of the stuff out of control, as far as with with the judge, with a lot of things, because everybody reads the newspapers. Everybody reads the blogs. Everybody reads stuff like thatà ¢Ã¢â€š ¬Ã‚ ¦.erà ¢Ã¢â€š ¬Ã‚ ¦emà ¢Ã¢â€š ¬Ã‚ ¦So its easily influenced when theres something thats already stated like it happened. KING: But what happened happened. BROWN: Yes. KING: And you were involved in what happened BROWN: Yes. KING: So you have to accept the consequences. BROWN: Definitely. GERAGOS: You know, the difference in this case and Ive been through a number of cases where there was media attention the difference in this case is the aftermath of the incident, where there was repeatedly just false stuff that would be printed. And major newspapers would put out things theyre they spent the weekend together here or they spent the weekend together there, which was just false. They werent even at one point, they said the two of them had spent the night together in one location. She wasnt even in the country. KING: Simply put, when was the last time you had contact with her? BROWN: Its been a couple months, because I think thats when the actual stay away order was in effect. à ¢Ã¢â€š ¬Ã‚ ¦ erà ¢Ã¢â€š ¬Ã‚ ¦So from there, we havent had contact at all. KING: Do you love her? BROWN: Definitely. KING: In love with her? BROWN: erà ¢Ã¢â€š ¬Ã‚ ¦em..Definitely. KING: Would you spend a lifetime with her? BROWN: Would I spend a lifetime well, erà ¢Ã¢â€š ¬Ã‚ ¦ I mean, emà ¢Ã¢â€š ¬Ã‚ ¦Im 20, so KING: No, well, lets say could you conceive of that down the road? BROWN: em.. I yes. KING: Well be right back with Chris Brown, Joyce Hawkins and Mark Geragos. Dont go away. Text 2 Media Text Does Chris Brown have amnesia? That sure looks like it when the RB singer spoke for the first time in public about the incident that rocked the entertainment world a few months ago When asked whether he remembers beating up his ex-girlfriend, Brown replies: No, I dont. Its like, its crazy to me. Im like, wow. Brown adds, When I look at the police reports or I hear about the police reports, I dont know what to think. I just dont know what to think. Its just like, wow. I just look at it like, wow, Im in shock, cause first of all, thats not who I am as a person. And thats not who I pride myself on being. (D) Text (3) Transcript from the series Criminal Minds was shown on Friday 1st January 2010, at 21:30, on MBC Action. It was an investigation between a prisoner and investigator: The investigator is showing some pictures for several dead girls. (I): Investigator: Why did you kill these girls? (P): Prisoner: Would you like to see a trick? (I): Investigator: How many girls did you kill? (P): Prisoner: pick a card. (I): Investigator: Where did you bury them? (P): Prisoner: Do you ever smile? It is hard to trust a person who does not smile.

The Mixology of Philosophies Essay -- Education Teaching Careers Essay

The Mixology of Philosophies In our time of uncertainty one of the most stable institutions is the school system for children. Thus, being a teacher and providing the most stable atmosphere along with providing the children with an education must be handled delicately. I believe a mixture of essentialism, progressivism, perennialism, behaviorism, and social reconstrctonism is essential in achieving those goals. I believe that some knowledge is relevant to the time and place, but some knowledge is constant. Essentialism’s views of â€Å"back-to-basics† are appealing to me in regards to mathematics, history, reading and literature. These elements should be the basic focus of early education. A mastery of these constant basic skills transcends to all other subjects. On the other hand, some knowledge is not constant. John Dewy and his belief that change is the only constant blends well with the abstract aspect of science, health, art, music, and social sciences. Take for example the concept of elements. The ancient Greeks viewed it as wind, earth, fire, and water, and these elements made up the universe. We know today that this is not true, and that is actually one hundred nine elements existing on the periodic table. This is why I believe a mixture of change with constants is necessary when developing a map or blue print of knowledge or truth. Sometimes knowled ge is constant but other times it is changing or plastic. Student like clouds are individual and ever changing therefore the school systems need to adapt to the children’s individual needs and educational requirements. The perennialism use of â€Å"great books† in education is a good way to combat the child’s needs. Adapting the stud... ...sm, behaviorism, and social reconstructionism one can begin in one of the most difficult jobs on the face of this wondrous and troubled earth in which we are inhabitants. I plan to never stop learning. I feel I have a thrust for knowledge that can never be quenched. I plan to graduate with a Bachelor of Science degree in elementary education. Upon completing that degree I plan to share the wealth of knowledge I have attained. I plan to start teaching in or around the Appalachian area. I would like to stay in West Virginia, but for reason unknown I would be prepared to move to western Virginia, eastern Kentucky, or northern North Carolina. I then plan to enroll in graduate school to receive my masters, and then I wish to complete my education with a doctoral degree. I wish that one-day to help inspire the future teachers of America or the world.

My Career as Social Work Practitioner Essay

When I considered social work as a profession the decision was one made with great ease. As a juvenile I faced many hardships that still affect my everyday life. After beginning my education as a social work major I now realize I was a youth that lacked a necessary advocate. Alot of problems that I dealt with could have been disputed or even prevented had I been able to receive certain resources and interact with the proper professionals. I notice also that there are more potential cases than professionals available to solve them today. The world we live in lacks advocates with the well-being of those suffering social problems in mind. My past and the sight I have gained for the future ,alone lead me to the profession of a social worker. As an adolescent I found myself in and out of the juvenile correctional system for various incidents. I now can say I struggled with many typical issues faced by those of my generation, while at the time not knowing of any help available to me outsid e of my home. Not only did I struggle with acting out but I also had many emotional tribulations that I later found could be maintained by seeking help from a clinical professional. While feeling I was at an dead end I met a social worker through Harris County JJAEP named Thelma Herman. With the help of Mrs. Herman I was able to take benefit of all the help and resources I was once lacking. She got involved in the middle of a big crisis in my life that lacked a lot of understanding from those around me. Her influences’ put me in the right direction with my education and allowed me to regain a hold on my life. Once I took advantage of various programs such as; Houston Advocates, MHMRA, and Snap, I was able to notice a great difference in my everyday life due to these resources. When I decided to further my education I spent a period of time looking for a profession that would suite my purpose of wanting to help others, that were in like situations of my own. Helping the youth, educating parents, and providing necessary resources’ for a family to properly function, can all be achieved in the social work profession. In the future as a social worker, I plan to practice at a micro level in schools or possibly a juvenile detention center. Past experiences alone will give me the basis I need to successfully help my clients and give them the necessary resources to be productive in life. My ultimate career goal will be to open a girl’s home, that offers all resources needed for girls age 13-21 with the intentions all who come through the doors will lead successful lives as an adult. I feel that every bit of my goals as a social work practitioner are achievable and thus the reason I find this very profession suitable.

Heaven Can Wait Belt Up

Commercial analysis: Heaven can wait belt up This report will discuss the issue commercial how to convey the idea to consumer. Introduction Here is a car charity commercial advertisement without any world and talk through. Only utility the background music, shocking animation and a woman sang. It brought us the shocking and stunning. At last, the image fade out, then show the slogan â€Å"heaven can wait belt up†. As the following we will talk about the commercial advertisement. Here is one of places in the world, and everything is just like normal. For a while, the clash burst out, and tree is shaking.Furthermore, we saw a car bump into a tree strongly. There are three persons on the car. All of them are unconscious. Few seconds later, their soul was department from their own body. The three people, only one of them belt, and others doesn’t. Because of the driver didn’t belt, their souls went up to heaven, so as the backside passage. But the front passenger had belt, his soul was struggle for the belt. But the belt restricted him to get rid of. At last, the belt rescues the front passenger. After that, the screen show the slogan, †HEAVEN CAN WAIT BELT UP† and fade out.This charity alarm us should seat belt when we drive, no matter you are driver or passenger. Belt can keep u safe, even heaven can wait belt up. Next, we will discuss the characteristic, animation and music. Characteristic There are only three persons in the video, the driver, front passenger, and back passenger. Besides, here are car, tree, soul and music. The animation of soul showed us a strongly visual effect. Moreover, with the music, we can feel from peace to shock. In the whole advertising, there is without any words in the video. Music All of the advertisement without any word and talk through.There are only the music and the image in the advertisement. But it strongly remained us we should belt when we drive no matter we are driver or passenger. So the mu sic here is important and indispensable, and we will discuss about the transition of the music. There are three sounds of the different types. First is peace situation with the sound of bird and nature. Then when the clash occurred, the condition was changing. At last is the song which woman song amazing music. At beginning, the surround is bird’s song and the nature’s voice. It means everything is peace and we don’t need to worry about anything.When clash burst out, everything changed. Soul of life wants to leave their body, and the women’s voice stand for life will go to heaven. Just like god summon and they must to leave. But when the women’s voice disappeared, the soul of that front passenger back with wheeze and heavy breathing, seems the life returned. Then the nature’s voice returned, and everything is back to the normal peace. In the west-country, when we die we believe we will go to heaven and get rid of the guilty, and the song wit h the women’s voice stand for the meaning of go to heaven. The sound from beginning to the end was a continuous situation.We can image the situation with the music and the animation. It shocked us the feel of visual and sound. Without any word, but tell us the safety method to drive. Animation The soul spilt from the body, they struggle but only one back to their own body. The soul means our life is weak and we need to protect by the belt. Youth are often hasty and without thinking. So the soul is just like our original nature. But the belt protect the soul get away from the passenger, so it is simply to tell us we should belt up and then we can drive. Customer analysis We will discuss that by sender and receiver’s viewpoint. SenderHere is a car commercial charity advertising which is sponsored by Axion. It is a bank company always support youth’s activities from Belgium and their focus market is youth group. So the advertisement is also made to the youth who sh ould belt up when they drive. There are two different meanings in that advertisement. One of that reminded drives or passenger who should belt up, keep your life safe. And another one is keeping your money in a safe bank account. So youth can notice that car accident without belt is closed to youth’s life. For youth, they are potential group for bank. There are some reasons we can talk about.First of all, youth are going to step into the employ market sooner, and most of them don’t know how to deal with their dollar. The second is youth don’t have enough knowledge for finance, such as we don’t know how to loan form bank and so on. Most important of all, we are too young to do the reasonable thing. Everything is fun, we must try. So the dangerous will happen when we think it’s cool. In short, if the bank can provide us a safe account to keep our dollar and we can utility money in proper method with less risk. So the other meaning is that ad is †Å"choice our bank we will provide you a safe account and protect you from the crisis†.Their niche market focus on the youth group, this group drive fast and doesn’t know how to evaluate the risk. When the disaster occurred, they can’t handle with that situation. So Axion can provide you a good solution to prevent the problem. If you go to our bank and apply our service, we will give you a safe insurance for your account. Furthermore, you also can have a loan in our bank. All in all, the sender gave us two messages. One is when you drive, you should belt up. And another one is our bank can give you a better choice. Receiver Axion is focus on the youth group, who can drive.The economic situation is in the middle of class, and the range of age is around 16 to 35. If you have the right to drive, you are the receiver. Besides, education level can range from senior high to adult and gender is focus on male. At last, we will show the video to youth who can drive and the ir age are around 20 to 30 then get the feedback from them. The feel of people who see the advertisement We showed this video to youth, and ask them two questions in order to get the feedback of video. First, what’s your first impress about the video? And can you image the situation you drive in the future?In the first question, the answer is interesting such as the belt’s effect is like magic, supplemental restraint system didn’t work, even one of them feel creepy, and the road is big but why they still can bump the tree. And the second is consistent. Because all of them said â€Å"we need to belt up†. Conclude To sum up, the video want to tell us, â€Å"HEAVEAN CAN WAIT BELT UP†. When we drive, we need to belt and that can keep us safe. It’s important for us to belt when we drive. And the other point is if youth want to choose a bank, you can find Axion’s bank. Related article: Conveyor Belt Project

Dear Abby Letters for Learning English

Dear Abby Letters for Learning English This lesson plan focuses on modeling a lesson on Dear Abby, written by Abigail Van Burenin, in order to practice a wide range of English skills including reading, vocabulary extension, writing, and pronunciation. Its a fun exercise that helps students practice concepts they have learned in class and is suitable for upper intermediate to advanced level students. Introduction to Dear Abby For those of you who have never heard of Dear Abby, Dear Abby is an advice column in the United States which is syndicated in many newspapers throughout the country. People from all walks of life write in with their problems - family, financial, but mostly relationships - to ask for advice from Dear Abby. Writers usually sign the letters to Dear Abby with a descriptive phrase such as Hoping to feel better soon or Looking for an answer. Abby then replies to the letters with sound advice that is usually quite reasonable, even for very complicated situations. Why Advice Columns in Class? Using advice columns in class allows students have quite a bit of fun with some crazy - or not so crazy - situations while, at the same time, practicing some very high-level skills and integrating quite a lot of new vocabulary related to relationships, family life, etc. I have found students enjoy themselves. However, they also feel challenged as they will need to communicate in both written and spoken form. Lesson Outline Aim: Practice reading, writing, and pronunciation with special focus on giving advice Activity: Reading, then creating and finally presenting and commenting orally on advice column letters Level: Upper intermediate to advanced Outline Begin by introducing advice columns by asking students whether they have ever read an advice column. If they are unfamiliar with this term, describe a typical reader letter and advice response as most students will be familiar with this type of column.Read or show the students an example Dear Abby letter provided as an example at the bottom of this page.Split students into pairs.Visit Dear Abby online and present a few letters and responses to your student. Its best if you use a projector in class, but using one or more computers can work as well.Ask each pair to read both the reader letter and the response of different columns. Students should take note of new vocabulary and expressions to share with the rest of the class.Once students understand their advice column, have them switch partners and each partner should explain the basic problem and response of the advice letter they read.After students have worked through their readings, list new vocabulary and discuss idiomatic usage with the entire class. Have each student write their own advice column letter. Go around the room helping the students with grammar and vocabulary issues.Once everyone has written their advice column letter, quickly review the concept of stress and intonation as a means of improving pronunciation skills.Ask students to mark up their letter by underlining content words to help with pronunciation.Have each student read their advice column letter to the class. Students should then choose an Abby to provide suggestions on their issue.If students have difficulty in understanding, request that the letter in question be reread by the student to the class. Advice Column Letters Worried about Love Dear ...: I dont know what to do! My boyfriend and I have been dating for over two years, but I feel like he doesnt really love me. He rarely asks me out anymore: We dont go to restaurants, or shows. He doesnt buy me even the smallest of presents. I love him, but I think hes taking me for granted. What should I do? - Worried About Love Response Dear Worried About Love: I think its clear from your description that your boyfriend doesnt really love you. Two years is not such a long time to be dating, and the fact that he treats you like a toy he can ignore speaks volumes about his true feelings. Get out of the relationship as fast as you can! There are many more wonderful men out there who will appreciate, and treasure your love - dont waste it on an oaf who clearly has no clue as to your worth!

Dna gel electrophorosis essays

Dna gel electrophorosis essays DNA, Deoxyribonucleic acid, is a double stranded, helical nucleic acid molecule which determines inherited structure of a protein. The steps are made of bases: adenine, guanine, cytosine, and thymine. The sides are sugar and phosphate molecules. Restriction enzymes are enzymes that cut DNA at restriction sites, leaving fragments blunt or sticky. The restriction fragments are separated using a technique called DNA has a negative charge so when an electrical charge is applied it makes DNA move to the positive side. DNA is placed in agarose gel. Smaller fragments move faster. The purpose of this lab is to separate DNA fragments using gel electrophoresis. Hind III cuts AAGCTT between the two irst As. EcoRI cuts at GAATTC between the G and the A. Hind III and EcoRI both make sticky ends. Our results for this lab were EcoRI separated into five fragments. Hind III separated into four fragments. The control only had one fragment. (See chart A and figure 1-1 for distances) The purpose of this lab was to see how gel electrophoresis separates DNA fragments. We used Hind III, EcoRI, and a controlled enzyme. Some fragments were hard to see because of smearing. These were the bigger fragments. Loading the DNA was difficult and if you werent careful you could rupture the wells which ruined the lab. We, fortunately, did not run into this problem. ...

John McClernand Civil War Union Major General

John McClernand Civil War Union Major General John Alexander McClernand was born May 30, 1812, near Hardinsburg, KY. Moving to Illinois at a young age, he was educated in local village schools and at home. First pursuing an agricultural career, McClernand later elected to become a lawyer. Largely self-educated, he passed the Illinois bar exam in 1832. Later that year McClernand received his first military training when he served as a private during the Black Hawk War. A devout Democrat, he founded a newspaper, the Shawneetown Democrat, in 1835 and the following year was elected to the Illinois House of Representatives. His initial term lasted only a year, but he returned to Springfield in 1840. An effective politician, McClernand was elected to the US Congress three years later. The Civil War Nears During his time in Washington, McClernand violently opposed the passage of the Wilmot Proviso which would have banned slavery in the territory acquired during the Mexican-American War. An anti-abolitionist and staunch ally of Senator Stephen Douglas, he aided his mentor in passing the Compromise of 1850. Though McClernand left Congress in 1851, he returned in 1859 to fill the vacancy caused by the death of Representative Thomas L. Harris. With sectional tensions rising, he became a firm Unionist and worked to advance Douglas cause during the election of 1860. After Abraham Lincoln was elected in November 1860, Southern states began leaving the Union. With the beginning of the Civil War the following April, McClernand commenced efforts to raise a brigade of volunteers for operations against the Confederacy. Eager to maintain a wide base of support for the war, Lincoln appointed the Democratic McClernand a brigadier general of volunteers on May 17, 1861. Early Operations Assigned to the District of Southeast Missouri, McClernand and his men first experienced combat as part of Brigadier General Ulysses S. Grants small army at the Battle of Belmont in November 1861. A bombastic commander and political general, he quickly irritated Grant. As Grants command was expanded, McClernand became a division commander. In this role, he took part in the capture of Fort Henry and Battle of Fort Donelson in February 1862. At the latter engagement, McClernands division held the Union right but failed to anchor its flank on the Cumberland River or another strongpoint. Attacked on February 15, his men were driven back nearly two miles before Union forces stabilized the line. Rescuing the situation, Grant soon counterattacked and prevented the garrison from escaping. Despite his error at Fort Donelson, McClernand received a promotion to major general on March 21. Seeking Independent Command Remaining with Grant, McClernands division came under heavy attack on April 6 at the Battle of Shiloh. Helping to hold the Union line, he took part in the Union counterattack the next day which defeated General P.G.T. Beauregards Army of the Mississippi. A constant critic of Grants actions, McClernand spent much of the middle of 1862 conducting political maneuvering with the goal of either displacing Major General George B. McClellan in the east or obtaining his own command in the west. Obtaining a leave of absence from his division in October, he traveled to Washington to lobby Lincoln directly. Desiring to maintain a Democrat in a senior military position, Lincoln ultimately granted McClernands request and Secretary of War Edwin Stanton gave him permission to raise troops in Illinois, Indiana, and Iowa for an expedition against Vicksburg, MS. A key location on the Mississippi River, Vicksburg was the last obstacle to Union control of the waterway. On the River Though McClernands force initially only reported to Union General-in-Chief Major General Henry W. Halleck, efforts soon commenced to limit the political generals power. This ultimately saw orders issued for him to take command of a new corps to be formed out his current force once he united with Grant who was already operating against Vicksburg. Until McClernand rendezvoused with Grant, he would remain an independent command. Moving down the Mississippi in December he met Major General William T. Shermans corps which was returning north after its defeat at Chickasaw Bayou. The senior general, McClernand added Shermans corps to his own and pressed south aided by Union gunboats led by Rear Admiral David D. Porter. En route, he learned that a Union steamer had been captured by Confederate forces and taken to Arkansas Post (Fort Hindeman) on the Arkansas River. Re-routing the entire expedition on Shermans advice, McClernand ascended the river and landed his troops on January 10. Attackin g the next day, his troops carried the fort in the Battle of Arkansas Post. Issues With Grant This diversion from the effort against Vicksburg greatly angered Grant who saw operations in Arkansas as a distraction. Unaware that Sherman had suggested the attack, he complained loudly to Halleck about McClernand. As a result, orders were issued allowing Grant to take complete control of the Union troops in the area. Uniting his forces, Grant shifted McClernand into command of the newly-formed XIII Corps. Openly resentful of Grant, McClernand spent much of the winter and spring spreading rumors regarding his superiors supposed drinking and behavior. In doing so, he earned the enmity of other senior leaders such as Sherman and Porter who saw him as unfit for corps command. In late April, Grant elected to cut loose from his supply lines and cross the Mississippi south of Vicksburg. Landing at Bruinsburg on April 29, Union forces pressed east towards Jackson, MS. Turning towards Vicksburg, XIII Corps was engaged at the Battle of Champion Hill on May 16. Though a victory, Grant believed that McClernands performance during the battle was lacking as he had failed to press the fight. The next day, XIII Corps attacked and defeated Confederate forces at the Battle of Big Black River Bridge. Beaten, Confederate forces withdrew into the Vicksburg defenses. Pursuing, Grant mounted unsuccessful assaults on the city on May 19. Pausing for three days, he renewed his efforts on May 22. Attacking all along the Vicksburg fortifications, Union troops made little headway. Only on McClernands front was a foothold gained in the 2nd Texas Lunette. When his initial request for reinforcements was declined, he sent Grant a misleading message implying that he had taken two Confederate forts and that another push might win the day. Sending McClernand additional men, Grant reluctantly renewed his efforts elsewhere. When all of the Union efforts failed, Grant blamed Mc Clernand and cited his earlier communications. With the failure of the May 22 assaults, Grant commenced a siege of the city. In the wake of the assaults, McClernand issued a congratulatory message to his men for their efforts. The language used in the message sufficiently angered Sherman and Major General James B. McPherson that they lodged complaints with Grant. The message was also printed in Northern newspapers which was in contravention of War Department policy and Grants own orders. Having been constantly annoyed with McClernands behavior and performance, this breach of protocol gave Grant the leverage to remove the political general. On June 19, McClernand was officially relieved and command of XIII Corps passed to Major General Edward O. C. Ord. Later Career Life Though Lincoln backed Grants decision, he remained cognizant of the importance of maintaining the support of Illinois War Democrats. As a result, McClernand was restored to command of the XIII Corps on February 20, 1864. Serving in the Department of the Gulf, he battled illness and did not take part in the Red River Campaign. Remaining in the Gulf for much of the year, he resigned from the army due to health issues on November 30, 1864. Following the assassination of Lincoln the following year, McClernand played a visible role in the late presidents funeral proceedings. In 1870, he was elected circuit judge of the Sangamon District of Illinois and remained in the post for three years before resuming his law practice. Still prominent in politics, McClernand presided over the 1876 Democratic National Convention. He later died on September 20, 1900, in Springfield, IL and was buried at citys Oak Ridge Cemetery. Selected Sources History of War: John A. McClernandUS Congress: John A. McClernandMr. Lincoln Friends: John A. McClernand

Women's Right in Islam Essay Example | Topics and Well Written Essays - 2500 words

Women's Right in Islam - Essay Example People have a notion that women are suffering under the Islamic laws as it is with strict boundaries. However, it is not the case always; women do have equal rights under the Sharia like men. For centuries women were treated inferior and this also reflected in the Islamic ruling of women in their society. Islamic law treats men and women alike but it keeps a thin line of conditions on women’s rights and freedom for the protection of women. According to Islamic law, women need to be kept under authority for the smooth running of the family. Every religious scripture hold on to this attitude to create peace and harmony in the society. Same is the case with Islam where women have certain rules to obey to .In the original form, the Quran or the Sharia law does not subjugate women. But the Quran treats women same like man and both are equal in the eyes of God, Almighty. It is the dominating attitude of men which declare strict norms and laws upon women which she cannot undertake. According to Engineer(2004)â€Å"The Quran which is comparatively liberal in its treatment of women, also suffered the same fate† Status of women in Islam The status of women in Islam is not different from any women in any other community. Within her community she has all the freedom to enjoy life and join with others to experience the joy of life. It is a fact that Muslim women do wear hijab, but this does not steal any human right and freedom from them. In fact, the wearing of hijab for women is to protect them from evil of the society. So here it can be seen that women apart from human right and freedom, she is also getting a privilege from her religion to protect herself. This gives a right kind of morality aspect to the personality of women.

Open Art Surgery The dilemma of the administrator Essay

Open Art Surgery The dilemma of the administrator - Essay Example This research tells that when the â€Å"experts† describe a painting, you can hear words of this kind of abandon which are mostly out of the common man’s range of understanding. For example, an expert may observe a certain painting and say something like â€Å"this painting portrays a journey of the psyche that transcends the eternity within the confines of your soul† and listening to this the artists and their managers may nod their heads in agreement. For those outside this wonderland, however, these words will sound hollow and will go right over their heads. There, exists a need for the art to be interpreted without the usual expert jingo and clichà ©d usages and phrases. But since the 1980s the art trade has blossomed one of the most profitable activities for the rich and famous. It’s much like a new company going public in the stock market. â€Å"When a â€Å"priceless† work of art gets a price tag, the haggling, bluffing and profiteering beg in.† The players descend from around the globe with highly solvent accumulated wealth that will move hands in just a few minutes. Never before has art been such a commodity as it is today. â€Å"The worlds top galleries and auction houses are turning record profits: in February 2007, London did 590 million euros in business with auctions of artwork in just five days†. The differences between managing Arts and managing Business - Can art be managed like a business? The answer lies in the fact that though there is a severe pressure from the new community in the art sector that of the businessmen and the speculators to deal with an artwork as a piece of the good real estate or blue-chip stock, there is still hope of retaining some of the uniqueness that art is credited with. Like Dewitt Jones declares in his article Creativity makes a difference, â€Å"Art is creative; business is practical. Art is frivolous; business is serious. Art is to be indulged in only when all the "important stuff' is done; business is the "important stuff."

Public Listed Company Whose Corporate Governance Has Received Comment Essay

Public Listed Company Whose Corporate Governance Has Received Comment - Essay Example It deals with structuring and allocating responsibilities within the companies or organization. For this purpose the Royal Bank of Scotland Group (RBS) is chosen to continue the discussion. So the corporate governance issues that exploded within the organization which resulted in major financial misbalances would be analyzed. A critical evaluation regarding the risk associated in this case would be made, so as to understand the identified risks and the approaches that were made from the side of management to combat the risks. Furthermore, a detailed analysis of the viewpoints of different stakeholders of the company would be included. The external and internal shareholders, their role and their view for such situation would be considered. Also the auditors of the firm, the government agencies involved and the shareholder’s association’ viewpoint regarding governance problems at Royal Bank of Scotland would be discussed. The purpose of conducting such detailed investigat ion is to understand the significance of corporate governance in an organization and understand the effects that it might have when corrupt governance practices creeps in. The failure of Royal Bank of Scotland was primarily due to liquidity issues, which rose from defective business strategies that not only damaged the status, but also the integrity of the bank. Though it might be felt that the root cause was totally financial in nature, but the initiation was improper governance issues within the organization, which came out after the crisis news got revealed in public. An interesting fact that has been noticed in case of RBS is that a very close link has been shown between the liquidity, strategic and operational risks. Though liquidity risk is the major issues, but the faulty strategies and ill-governance were due to operational risks such as weak challenges, insufficient insight or administration, unconstrained ambitions, poor attentiveness, and majorly due to lack of corporate governance. The report stated by Financial Services Authority (FSA) states that due to poor decisions of the board and the management of RBS, the organization went through financial crisis. It was clearly mentioned in the report that there were deficiencies in the governance arrangements, mechanism for challenges and oversight, culture, and the attitude of the management to balance the growth and risk of the company. FSA was the body responsible for investigating the case of RBS. They studied the situations of RBS and filed a report for the same. Though it was said RBS was a victim of a series of bad management decisions, but they also mentioned that no individual was responsible for such condition of the organization and hence cannot be held accountable for. This was considered to be a manipulated verdict by many corporate governance experts. The RBS board presented a strategic growth plan in the year 2006, but it was not presented after conducting a detailed analysis. The report s howed that the RBD management or board has detailed idea or knowledge about the relevant market or conditions that would lead to such growth, or the key risk factors involved. It was vague or superficial reports that were presented. The next governance question that comes to mind is that, how the risk management team or department of the organizati

Religion Essay Example | Topics and Well Written Essays - 500 words - 19

Religion - Essay Example w Research Center for the People & the Press and the Pew Forum on Religion & Public Life indicate that around 96% of Americans believe in God or other supreme being which is an indication that there is some form of religion that is alive in America. Further research by General Social Survey (GSS) shows that in the 21st Century, the number of Americans attending religious services and those who proclaim their religious preference has since doubled from that of the previous century. As from 2008 in the onset of economic crisis, the number of Americans who turned religious is said to have increased drastically. Critics say this is as a way of trying to seek divine intervention from the economic problems but according to Newport in his book God Is Alive and Well: The Future of Religion in America, it is because they realized that it is only through religion and divine intervention that they can be redeemed and get solace (Newport 45). This can be said to be the case because even as the economic problems eased, those that had become religious did not revert back to secular ways but have continued to remain among the religious based on the polls conducted by research firms. According to Newport, the evidence of religion is through actions where religious people are expected to change their behavior from bad to good or even better. Based on this therefore as an indication of an increase in religion, America can be said to be religious (Newport 156). Further evidence other than the one from the polls indicates a reduction in crime. This is an indication that many Americans have changed their behavior for the better. The elections of 2012 also proved to have religion in mind and proved that religion is alive. The leaders who were vying for positions such as the senate one had religious agendas in mind though not expressed directly. For example some of them were prolife and repulsed all the evil that is not acceptable by religion. If the leaders are religious, then many

Survey Essay Example | Topics and Well Written Essays - 750 words - 2

Survey - Essay Example These three types are following: Here I will discuss the entertainment poll that was published in Los Angeles Times. It is a Bloomberg survey of pop culture and entertainment in the United States. Population of this survey is teenagers between age of 12 and 17 and young adults between age of 18 and 24. Old age is not considered in this survey because age limit is most important in entertainment industry. In this survey they want to know the opinions of young people either the entertainment industry release the music for downloading or for CD sales, either they release the movies to DVD for downloading when the movies are screened first time in theatre or not, is piracy affect their profit margin or not. These are all the questions of poll that is published in Los Angeles Times. The target group is young people and teenagers because they are the people who run and shape the entertainment industry. Young people demands multitasking in the entertainment industry. They demand downloading and CD’s of music at a time. They demand movies on DVD and in theatre at a time. Teenagers do their homework while listen the music that’s why they demand multitasking art in entertainment industry. Most teenagers reported that they listening music most of hours in a day therefore they demand multitasking art in music. Computers and cell phone are playing biggest role in entertainment industry. Now the teenagers download music and videos from their computers and spend most of the time on it. Sample of this survey is 1904 respondents from which 1650 was qualified. From the qualified respondents 839 were minors from the age of 12 to 17 years and 811 were young adults from the age of 18 to 24 years. This sample was selected because it presents the benchmark according to the U.S. Census population. Most newspaper not provides information on the basis of number of people responded because from the respondents some of them not qualify

Education As The Cornerstone Of Success Essay Example | Topics and Well Written Essays - 750 words - 8

Education As The Cornerstone Of Success - Essay Example Many opportunities come because of acquiring education. From the basic standards of formal education, it ensures that individuals acquire life skills from the starting point. A person develops knowing the basic requirements of him from society. It is interesting to note that the definition of success in life depends on what the society believes in. Therefore, by learning what society requires exposes people to the path of fulfilling their destiny resulting in success. The curriculum then provides all the skills available to the individual as it awaits him to develop an interest in his own areas. By providing all the skills, education gives the individual an opportunity to choose what he is interested in partaking. The curriculum defines each an every skill and puts measures to see them grow into success. By so doing, it helps to shape the individuals’ interests without influencing them into taking something else. Its basic role is to shape their interests and nurture them. Education plays a role in enlightening people. As noted earlier, education involves the acquisition of knowledge and skills. This knowledge improves the mode in which the brain works. The brain receives a lot of information, after which it sorts and arranges them in a way that an individual is conversant with many things that occur daily. This knowledge broadens the way of thought and arguments. An argument entails a manner in which a person is capable of reasoning with the issues and being able to separate facts from mere propaganda. It is only because of acquired knowledge that someone is able to reason out consciously. In addition to this, a person with an average education is able to think in a higher level as compared to another average uneducated person.

Survey Essay Example | Topics and Well Written Essays - 750 words - 2

Survey - Essay Example These three types are following: Here I will discuss the entertainment poll that was published in Los Angeles Times. It is a Bloomberg survey of pop culture and entertainment in the United States. Population of this survey is teenagers between age of 12 and 17 and young adults between age of 18 and 24. Old age is not considered in this survey because age limit is most important in entertainment industry. In this survey they want to know the opinions of young people either the entertainment industry release the music for downloading or for CD sales, either they release the movies to DVD for downloading when the movies are screened first time in theatre or not, is piracy affect their profit margin or not. These are all the questions of poll that is published in Los Angeles Times. The target group is young people and teenagers because they are the people who run and shape the entertainment industry. Young people demands multitasking in the entertainment industry. They demand downloading and CD’s of music at a time. They demand movies on DVD and in theatre at a time. Teenagers do their homework while listen the music that’s why they demand multitasking art in entertainment industry. Most teenagers reported that they listening music most of hours in a day therefore they demand multitasking art in music. Computers and cell phone are playing biggest role in entertainment industry. Now the teenagers download music and videos from their computers and spend most of the time on it. Sample of this survey is 1904 respondents from which 1650 was qualified. From the qualified respondents 839 were minors from the age of 12 to 17 years and 811 were young adults from the age of 18 to 24 years. This sample was selected because it presents the benchmark according to the U.S. Census population. Most newspaper not provides information on the basis of number of people responded because from the respondents some of them not qualify

Homework in Performance Techniques Essay Example for Free

Homework in Performance Techniques Essay Sound Waves- A sound wave is the pattern of disturbance caused by the movement of energy traveling through a medium (such as air, water, or any other liquid or solid matter) as it propagates away from the source of the sound. The source is some object that causes a vibration, such as a ringing telephone, or a persons vocal chords. The vibration disturbs the particles in the surrounding medium; those particles disturb those next to them, and so on. The pattern of the disturbance creates outward movement in a wave pattern, like waves of seawater on the ocean. The wave carries the sound energy through the medium, usually in all directions and less intensely as it moves farther from the source. Prequency and Wave Length In physics, the wavelength of a sinusoidal wave is the spatial period of the wave—the distance over which the waves shape repeats.[1] It is usually determined by considering the distance between consecutive corresponding points of the same phase, such as crests, troughs, or zero crossings, and is a characteristic of both traveling waves and standing waves, as well as other spatial wave patterns. [2][3] Wavelength is commonly designated by the Greek letterlambda (ÃŽ »). The concept can also be applied to periodic waves of non-sinusoidal shape.[1][4] The term wavelength is also sometimes applied to modulatedwaves, and to the sinusoidal envelopes of modulated waves or waves formed by interference of several sinusoids.[5] The SI unit of wavelength is the meter. Reverberations Reverberation is the persistence of sound in a particular space after the original sound is removed.[1] A reverberation, or reverb, is created when a sound is produced in an enclosed space causing a large number of echoes to build up and then slowly decay as the sound is absorbed by the walls and air.[2] This is most noticeable when the sound source stops but the reflections continue, decreasing in amplitude, until they can no longer be heard. The length of this sound decay, or reverberation time, receives special consideration in the architectural design of large chambers, which need to have specific reverberation times to achieve optimum performance for their intended activity.[3] In comparison to a distinct echo that is 50 to 100 ms after the initial sound, reverberation is many thousands of echoes that arrive in very quick succession (.01 – 1 ms between echoes). As time passes, the volume of the many echoes is reduced until the echoes cannot be heard at all. Refraction Refraction is the change in direction of a wave due to a change in its speed. It is essentially a surface phenomenon . The phenomenon is mainly in governance to the law of conservation of energy. The proper explanation would be that due to change of medium, the phase velocity of the wave is changed but its frequency remains constant. This is most commonly observed when a wave passes from one medium to another at any angle other than 90Â ° or 0Â °. Refraction of light is the most commonly observed phenomenon, but any type of wave can refract when it interacts with a medium, for example when sound waves pass from one medium into another or when water waves move into water of a different depth. Refraction is described by Snells law, which states that for a given pair of media and a wave with a single frequency, the ratio of the sines of the angle of incidence ÃŽ ¸1 and angle of refraction ÃŽ ¸2 is equivalent to the ratio of phase velocities (v1 / v2) in the two media, or equivalently, to the opposite ratio of the indices of refraction (n2 / n1): Diffraction- Diffraction refers to various phenomena which occur when a wave encounters an obstacle. Italian scientist Francesco Maria Grimaldi coined the word diffraction and was the first to record accurate observations of the phenomenon in 1665.[2][3] In classical physics, the diffraction phenomenon is described as the apparent bending of waves around small obstacles and the spreading out of waves past small openings. Similar effects occur when light waves travel through a medium with a varying refractive index or a sound wave through one with varying acoustic impedance. Diffraction occurs with all waves, includingsound waves, water waves, and electromagnetic waves such as visible light, x-rays and radio waves. As physical objects have wave-like properties (at the atomic level), diffraction also occurs with matter and can be studied according to the principles of quantum mechanics. Passive Absorption- According to this theory ions are absorbed by the root along with mass flow of water under the influence of transpiration. This theory failed to explain the salt accumulation against osmotic gradient. An increase in transpiration pull increases the uptake of ions by the roots. The uptake of ions by free diffusion. Thus, mass flow of ions through the root tissues occurs due to transpiration pull in the absence of metabolic energy.

Babies Infants Knowledge

Babies Infants Knowledge Claims about infant number competence contrast with claims of toddler ignorance. Consider explanations of the discrepancy. 1- Introduction: This essay will explore the researches which claim that babies are born with a predisposition to learn about objects and numerosities. It also aims to understand the issues that why some psychologists are still unconvinced about inborn knowledge. And if babies are so smart, why are preschoolers so ignorant? The question is to what extent is the sense of numbers innate and to what extent is it learned? Piaget used observational and informal experiments to study infants. He denied the existence of innate knowledge. Early Piaget experiments (1942) described that infants are born with no understanding of numerosity. He argued that the number concept is built from previously existing sensorimotor intelligence. In contrast, recent researchers argue that sensitivity to number is innate and even young infants possess strikingly mature reasoning abilities in the numerical domain. Vygotsky (1978) pointed out â€Å" childrens learning begins long before they enter school they have had to deal with operations of division, addition, subtraction, and the determination of size. Consequently, children have their own preschool arithmetic, which only myopic psychologists could ignore† (p. 84). Similarly, recent experiments have shown that infants between 4 to 7 months are able to discriminate two items from three items, but not 4 items from 6 items (Starkey et al 1983). In 1992, Karen Wynn argued that â€Å"human infants can discriminate between different small numbers of items† (p.749). Wynn used differences in looking times as evidence of knowledge. Similar logic in Baillargeon’s (2004) studies of infants is reported. In contrast to claims about infant capabilities and predispositions, recent studies of toddlers (preschoolers) suggest slow development and gradual understanding of numerical skill. Now we will discuss the researches which claim about infants’ knowledge of number competence contrast with claims of toddler ignorance. 2- Studies which claim about human infants’ knowledge of number competence: 2.1- Wynn’s approach: In 1992, Karen Wynn, came up with the idea of using a technique called Preferential Looking Time (PLT) to study the mathematical abilities in babies. Wynn took advantage of the fact that infants will gape, eyes wide with surprise, at things they dont expect to see, to show that babies as young as five to ten months old can add and subtract small numbers. In her experiment Wynn (1992) shows the baby a Mickey Mouse doll and then places it behind a screen. As the baby continues to watch, the researcher places a second Mickey behind the same screen. In half the trials, she then uses a hidden trapdoor to remove one of the dolls. Then screen drops and Wynn found that babies stared much longer when only one Mickey doll is there. They had apparently expected to see two. But were the babies really calculating one plus one equals two? Or did they simply realise that one plus one had to equal something more than one? To answer that question, Wynn tried the babies on one plus one equals three. The babies were appropriately surprised when three dolls appeared from behind the screen rather than two. According to Wynn (1992), â€Å"infants possess true numerical concepts- they have access to the ordering of and numerical relationships between small numbers and can manipulate these concepts in numerically meaningful way† (p750). Wynn argued that looking for longer time at the wrong results of 1+1 and 2-1 is evidence that infants have innate number knowledge. There are many questions which need explanations e.g. were infants surprised or familiar? Were they responding to differences in quantity or numerosity? Can infants really add and subtract? etc. Leslie B. Cohen and Kathryn S. Marks in ‘How infants process addition and subtraction events’ mentioned†¦. â€Å"Wynn has argued that infants are not only sensitive to number; they are able to manipulate small numerosities. She pointed out three major claims about infants’ abilities: Infants understand the numerical value of small collections of objects. Infants’ knowledge is general and can be applied to varying items and different modalities (for example, Starkey, Spelke, Gelman, 1990). Infants are able to reason at the ordinal level and compute the result of simple arithmetic problems (i.e., add and subtract)† (P.5-6). Wynn (1990) argued that children learn the meanings of smaller number words before larger ones within their counting range, up to the number three or four and by the age of 3  ½ years they can learn cardinal principle. But in everyday life we are failed to provide the evidence regarding the competence in early years of life. There is no doubt that many studies reported that children have an innate understanding of the basic counting but many other studies which do not support these findings. 2.2- Starkey, Spelke, Gelman approach: In 1990, Starkey, Spelke, Gelman found that infants between ages 4 and 7 ½ months can differentiate two items from three, but not 4 items from 6. In this study, 7 month old infants were presented with two photographs of two or three items accompanied with two or three drumbeats. Starkey et al.’s criterion was same as Wynn’s (difference in looking time).The infants looked significantly longer at the photos with the number of items matching the number of drumbeats. This study did not tell us that infants perceived that 2 is more than 1 or 3 is more than 2. The ability to understand even small numerosity from the early months of life seems to suggest that there is an innate mechanism for number which forms the basis for further development of numerical skills and abilities. Starky et al. (1990) interpreted these results as evidence that infants can recognize the number distinctions both in audio and visual display. This research is also controversial. There are contrasting claims which abandon ideas of competence. According to Mix, Huttenlocher, and Levine (1996), â€Å"it has been claimed that acquisition of the conventional number system is guided by preverbal numerical competencies available in infancy (Gallistel Gelman, 1992; Gelman, 1991).Thus, if infants have an abstract number concept, this should be evident in early childhood† (p.1593). Mix, Huttenlocher, and Levine (1996), using a procedure adapted for preschoolers, found that three-year-olds were unable to correctly match auditory to visual numerosity. 3- Studies which deny the claim of human infants’ knowledge of number competence: 3.1- Mix, Huttenlocher, and Levine approach: Mix, Huttenlocher and Levine (1996) tested infants, toddlers and preschool children from a variety of backgrounds to see at what age they began to recognize the connection between repeated sounds and similar numbers of objects before them and when infants and children begin grasping the basic concepts of mathematics. They conducted three experiments to find out whether preschool children could do significantly well on similar tasks as used by Starkey et al.’s (1990) infants studies. They found that infants were unable to make the audio-visual matches but could make visual-visual matches. Similarly, three year olds were able to make visual matches between groups of objects and sets that corresponded in number, but only made the same number of audio-visual matches they would have made had they been guessing. According to Mix, Huttenlocher and Levine (1996) In contrast, 4-year-olds performed significantly above chance in both conditions, indicating that the ability to detect audio-visual numerical correspondences develops during this age period(p.1600). They argued that if Starkey et al.’s (1990) claims about infants are true then preschoolers should show a similar competence. By their studies, Mix, Huttenlocher and Levine (1996) found no evidence that 3 year olds can detect audio-visual numerical correspondences. The developmental period between 3 to 4 years was found to be a crucial for mathematics, as preschoolers quickly expand their ability to understand the abstract relationship between numbers and sets as dissimilar as objects and events. They also tested toddlers ability to perform nonverbal calculation and found that the ability develops between ages 2  ½ and 3. Some studies have suggested that abstract numerical knowledge develops in infancy, but Levine and Huttenlocher found that babies only have an approximate understanding of numbers and at age of 3 years children can represent number exactly. Mix, Huttenlocher and Levine (1996) claim that: The discrepancy is due to the contrast criteria between infant study and preschool study. For infant study criteria was looking for longer time and in preschool study an active choice response was needed, which was much more demanding criteria. The ability to match and calculate correctly, nonverbally, is neither innate nor independent of general ability. Mix (1999) studied preschool children to see whether they ‘recognise numerical equivalence between sets that vary in similarity’. She pointed out that if claims about number competence in infancy are true then children should be able to judge numerical equivalence for other types of similarity. She emphasized that none of the tasks in infants’ studies â€Å"requires the explicit numerical comparison of one set to another† (p.272). According to Mix (1999) â€Å"a prevalent claim is that numerical abstraction emerges very early, perhaps as part of an innate knowledge structure that is specific to the number domain (Gallistel Gelman, 1992).This implies that development of numerical competence should have some advantages or at least follow a distinct path compared to other domains† (p.290). But she did not find any evidence. She proposed that discrepancy between infants and toddlers knowledge of number competence is because of different levels of understanding. She clarified that preschool matching task was different as compared to infant looking time task and these both task measures different type of numerical knowledge. (p.291) In 2002 Mix, Huttenlocher and Levine critically reviewed â€Å"the idea that quantitative development is guided by an inborn ability to represent discrete number† (p.278). They tested the quantitative competencies of infants and young children mentioned in their article. They arise many questions which are very important and need clarification: ‘What non-numerical cues do infants use? How does a number-based representation develop from such origins? How do children differentiate and ultimately integrate discrete and continuous quantification?’ 3.2- Clearfield and Westfahl approach: Clearfield and Westfahl (2006) conducted three experiments on 3 to 5 months infants to see how familiarization affects their looking time during addition problems. They replicated Wynn’s (1992) procedure in first experiment and found that infants looked longer at incorrect outcome same as in Wynn’s findings. They strongly argued on the basis of their results that â€Å"infants responded to the stimuli based on familiarity rather than the mathematical possibility† (p.40) (number competence) of the event in Wynn’s original finding and in Experiment 1. They also pointed out that there was no statistical difference in infants’ looking towards 1+1=2 and 1+1=3 (in Wynn’s finding). They asked for future research to confirm this. (p.40) In their article, Clearfield and Westfahl (2006) mentioned that Cohen and Marks (2002) challenged Wynn’s (1992) finding about infants’ number competence. Clearfield and Westfahl (2006) also told about Wynn’s (2002) response to it i.e. she rejected their challenge by saying that they did not replicate her study exactly. 4- Discussion: Evidence show that infants have inborn number competence and even they can manipulate simple arithmetic (Wynn, 1992). There is a considerable debate is going on young children’s ability about numerosity especially with regard to addition and subtraction. The problem is word number learning which they learn at later years. By the age of 2 years, children can count up to three or more (Gelman Gallistel, 1978). Wynn’s (1992) finding is challenged by Cohen and Marks (2002) as cited by Clearfield and Westfahl (2006). But Wynn’s (2002) rejected this challenge and still strict with her claims about infants’ inborn number competence. Clearfield and Westfahl (2006) interpreted that infants do not have counting ability but their performance on infants’ studies was based on familiarization. They insisted that researcher must work on the issues of familiarization and other basic perceptual processes rather than more controversial concept of number competence in infants. Learning the number system is one of the most difficult tasks for a young child. It is a slow process which takes many years to complete. Researchers have explored questions about the roots of numerical knowledge using looking time techniques with infants. It is still unclear to what extent is the sense of numbers innate and to what extent is it learned and how early the child acquires a meaningful counting procedure? Results of early counting studies appear unstable with each other. Some studies focus on conceptual competence (early counting) and some suggest that understanding the purpose of counting take place in later years. Young children often confuse to answer how many are there? It requires children to tell the last word when counting a set. They usually start counting the objects (Wynn, 1990). Counting out a number of objects from a large set is much complex than counting the number sequence. This all need a practice and clear understanding which develops later on. There is evidence â€Å"that five year old children take large number words to apply to specific, unique cardinal values† (Lipton Spelke, 2005, p.9). They argued that infants are born with innate knowledge of number from which they learn an understanding of number words and verbal counting. It is still unclear that if infants look so smart then why toddlers look so ignorant. Some researchers criticized the infants’ studies that they were not manipulating numbers when confronted with small quantities but may be they looking for total surface area of objects, not for number. We really do not know what was in infants’ mind. But criteria in Mix et al.’s study (1996) required children to point out the picture matching in numerosity, was much more demanding. And other studies involving counting ‘how many objects there are?’ require more understanding and more skill. To conclude all the interpretations about infants and preschoolers, it seems that criteria for judging preschoolers knowledge of number was too demanding. It is clear that at least some of number knowledge is innate. But the question still remains as to how much of it is innate, and how much is learned. In 2004, Zur Gelman argued that 4- and 5-year olds can easily be taught the basics of addition and subtraction. They concluded that even 3- year old children can do addition and subtraction by predicting and checking under supportive environment. Zur Gelman (2004) study is instructive because their emphasis is on practice and how teachers use different strategies. 5- References: Baillargeon, R. (2004). Infants’ reasoning about hidden objects: evidence for event-general and event-specific expectations. Developmental Science, 7, 391-424. Clearfield, M. W., Westfahl, S. M. C. (2006). Familiarization in infants’ perception of addition problems. Journal of Cognition and Development, 7, 27-43. Cohen, B. L. Marks, S.K. (n.d).How infants process addition and subtraction events. Retrieved on January 04, 2008 from http://homepage.psy.utexas.edu/homepage/Group/CohenLab/pubs/Cohen_and_Marks final.pdf/ Cordes, S. Gelman, R. (2005). The Young Numerical Mind: When Does It Count? The Handbook of Mathematical Cognition. Psychology Press; London. 127–142. Retrieved on January 04, 2008 from http://ruccs.rutgers.edu/~chenml/411/CordesandGelman.pdf Gelman, R., Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press. Lipton, J. S., Spelke, E. S. (2005). Preschool children master the logic of number word meanings. Cognition,xx,1–10. Retrieved on January 14, 2008.from http://www.wjh.harvard.edu/~lds/pdfs/lipton2005b.pdf Mix, K. S. (1999). Similarity and numerical equivalence: Appearances count. Cognitive development, 14, 269-297. Mix, K. S., Huttenlocher, J., Levine, S. C. (1996). Do preschool children recognize auditory-visual correspondences? Child Development, 67, 1592-1608. Mix, K., Huttenlocher, J., Levine, S. (2002). Multiple cues for quantification in infancy: Is number one of them? Psychological Bulletin, 128(2), 278-294. Starkey, P., Spelke, E., Gelman, R. (1990). Numerical abstraction by human infants. Cognition, 36, 97-127. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wynn, K. (1990). Children’s understanding of counting. Cognition, 36, 155-193. Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358, 749-750. Zur, O., Gelman, R. (2004). Young children can add and subtract by predicting and checking. Early Childhood Research Quarterly, 19(1), 121-137.

The Patriot Act Infringes on American Freedom Essay -- Argumentative P

The Patriot Act Infringes on American Freedom September 11, 2001 started off as a beautiful, sunny day, like many other countless days in America; however, it will now be a day that will live on in infamy. As the news played the shot of the planes driving into the sides of the twin towers, fear was driven into the hearts of all Americans.   People became panicked and demanded that there be a better way for the United States government to protect its people from any future attacks the terrorist might have planned.   This fear was the main contributing factor to the birth of all kinds of new legislation, giving the government new rights to â€Å"fight the terrorist.† The most powerful, and therefore the most controversial, legislation passed by Congress was the U.S. Patriot Act.   It was passed on October 26, 2001, and it is an acronym for Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act (Fahrenheit 9/11).   It is composed of over 1,000 sections giving the government many new powers that they’ve utilized before in other wartime situations (Lithwick).   However, with the war on terrorism Americans are not fighting a clear cut â€Å"enemy† and there is no foreseeable end for this war in the near future.   Once the immediate fear of another attack calmed down around the nation, people began to realize the rights they were losing to the government that were once granted to them by our founding fathers in the Constitution (Townshend).   There are many sections of the Patriot Act that infringe on the rights of the American people and there is no way for the public to know how the government is using these new found powers; because the Freedom of Information Act requests have been... ...ive up other people’s records (Lithwick). Whether someone is for the Patriot Act or against it, it is clear that the Patriot Act dips into the freedoms once allowed in our nation.   Are these lost freedoms really going to protect America from another terrorist attack or is it finely the great excuse the government has been waiting for to have public support for spying on its citizens?      Works Cited * Egan, Timothy. "State Of The Union: Opposing the Patriot Act." BBC NEWS 3 June 2003. 8 November 2004 <http://newsvote.bbc.co.uk/mpapps/pagetools/print/new.bbc.co.uk/1/hi/programmes/36515.html> * Fahrenheit 9/11. Dir. Michael Moore. Videocassette. Dog Eat Dog, 2004 * Lithwick, Dahlia, and Julia Turner.   "From a Guide to the Patriot Act."   Slate.   1994.  Ã‚   * Townshend, Mike, and Maddie Trier. "Patriot Debate." State News 10 Nov. 2004, sec. A: 2+8.

Existentialist Themes Of Anxiety And Absurdity Essay -- Philosophy Phi

Existentialist Themes of Anxiety and Absurdity In a world with such a vast amount of people there exists virtually every different belief, thought, and ideology. This means that for every argument and every disagreement that their exists two sides of relative equal strength. It is through these disagreements that arguments are formed. Arguments are the building blocks in which philosophers use to analyze situations and determine theories of life. For the purpose of this paper I will try and argue my personal beliefs on a specific argument. This argument is presented in a form of a question and upon examination of the contents of this question, several different and unique questions arise. In order to support my theory as to the answer to this question I will attempt to answer the three subquestions which deal less with the content of the question itself and more with the reaction to reading the question. Also key to the support of my theory is the concept of existentialism. I will go into the foundations of this ethical theory throughout the remainder of this paper. Subquestion one, â€Å"E --> C†, simple asks whether it is true or false that if you have an ethical theory then does it have to be consistent. Subquestion two, â€Å"(?) --> H†, poses the idea of what makes up the essence of being a human being. Subquestion three, â€Å"E --> (H --> M)†, asks whether it is true or false that it is ethical to assume that humans should be given moral priority over animals. I order to support my interpretation and answer the topic question, I will try to explain my personal ethical theory. We were given several different theories in which to emulate or pick pieces of in order to define such words which have different meanings to different people. For such vague words such as `right' and `wrong', the context in which they are presented are vital pieces in order to define them. It is my belief, and a necessary requirement of this paper to somehow define these two words. It is obvious that these two words must be opposites of each other. Therefore, the understanding of one will easily lead to the understanding of its opposite. However, the words themselves will never be anything more than five letters grouped together. This is because your ethical theory and someone else's ethical theory could possible conflict causing for a discrepan... ...kill as a means of survival. At this point in time it is only necessary to kill certain animals as a form of food source and for other luxury items. There have been times when it was necessary for humans to kill an animal for food. I wonder if a person who did not eat meat would starve to death if the only thing to eat was meat? And as long as we do not over kill a certain species then they will continue to reproduce and the food chain will continue to work. Being descendants of other living things, humans must insure that nature is let to work on it own, continuing to do what it has done for many years.   Ã‚  Ã‚  Ã‚  Ã‚  In response to subquestion one, I do not feel that it is possible to remain consistent in any ethical theory in which you live by. This is mainly because every ethical theory that I now of is entirely too focused and usually not completely relevant to every circumstance. The more broad your definition or theory is then the closer you come to the only one that will always work. The less you say what you can and cant do, the closer you come to saying nothing. Once you have generalized your theory so much that you eliminated everything then you are stuck with