Philosophical Theory Essay

Jean-Paul Sartre (1905-1980) was a renowned French philosopher of twentieth century Europe. His highly unique political philosophy was merely influenced by the work of Marx and Hegel. From 1945 and onwards, his writings had dominated political themes which further recognized him as Europe’s best public intellectual of the century. One of his famous essays was â€Å"Anti-Semite and Jew† which had criticized French complicity in the Holocaust and defined oppression as an interpersonal recognition distortion (Sartre’s Political Philosophy; IEP). He co-founded â€Å"Les Temps Modernes†, a journal which published seminal essays on world affairs and political theory. It was only in 1950 when Sartre’s political inclination bent towards Marxism; he eventually released â€Å"Critique of Dialectic Reason, Vol. 1† in 1960, a systematic account which massively spoke of group struggle and history (Sartre’s Political Philosophy; IEP). Critique embodied Sartre’s earlier radical view and philosophy of existential freedom which had further led to his pioneering fusion of Marxism and Existentialism – an original political philosophy which touched the tension between historical forces and individual freedom. Marxism implied that societies can be better understood through struggle which existed between powerless and powerful groups. Existentialism viewed individuals as entities responsible for the numerous authorless social ills (Sartre’s Political Philosophy; IEP). It is in this respect that authenticity is considered a primary existential virtue; that is, it is a requirement for a person to critically examine one’s social situation prior to his or her acceptance of personal culpability with respect to the choices one made within that certain situation. In short, his new political philosophy embodied theories of both moral responsibility and individual agency. His well recognized work â€Å"Existentialism is a Humanism† although which was presented and shared a common argument of the categorical imperative of Kant, spoke largely of Marxism and Hegelianism. With respect to Marx and Hegel, Sartre developed his very own political view as reflected on his â€Å"Notebooks for an Ethics† (1982) (Sartre’s Political Philosophy; IEP). He agreed with Hegel who claimed that in order to win recognition, humans need to undergo a mutual struggle (Being and Nothingness). Initially, Sartre rejected the notion of transcending struggle by relations of mutual and reciprocal recognition; that is, all human relations according to Sartre, were by products of the master and slave relation. However, his idea on human relations was altered as he made the Notebooks. This may be summarized into four parts: (1) that there is a possibility for struggle to be transcended by both reciprocal and mutual recognition (2) that struggle is located in history and society rather than in onthology (3) that the struggle for recognition is a significant component in analyzing oppression as a form of domination and (4) that social solidarity was an ontological reality (dependent on recognition ties) rather than psychological projection which Hegel had claimed. Sartre’s theory of Existentialism had always accompanied Marxism. His description of social reality utilized Marx’s structural analysis which he further used to â€Å"rescue† Marxism’s categorization as â€Å"lazy dogmatism† (Sartre’s Political Philosophy; IEP). The combination of Existentialism and Marxism into a single unique theory criticized not only the economic class being a significant structural factor, but also human situation as dictated by gender, family, death and birth. An individual’s intention, he further claimed, can be sufficiently explained not by â€Å"objective interests† alone but through the combination of class analysis and personal history. Soren Kierkegaard Another renowned philosopher and Christian existentialist Soren Kierkegaard relied on the theory of Existentialism with respect to understanding human relations and individual particularity. Prior the release of his famous work â€Å"The Sickness unto Death†, Kierkegaard had claimed that there are forces at work in society and history which when projected, tend to focus on â€Å"sheer oneness† defined by singleness and particularity rather than by unity with others (Kierkegaard, Soren; 1989). The European society’s massive industrialization in the nineteenth century had led to the disruption of rurally-based societies and organic groupings with their respective identified function. Kierkegaard claimed that the age of rationalization had further drained the ethical content with respect to a well-defined group’s membership (intensive division of labor, multiple social roles and loss of corporate identity) and promoted â€Å"rational† reorganization (Kierkegaard, Soren; 1989). It was in this respect that he emphasized the world’s need of â€Å"absolute† particularity in oppose to universality. The notion of particularity, as Kierkegaard claimed, is precisely reflected in the principle of Christianity. Individuals find themselves in a lonely self emancipating situation, by which they are considered single human beings who stand before God. The more individual lose one’s social identity, the more â€Å"spiritual† and undifferentiated one becomes. Kierkegaard’s notion of the â€Å"true self† is one which conforms to the image of humanity as reflected by God through Christ (Kierkegaard, Soren; 1989). With respect to this principle, there are two theoretical dilemmas which other public intellectuals like Sartre may be facing: (1) in such a manner by which an individual stood before God, there is a possibility that the split between social and personal life is further accentuated (in oppose to Sartre’s dependence on both social and personal analysis); that is, the self and social life cannot be combined into one and (2) the situational status itself and that an individual identity for instance, cannot be placed over social and familial roles (which again contradicts Sartre’s notion of human situation as a by product of family, gender and other social structures). The Existentialist Thinker If it is in fact true to say that neither Kierkegaard nor Sartre agree with each other’s philosophy, why are they both considered existentialists any way? The very notion of Existentialism suggests that individual essence can only be realized after the â€Å"existence† of an individual had occurred and not the other way around; and that human beings cannot be understood in terms of science (Existentialism; 2010; Stanford Encyclopedia of Philosophy). As per Sartre’s definition, Existentialism viewed individuals as entities who are responsible for a certain social situation. In respect to this, an individual’s authentic value (so to speak one’s personal originality) is considered as the theory’s existential virtue necessary to examine one’s individual situation within a given social phenomenon. Kierkegaard, like Sartre, recognized the value for individual authenticity. Instead of relying on universality, he emphasized on the importance of absolute particularity of individuals. Placing a high regard for individual particularity over a more collective and universal approach to human relations and the society, Sartre and Kierkegaard somehow shared a common ground with respect to political philosophy. Thus, the accuracy of such theory may be defined in subjective terms rather than objective. Kierkegaard and Sartre viewed individuals as the center of rationalization; that is, when an individual is born, he or she is authentic by nature, one who dictated rather than be dictated by social condition; however, individual existentialism can be deemed applicable not only towards understanding human action and intention along with other social structures (for instance familial and social roles) but also towards absolute particularity which rejected the very notion of social influence. References â€Å"Sartre’s Political Philosophy†; Internet Encyclopedia of Philosophy (IEP): A Peer Reviewed Academic Resource. Kierkegaard, Soren (1989); â€Å"The Sickness unto Death†; Penguin Group. â€Å"Existentialism† (2010); Stanford Encyclopedia of Philosophy Sartre, Jean-Paul (1993); â€Å"Essays in Existentialism†; Citadel Press

Abolitionist dbq

Abolitionist DBQ In the united States from 1861 to 1865 the American Civil War took place over a disagreement between Northerners and Southerners ot their interpretation ot the Consitution and view on slavery. There were many factors that played a role in creating and helping the war start and end, and one specifically Is the mass amounts of rebellions and abolitionists.The Abolitionist Movement, whose ranks were made up of whites and blacks, not only acted as a catalyst for the emancipation of slavery but resulted In an Inevitable demonstrative civil war that Is accepted and supported y the abolitionists for the greater cause. Abolitionists and their literary accomplishments sped the end result of the civil war. There was a range of intensity In the varying abolitionists. For example, some Ilke Abraham Lincoln sought the gradual abolition of slavery, which was associated with a certain organization that catered to do this (l).Abraham Lincoln and the Quakers supported the American co lonization society founded In 1817. other abolitionists, more radical, favored an immediate end to the unjust institution of slavery; they did so by spreading the wareness and message through literature and rebellions. Some important radical abolitionist are: Theodore Dwight weld, a simple, self-educated man that wrote American Slavery As It Is, which is a pamphlet informing in ignorant of slavery written in 1839.Another huge advocate are the Beechers', but most Importantly Harriet Beecher Stowe who wrote uncle Tom's Cabin, a book that caused a huge reaction against the abolition of slavery. In addition, William Lloyd Garrison published the newspaper, The Liberator, that had a heavy response. Moreover, Frederick Douglas, a orn slave, wrote the autobiography The Life of Frederick Douglas. In all, there were many more abolitionists but these were the most radical of them all.Harriet Beecher Stowe's uncle Torn's Cabin showed the Injustice in slavery and made it apparent to all people, which caused a response in the masses (P). This book is one of concrete pushes towards the abolishment of slavery and gains a mass base of believers. Likewise, Garrison's newspaper, The Liberator, told people the truth about slavery and states he â€Å"WILL BE HEARD† (E). Coincidentally, Nat Turner's Rebellion out broke at he same time as The Liberator, which caused some Southerners to take action and pursue war.It also brought a lot of believers and followers. The power of literature brought great change throughout the nation at this time. Frederick Douglas makes this apparent because his autobiography upset the South and gave strength to the North. He states that without antislavery movements the war would not have progress as fast and slavery would have stayed a nation of slaves Looking at the joining of California as a state, It brought much conflict between this inevitable war nd abolltlonlsts only helped progress It.Kansas and Nebraska Act also split the nation badly. I n all, the abolitionist made an impression and acted as a catalyst to the end of slavery because even Danlel Webster noticed that everything was changing in which he said he and the South would tight back (D). With all ot the abolitionists movement it only caused the inevitable war _ In addition. Congress brought power to the lesser of the time (H). For example, Wilberforce University, a black college, empowered and brought bonds to owner the war. Congress noticed and needed to fght back.So the south responded with war (N). For example, the firing of Ft. sumpter that started the civil war. In return the North used immigrants such as the slaves, Irish, Germans, to supply the war with masses (G). The North in the long run had the masses due to the ratio slaves had over all other populations, and the manufacturing advantage they had (E). The food supply, textile advantages all played a role to win over long time over the South and kill their morale and win the battle. In all, the aboli tionists started and helped progress the war and end slavery.In the union from 1861 to 1865 the American Civil War took place because a disagreement between Northerners and Southerners of their interpretation of the Constitution and view on slavery. Many factors that played a role in creating and helping the war start and end, and one specifically is the mass amounts of rebellions and abolitionists. The Abolitionist Movement, whose ranks were made up of whites and blacks, not only acted as a catalyst for the emancipation of slavery but resulted in an inevitable demonstrative civil war that is accepted and supported by the abolitionists for the greater cause.

A Comparison in Anthem

They will be stated in the following paragraphs. There are similarities between Equality 7-2521 and Adam. They were both born with a natural curiosity. The curiosity caused them to do something that was explicitly forbidden. This led Equality 7-2521 to rediscover something that was wiped from human memory for a great length of time as stated on page 52: â€Å"We, Equality 7-2521, have discovered a new power of nature. And  we have discovered it alone, and we alone are to know it. † (Rand 41)He attempted to share his discovery but was rejected and scorned. Adam’s curiosity led him to eat the â€Å"forbidden† fruit from the tree from the center of the Garden of Eden. This action caused his banishment from the Garden of Eden. What they both committed was considered by the governing authority to be sins. Equality 7-2521 was forced to run away because he dared to have an independent mind. Adam was forced out of Eden because he did not obey God. Also†¦ They were condemned for committing a great â€Å"sin. † The â€Å"sin† was disobeying a godlike authority. Equality and Adam both obtained information that was forbidden by the authority that governed them. Equality obtained forbidden information through secretly studying information on the time before the Great Rebirth, rediscovering electricity and creating a piece of electrical equipment. The World Council banned such actions so when he tried to convince the Council of Scholars, they threatened to report him and destroy his discovery as stated on 72: â€Å"You shall be burned at the stake,† said Democracy 4-6998. â€Å"No, they shall be lashed,† said Unanimity 7-3304, â€Å"till there is  nothing left under the lashes. † And page 74: â€Å"This thing,† they said, â€Å"must be destroyed. †Ã‚  And all the others cried as one: â€Å"It must be destroyed! â€Å"(Rand 41) He was forced to run deep into the uncharted forest where he hid. Adam obtained the forbidden information through eating the â€Å"forbidden† fruit from the tree at the center of Eden. He gained knowledge of many things that were forbidden by God. As a result, he was banished from Eden. The similarities have been stated although†¦ There are also differences between Adam and Equality 7-2521. One is the sin they committed. Equality 7-2521 committed the sin of individual thought. He dared to live, think and love for himself. He also rediscovered electricity by himself, which was considered evil because he didn’t work with the rest of his â€Å"brothers† as stated on page 73: â€Å"So you think that you have found a new power,† said Collective  0-0009. â€Å"Do you think all your brothers think that?   Ã¢â‚¬Å"No,† we answered. â€Å"What is not thought by all men cannot be true,† said Collective   0-0009. â€Å"You have worked on this alone? † asked International 1-5537. â€Å"Yes,† we answered. â€Å"What is not done collectively cannot be good,† said International 1-5537. †(Rand 41)Adam committe d the sin of disobedience. He ate the â€Å"forbidden† fruit when God specifically told him not to. As a result, he was banished from the Garden of Eden. Another difference is how they reacted after they left their residence. When Adam was banished, he did not seek revenge against God. He decided to continue living as normally as possible. Equality 7-2521 on the other hand, decided to start a new society that permits individual thought and makes it his goal to tear down the society he lived in and raze the city he lived in to the ground. In conclusion, Equality 7-2521’s story is some that can be easily compared and contrasted with the Expulsion of Adam and Eve from the Garden of Eden. This essay summarized their similarities and differences. There are many other ways to compare and contrast Adam and Equality 7-2521 that are not written in this essay. They may be in a different one. Works Cited Rand, Ayn. Anthem: Student Edition Toronto: Signet, 1995. A Comparison in Anthem They will be stated in the following paragraphs. There are similarities between Equality 7-2521 and Adam. They were both born with a natural curiosity. The curiosity caused them to do something that was explicitly forbidden. This led Equality 7-2521 to rediscover something that was wiped from human memory for a great length of time as stated on page 52: â€Å"We, Equality 7-2521, have discovered a new power of nature. And  we have discovered it alone, and we alone are to know it. † (Rand 41)He attempted to share his discovery but was rejected and scorned. Adam’s curiosity led him to eat the â€Å"forbidden† fruit from the tree from the center of the Garden of Eden. This action caused his banishment from the Garden of Eden. What they both committed was considered by the governing authority to be sins. Equality 7-2521 was forced to run away because he dared to have an independent mind. Adam was forced out of Eden because he did not obey God. Also†¦ They were condemned for committing a great â€Å"sin. † The â€Å"sin† was disobeying a godlike authority. Equality and Adam both obtained information that was forbidden by the authority that governed them. Equality obtained forbidden information through secretly studying information on the time before the Great Rebirth, rediscovering electricity and creating a piece of electrical equipment. The World Council banned such actions so when he tried to convince the Council of Scholars, they threatened to report him and destroy his discovery as stated on 72: â€Å"You shall be burned at the stake,† said Democracy 4-6998. â€Å"No, they shall be lashed,† said Unanimity 7-3304, â€Å"till there is  nothing left under the lashes. † And page 74: â€Å"This thing,† they said, â€Å"must be destroyed. †Ã‚  And all the others cried as one: â€Å"It must be destroyed! â€Å"(Rand 41) He was forced to run deep into the uncharted forest where he hid. Adam obtained the forbidden information through eating the â€Å"forbidden† fruit from the tree at the center of Eden. He gained knowledge of many things that were forbidden by God. As a result, he was banished from Eden. The similarities have been stated although†¦ There are also differences between Adam and Equality 7-2521. One is the sin they committed. Equality 7-2521 committed the sin of individual thought. He dared to live, think and love for himself. He also rediscovered electricity by himself, which was considered evil because he didn’t work with the rest of his â€Å"brothers† as stated on page 73: â€Å"So you think that you have found a new power,† said Collective  0-0009. â€Å"Do you think all your brothers think that?   Ã¢â‚¬Å"No,† we answered. â€Å"What is not thought by all men cannot be true,† said Collective   0-0009. â€Å"You have worked on this alone? † asked International 1-5537. â€Å"Yes,† we answered. â€Å"What is not done collectively cannot be good,† said International 1-5537. †(Rand 41)Adam committe d the sin of disobedience. He ate the â€Å"forbidden† fruit when God specifically told him not to. As a result, he was banished from the Garden of Eden. Another difference is how they reacted after they left their residence. When Adam was banished, he did not seek revenge against God. He decided to continue living as normally as possible. Equality 7-2521 on the other hand, decided to start a new society that permits individual thought and makes it his goal to tear down the society he lived in and raze the city he lived in to the ground. In conclusion, Equality 7-2521’s story is some that can be easily compared and contrasted with the Expulsion of Adam and Eve from the Garden of Eden. This essay summarized their similarities and differences. There are many other ways to compare and contrast Adam and Equality 7-2521 that are not written in this essay. They may be in a different one. Works Cited Rand, Ayn. Anthem: Student Edition Toronto: Signet, 1995.

Differentiating for Learning Process Essay Example | Topics and Well Written Essays - 500 words

Differentiating for Learning Process - Essay Example Learning profile is defined as ways in which students learn best as individuals. Every person has some ways that are effective for their learning, other factors that are contrary to these automatically slow learners down or make their learning slower and awkward. Experience, common sense and research suggest to us that tutors, teachers or professors can tap into or suggest some routes that can promote effective and efficient learning to students. The aim or goal of learning or making ourselves aware of profile differentiation is to understand modes of learning that can work best for different students to make them provide quality results. The following lesson plan is an example of a teaching program that will ensure that all students benefit from learning on the topic, â€Å"Rain Forest.† The plan is for students between Grades 3-5. It will take six weeks for the lesson to end (Steed, 2000). All the powerpoint presentations will be evaluated with the use of created rubrics, oral report rubric and student evaluation form. Writing, on the other hand, will be evaluated using writing rubric. The videos will be evaluated with the use of cooperative group work for technical works, group contents. Awarding will be done using point charts (Steed, 2000). The above process represents a diversity of processes that make it possible for different students with different learning styles to concentrate. For instance, a student who is not well conversant with paperwork can successfully use powerpoint slides in computers. This process will also create student awareness on the best learning methods suitable for each due to the variety of teaching and research methods. Students who fail to cope with the mentioned comprehensive processes are taken as those with special needs and get remedial from the tutors or fellow students who have understood the topic. However, the outcome of such a plan will be more than 90% success as it covers virtually all the methods of learning suitable for different students.  

Failed IT project Essay Example | Topics and Well Written Essays - 250 words

Failed IT project - Essay Example The Affordable Care Act – MNsure project in Minnesota cost more than $150M USD. The project failed due to the following: Strong sponsorship, as well as solid requirements, is particularly tricky to come by in a political setting. It is because many individuals along with group stakeholders argue with one another then alter the project (Keegan, Huemann, and Turner 2). Applying the political course of lengthy arguments, consensus-building along with numerous agendas to defining project requirements brings disaster. To avoid this failure, the contractors doing the government work should have discouraged changes. The contractors saw a chance to grow the project scope with work of a much higher-margin because change orders are usually much more profitable compared to the original bid. Another way to avoid the failure was to have adequate sponsorship and strong requirements. Insufficient sponsorship and weak requirements were merged with a waterfall development methodology together with the overall big bang technique used by the government procurement methods. Keegan, Anne, Martina Huemann, and J.  R. Turner. "Beyond the Line: Exploring the HRM Responsibilities of Line Managers, Project Managers and the HRM Department in Four Project-oriented Companies in the Netherlands, Austria, the UK and the USA." International Journal of Human Resource Management  (2012): n. pag.

Riverbend Telephone Company case Study Example | Topics and Well Written Essays - 500 words

Riverbend Telephone Company - Case Study Example To determine the better decision between the two options, an analysis of the expenses to be suffered by the firm over the five years must be done. The tables shown below shows the analysis of the estimated expenses for the two options over the five years. From the two tables, the projected expenditures for each of the options is shown. If the company chose to hire the truck, it would approximately spend $98,540 to cater for the lease charges as well as the maintenance costs. By choosing to purchase the vehicle, the firm would be required to spend $89,880 on its purchase and maintenance. Additionally, if the company bought the truck, the estimated worth of the truck after five years would be $1,800. This would cut on the expenses value to ($89880 - $1800), reducing the expenses value to $88,080. From the analysis, the purchase option saves the company up to $10,460. In business, this amount is huge enough for the company to avoid losing, and for this reason, the better option for the firm is to purchase to truck, as opposed to hiring. This is simply because the purchase option is $10,460 cheaper than hiring the truck for five years. From the schedule table, the expected accumulated depreciation after five years will be $22,410. This would reduce the depreciation costs as computed using the straight-line method, by $1,890. Since the difference margin from the initial comparison was over $10,000, the $1,890 cannot be huge enough to change the decision on the purchase of the truck. The firm should buy the vehicle, even when based on this method of depreciation. Mr. Freeman should consider all the expenses, including the annual lease charges. For instance, in the first annual report, he should report that the expenses are $39,416. This includes the maintenance costs and the lease

Linear Regression and Regression Analysis Assignment

Linear Regression and Regression Analysis - Assignment Example Linear regression refers to an approach that involves modeling the relationship that exists between a dependent variable Y and explanatory variable(s) X. The model for linear regression requires that the variables take up the relationship illustrated below: Therefore, regression analysis is the process of determining the parameters that make up the equation defining that defines the relationship between the variables. This forms the basis for further evaluation of the variables through an in-depth analysis of the basic components of the equation that would result into a line of best fit. Regression analysis is defined on basis of the goal of conducting regression, which is to develop a line of best fit for the variables under investigation (Kahane, 2001). The goal of using the technique is to establish the relationship and strength of the relationship between two or more variables. This technique is applicable in criminal justice in a number of ways. Regression analysis is useful in evaluating the relationship existing between various aspects of criminal justice. By acknowledging that there are events that take up the position of being determinants of the outcomes of other variables, this technique can be applied in Criminal justice. The regression analysis is pertinent in determining the relationship among variables as a basis for evaluation of the best practices and structures to adopt with regards to the criminal justice system. For instance, upon establishing the nature and strength of the relationship among variables, it is possible to evaluate the impact of specific changes on one to the other. This analysis is important in developing an understanding of the different ways in which improvements can be made to one of the variabl e in order to change the other (Williams, 2009). There are many ways in which regression analysis is applicable to criminal justice. For instance, when conducting a study on the relationship between criminal

Commercial law Essay Example | Topics and Well Written Essays - 2000 words - 5

Commercial law - Essay Example On the other hand, a Cost, Insurance and Freight (CIF) contract refers to an agreement of selling shipped goods at a price inclusive of the total cost of the goods, freight to the port destination and the maritime insurance coverage. One of the major essential features of CIF contracts is that it requires the vendor to ship the agreed goods in the contract, procure a bill of lading (contract of carriage), arrange for the insurance of the goods, and make a commercial invoice before finally tendering the documents to the buyer1. For example, in the case Biddle Brothers v Clemens Horst Co.2, it was ruled that the buyer was obliged to make the payments before the shipment of goods. This paper offers advice to the parties involved in the case namely, Bernadette, David and Barkers Bank with particular focus to their obligations, limitations and potential remedies in the event that a breach of the contract occurs. Based on the circumstances facing Bernadette in the presented case, the major challenge that arises is whether under the English commercial laws, Bernadette would be able to recover the money she paid for the documents from Arthur, claim the insurance policy or take legal action against the carrier in tort compensation for the damaged goods since she had already made the contract payments. Bernadette is obliged by the law to pay Mr. Arthur (the seller) even if the rice was destroyed during shipment. This can particularly be seen in the case Manbre Saccharine Co Ltd v Corn Products Co Ltd[3]Â  in which the court ruled that that the seller may still claim payment even if the goods are lost or destroyed after shipment. In my opinion, the only available remedy subject the English commercial laws is to sue Claude’s vessel Jeanne d’Arc carrier for compensation of the loss incurred due to the damage of rice during the

Strategy Implementation in Strategic Management Essay

Strategy Implementation in Strategic Management - Essay Example Moreover, the corporation is ISO 14001 certified, and this has acted to enhance its corporate image. A major weakness of Carnival Corporation is that it has amongst its fleets a lot of many old ships (Wheelen & Hunger, 2008). This has meant lost business at times, because their target market is the young travellers, and these prefer newer ships. Another weakness for the company could be the presence of too many members of the Arison family amongst the directors (six out of fourteen), and this could impact greatly on the corporate decisions of Carnival. An opportunity that Carnival Corporation may consider venturing more into is the cruise market in Europe, instead of concentrating more into the American market. This is because according to the cruise industry in Europe, this is one of the most lucrative routes. Furthermore, Carnival corporations could also wish to venture into the area of organising and facilitating visits to historical sites around the world, and include this addition into their package of services offered. The escalation in fuel prices poses a threat to Carnival, as this means that the corporation may have to raise its fares. Terrorist attacks, such as the one in September 2002, caused panic to the public, and this affected tourism. There is also occasion whereby virus attacks have infiltrated into the corporation’s server, thereby disrupting its programs, and affecting business immensely (Wheelen & Hunger, 2008). A number of legal tussles between, on the one hand, the corporation and on the other passengers have also been witnessed in recent years, and this could lead to a dented image of the corporation. In addition, some former employees have also sued the corporation, on the issue of unpaid overtime. In 2002, Carnival Corporation was charged $ 18 million as a result of counts of pollution by its ships (Levine, 2006) Carnival cruise line was founded in 1972, by  Ted Arison.  

The Short Story and Essay Writing Example | Topics and Well Written Essays - 1250 words

The Short Story and Writing - Essay Example Also I would try to look at the narrative point of view and the attitude of the writer towards the subject matter. But mainly, I would focus on the efficacy of the opening paragraph and gauge if it was effective enough in capturing my attention by comparing the two short stories. Araby (27-33) is a short story written by James Joyce that is narrated in the first person point of view. The story discussed the subject matter of discovering sexual desires from the perspective of a boy at the brink of adulthood. Although the topic of the story is not something that I have discovered on the latter part, the opening paragraph did contain in a nutshell the attitude of the writer towards the subject matter—â€Å"North Richmond Street, being blind, was a quiet street†¦Ã¢â‚¬  (Joyce 27) As a boy, the narrator was blinded by his youth towards his perception on sexuality and love. And upon finally arriving at Araby late at night, was symbolic because he saw ‘adulthood’ for its true colours. It was not what he imagined it to be—of shops with their wares and bustling people but instead, â€Å"nearly all the stalls were closed and the greater part of the hall was in darkness.† In the end, the boy realized his folly: â€Å"Gazing up into the darkness I saw myself as a creature driven and derided by vanity; and my eyes burned with anguish and anger† (Joyce 32-33) Though there have been a truck-load use of metaphor and symbolism used throughout the story, the opening paragraph, on my opinion was not effective enough in capturing my attention. For me, it lacks interest. There was nothing familiar in North Richmond Street that could spark my interest that though it was an exact location that could symbolize any typical English suburban street during the early 18th century, it was insignificant, detached; greatly because it was very time/ era

Ed Philosophy Essay Example for Free

Ed Philosophy Essay Philosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education, and/or which examine the definition, goals and meaning of education. As an academic field, philosophy of education is the philosophical study of education and its problems its central subject matter is education, and its methods are those of philosophy. [1] The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. [2] As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. [3] For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between educational theory and practice. Instead of being taught in philosophy departments, philosophy of education is usually housed in departments or colleges of education, similar to how philosophy of law is generally taught in law schools. [1] The multiple ways of conceiving education coupled with the multiple fields and approaches of philosophy make philosophy of education not only a very diverse field but also one that is not easily defined. Although there is overlap, philosophy of education should not be conflated with educational theory, which is not defined specifically by the application of philosophy to questions in education. Philosophy of education also should not be confused with philosophy education, the practice of teaching and learning the subject of philosophy. Philosophy of education can also be understood not as an academic discipline but as a normative educational theory that unifies pedagogy, curriculum, learning theory, and the purpose of education and is grounded in specific metaphysical, epistemological, and axiological assumptions. These theories are also called educational philosophies. For example, a teacher might be said to follow a perennialist educational philosophy or to follow a perennialist philosophy of education. Contents * 1 Philosophy of Education * 1. 1 Idealism * 1. 1. 1 Plato * 1. 1. 2 Immanuel Kant * 1. 1. 3 Georg Wilhelm Friedrich Hegel * 1. 2 Realism * 1. 2. 1 Aristotle * 1. 2. 2 Avicenna * 1. 2. 3 Ibn Tufail * 1. 2. 4 John Locke * 1. 2. 5 Jean-Jacques Rousseau * 1. 2. 6 Mortimer Jerome Adler * 1. 2. 7 Harry S. Broudy * 1. 3 Scholasticism * 1. 3. 1 Thomas Aquinas * 1. 3. 2 John Milton * 1. 4 Pragmatism * 1. 4. 1 John Dewey * 1. 4. 2 William James * 1. 4. 3 William Heard Kilpatrick * 1. 4. 4 Nel Noddings * 1. 4. 5 Richard Rorty * 1. 5 Analytic Philosophy * 1. 5. 1 Richard Stanley Peters * 1. 5. 2 Paul H. Hirst * 1. 6 Existentialism * 1. 6. 1 Karl Jaspers * 1. 6. 2 Martin Buber * 1. 6. 3 Maxine Greene * 1. 7 Critical Theory * 1. 7. 1 Paulo Freire * 1. 8 Postmodernism * 1. 8. 1 Martin Heidegger * 1. 8. 2 Hans-Georg Gadamer * 1. 8. 3 Jean-Francois Lyotard * 1. 8. 4 Michel Foucault * 2 Normative Educational Philosophies * 2. 1 Perennialism * 2. 1. 1 Allan Bloom * 2. 2 Progressivism * 2. 2. 1 Jean Piaget * 2. 2. 2 Jerome Bruner * 2. 3 Essentialism * 2. 3. 1 William Chandler Bagley * 2. 4 Social Reconstructionism and Critical Pedagogy * 2. 4. 1 George Counts * 2. 4. 2 Maria Montessori * 2. 5 Waldorf * 2. 5. 1 Rudolf Steiner * 2. 6 Democratic Education * 2. 6. 1 A. S. Neill * 2. 7 Classical Education * 2. 7. 1 Charlotte Mason * 2. 8 Unschooling * 2. 8. 1 John Holt * 2. 8. 2 Contemplative education * 3 Professional organizations and associations * 4 References * 5 Further reading * 6 External links| Philosophy of Education Idealism Plato Inscribed herma of Plato. (Berlin, Altes Museum). Main article: Plato Date: 424/423 BC 348/347 BC Platos educational philosophy was grounded in his vision of the ideal Republic, wherein the individual was best served by being subordinated to a just society. He advocated removing children from their mothers care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor. Plato believed that talent was distributed non-genetically and thus must be found in children born in any social class. He builds on this by insisting that those suitably gifted are to be trained by the state so that they may be qualified to assume the role of a ruling class. What this establishes is essentially a system of selective public education premised on the assumption that an educated minority of the population are, by virtue of their education (and inborn educability), sufficient for healthy governance. Platos writings contain some of the following ideas: Elementary education would be confined to the guardian class till the age of 18, followed by two years of compulsory military training and then by higher education for those who qualified. While elementary education made the soul responsive to the environment, higher education helped the soul to search for truth which illuminated it. Both boys and girls receive the same kind of education. Elementary education consisted of music and gymnastics, designed to train and blend gentle and fierce qualities in the individual and create a harmonious person. At the age of 20, a selection was made. The best one would take an advanced course in mathematics, geometry, astronomy and harmonics. The first course in the scheme of higher education would last for ten years. It would be for those who had a flair for science. At the age of 30 there would be another selection; those who qualified would study dialectics and metaphysics, logic and philosophy for the next five years. They would study the idea of good and first principles of being. After accepting junior positions in the army for 15 years, a man would have completed his theoretical and practical education by the age of 50. Immanuel Kant Main article: Immanuel Kant Date: 1724–1804 Immanuel Kant believed that education differs from training in that the latter involves thinking whereas the former does not. In addition to educating reason, of central importance to him was the development of character and teaching of moral maxims. Kant was a proponent of public education and of learning by doing. [4] Georg Wilhelm Friedrich Hegel Main article: Georg Wilhelm Friedrich Hegel Date: 1770–1831 Realism Aristotle Bust of Aristotle. Roman copy after a Greek bronze original by Lysippos from 330 B. C. Main article: Aristotle Date: 384 BC 322 BC Only fragments of Aristotles treatise On Education are still in existence. We thus know of his philosophy of education primarily through brief passages in other works. Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education. [1] Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically; this differs, for example, from Socrates emphasis on questioning his listeners to bring out their own ideas (though the comparison is perhaps incongruous since Socrates was dealing with adults). Aristotle placed great emphasis on balancing the theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important included reading, writing and mathematics; music; physical education; literature and history; and a wide range of sciences. He also mentioned the importance of play. One of educations primary missions for Aristotle, perhaps its most important, was to produce good and virtuous citizens for the polis. All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. [2] Avicenna Main article: Avicenna Date: 980 AD 1037 AD In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madrasahs (which referred to higher education), a maktab was often attached to a mosque. In the 11th century, Ibn Sina (known as Avicenna in the West), wrote a chapter dealing with the maktab entitled The Role of the Teacher in the Training and Upbringing of Children, as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school. [5] Ibn Sina wrote that children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote that they should be taught the Quran, Islamic metaphysics, language, literature, Islamic ethics, and manual skills (which could refer to a variety of practical skills). [5] Ibn Sina refers to the secondary education stage of maktab schooling as the period of specialization, when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be given a choice to choose and specialize in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the students emotional development and chosen subjects need to be taken into account. [6] The empiricist theory of tabula rasa was also developed by Ibn Sina. He argued that the human intellect at birth is rather like a tabula rasa, a pure potentiality that is actualized through education and comes to know and that knowledge is attained through empirical familiarity with objects in this world from which one abstracts universal concepts which is developed through a syllogistic method of reasoning; observations lead to prepositional statements, which when compounded lead to further abstract concepts. He further argued that the intellect itself possesses levels of development from the material intellect (al-‘aql al-hayulani), that potentiality that can acquire knowledge to the active intellect (al-‘aql al-fa‘il), the state of the human intellect in conjunction with the perfect source of knowledge. [7]

A Christmas Carol by Charles Dickens Essay Example for Free

A Christmas Carol by Charles Dickens Essay Charles Dickens wrote this novel because he was keenly touched by the lot of poor children in the middle decades of the 19th century. This is the reason which motivated Dickens in doing this, before writing this novel. Before he decided to this he thought of publishing leaflets instead. On the other hand some critics have suggested that Scrooge’s redemption underscores what they see as the conservative individualistic and patriarchal of Dickens Carol Philosophy. Dickens own experiences influenced him a lot in why he wrote this novel and how he cares so much for the children, who were forced to hard labour in the workhouses from such young age as 12. Before the â€Å"New Poor Law† was introduced in 1834, a high percentage of young children were forced t work to make sure that them and their families did not die of starvation. There was a well known prison called the â€Å"The Marshelsea†, it became know in the 19th century around the world through the writing of the English novelist Charles Dickens. His father which was there in 1824 for a debt of ? 40 and 10 shillings however Dickens most traumatic experience was when he was forced to leave school at the young age of 12 to work in a factory instead. Dickens already had ideas of how to use these types of experiences in a novel. Some of the social conditions such as the new poor law have been shown in the â€Å"Christmas Carol† in this particular quote: â€Å"The Treadmill and the the poor law in full vigour then? † â€Å"Both very busy sir†` This quote proves to us that Dickens used his novel to express the social conditions through it. Dickens used Scrooge as the main character to show that wealthy people always have a responsibility to help those less fortunate. He clearly shows this view at the end of the novel where he gives a young boy money to buy a turkey for the Crachit family. The family isn’t the richest but has a really warm heart. Crachit tries showing Scrooge that life is not all about money and also that he should try to move on and forget about Bella. Scrooge had a really bad experience when Bella marries someone else because she told him that he cares about money more than her. Scrooge somehow had to overcome this tragic event in his life and since then he has not been able to celebrate a successful eve without thinking of her for even a moment. In much earlier in the novel 3 old men come up to Scrooge asking for money to donate to people for Christmas, however Scrooge is a cold hearted person so instead of donating a few shillings he says â€Å"Bah Humbug. † The main character of â€Å"A Christmas Carol† is Ebenezer Scrooge. He is an elderly man who lives in London, his sister died leaving a son whose name is Fred. In addition to this Ebenezer has no family. He is a very rich banker. Scrooges clerk Bob Crachit is a middle–aged man who has six children. Ebenezer is thin and has a slight hunchback, coal grey hair and a wrinkled old face, on which he has reddish eyes, a long pointed nose and thin blue lips as cold as ice. Like his employee Bob is very well dressed. Let’s take a look at Scrooge first, before he got visited by the spirits he was a very stingy person and only cared about his own interests. He couldn’t manage to share his money and was not sensitive to the suffering of others. Ebenezer was even harsh to his employee who never cheated, is reliable, hardworking and had to endure the bad behaviour on him. Bob is satisfied with not owning anything and having no money at all. Bob is satisfied with not owning anything and having no money at all, however the only things that matter for him and make him happy are the small but the most important things in life which is his family. After Scrooge got visited by the ghosts he changed positively and you could even say that was similar to Crachit. Just like he likes Christmas, is a good and open to others, joyous and happy. He even started to share money with the poor and expressed his feelings by helping others. In my opinion Scrooge turned into a better character and I admire his sudden transformation into a better human being. Bob Crachit’s characteristics are that he is poor, has a big family, young and takes care of his close ones, joyful and nice. The crachit family live in a small cosy home but they don’t have enough money to decorate it with luxuries because the most important thing for them is too have enough money for coal/fire so that they would be warm, however most importantly all they want to happen is for Tiny Tim to be a healthy again. The miraculous transformation that Scrooge has made makes us aware that good change is never too late. Also that money cannot buy happiness you just have to share it with other people to make something good of it.

Effect Of Caffeine On Breathing And Pulse Rate Biology Essay

Effect Of Caffeine On Breathing And Pulse Rate Biology Essay Caffeine is a natural chemical substance known to have stimulant properties within the body (Addicott MA Laurienti PJ, 2009). Prior research focused on caffeines ability to affect ventilation, blood pressure, mood, and mental stress (Kennedy MD et al. 2008; Addicott MA Laurienti PJ, 2009). Their findings concluded that caffeine actually spiked blood pressure, ventilation and heart rate (Kennedy MD et al., 2008); while others claimed that it had no effect on heart rate or breathing (Ratliff-Crain J et al., 1989). Some gaps in these studies were that very few actually measured the rate of breathing, but rather focused on the volume of breathing and the percent oxygen saturation/diffusion (Chapman R Stager JM, 2008), as well as blood pressure, rather than heart rate (Ratliff-Crain J et al., 1989). This experiment aimed at finding a clear relationship between ingesting caffeine, and its effect, if any, on breathing and heart rate, after the subjects performed incremental stepping exercises. The significance of this study is vital in sport, particularly caffeines role in the Olympics (Spriet LL, 1995), and its potential as a prophylactic in treating asthma (Welsh EJ et al., 2010). Methods: See School of Biological Sciences (2010). Refer to Appendix (1) for the hypotheses. Results: Using the t-test it was found that the mean (+/- range) change in pulse rate was not significantly different between non-caffeine (Group A) and caffeine (Group B) treated subjects (t=0.4, df=161, P=0.7 ie P>0.05). (Refer to Appendices 2a, 2b,3a, and 3b for the data and t-test) Figure 1: The mean of changes in the pulse rate of non-caffeinated (control) and caffeinated (treatment) participants after performing a stepping exercise. Error bars are the range. N=140 and n= 75 for the non-caffeinated and caffeinated groups respectively. Using a paired two sample for mean t-test it was found that the mean (+/- range) change in respiration rate was not significantly different between non-caffeine (Group A) and caffeine (Group B) treated subjects (t=-0.7, df=132, P=0.5 ie P>0.05). (Refer to Appendices 2a, 2b,3a, and 3b for the data and t-test) Figure 2: The mean of changes in the breathing rate of non-caffeinated (control) and caffeinated (treatment) participants after doing a stepping exercise. Error bars are the range. N=140 and n= 75 for the non caffeinated and caffeinated groups respectively. Discussion: The results of the investigation revealed that the difference in mean pulse rate change between the two groups was 1.1 BPM and the mean breathing rate was 1 BRPM. This indicated that there were no significant difference between mean change in pulse rate and breathing rate between the group that was taking the caffeinated drink (treatment), and the group that ingested the non -caffeinated beverage (control). Therefore, since (P>0.05) the null hypothesis (HO) was accepted, and the alternative hypothesis (HA) was rejected. Prior research revealed that caffeine had no significant effect on the ventilator responsiveness or exercise ventilation on exercise -induced subjects following the administration of a moderate dose of caffeine (8mg per kilogram of body weight). Any modest increase in breathing rate was attributed to caffeines secondary effect on the Central Nervous System, rather than a direct effect on the respiratory system (Chapman R Stager JM, Caffeine stimulates ventilation in athletes with exercise-induced hypoxemia, 2008). However, other studies have suggested that caffeine acted in the manner of a ventilator stimulant and increased the breathing rate of individuals (Chapman R Mickleborough TD, 2009). Similar studies found that caffeine increased the mean change in pulse rate by 6 beats/min an hour after ingesting caffeinated coffee (350mL, 140mg of Caffeine). This revealed that while caffeine may affect the heart rate, its relative impact had no significant effect (Kennedy MD et al., 2008). Further research concluded that regular consumption of coffee could not increase the heart rate and blood pressure; unless consumed chronically and excessively (Ratliff-Crain J et al., 1989). The experimental data revealed that naturally there were a large range of values, beginning from as low as {3 BPM, 1 BRPM} and peaking to {110 BPM, and to 62 BRPM} respectively. The issue with having such a large range was that it masked any significance to the mean. The extreme data points would distort the mean value, even if caffeine had proven to have a significant effect. Thus, its effect would not be reflected in the results. Whilst increasing the sample size and repeating the experiment a number of times would improve the reliability of the experiment, it would do little to increase the precision of results. This is due to the presence of natural variation. Different people have differing athletic ability, sensitivity to caffeine, or gender differences, which the sample sizes (n=140 and n=75), did not account for. The failure to take account for the nature of the sample sizes greatly reduced the power of the experiment. Research suggests that males and females may actually hav e distinct responses (Kennedy MD et al., 2008), and so must be accounted for separately. This could be improved by separating the caffeinated and non- caffeinated groups into gender types, and perhaps only observing its effect on athletes (Chapman R Stager JM, Caffeine stimulates ventilation in athletes with exercise-induced hypoxemia, 2008). The amount of coffee may have been too small experimentally to produce a noticeable effect. Switching the dose to a full cup of coffee could enhance the effects of caffeine (Kennedy MD et al., 2008), or perhaps the length of time between ingestion and exercise was too short. Increasing the period from 1 hour to 2 hours could give caffeine more time to produce its effects (Kennedy MD et al., 2008). The accuracy of the results could have been improved by using more sophisticated counting methods to measure heart rate like using a digital pulse readout (i.e. an ECG), or percentage arterial oxyhemoglobin saturation to measure ventilation, which would produce more accurate results (Chapman R Stager JM, Caffeine stimulates ventilation in athletes with exercise-induced hypoxemia, 2008). The implication of this study is particularly important in the issue of caffeine bans from the International Olympic Committee, and whether or not it provides legal ergogenic advantage to athletes in short distance running or other aerobic activities. The rules governing caffeine ingestion prior to exercise may be revised if caffeine is proven to have substantially enhanced the athletes pulmonary capabilities (Spriet LL, 1995). Other future studies of caffeine include developing prophylactics for asthma (from its anti-inflammatory and bronchodilator properties). Randomised clinical trials have already confirmed improvements in lung function after using caffeine. This could produce new front line drugs to treat asthma (Welsh EJ, 2010). In conclusion, the caffeinated and non caffeinated groups showed a slight mean difference of 1.1 BPM and 1 BRPM, but statistically, there were no significant change in the mean heart rate or the mean breathing rate, which means the null hypothesis was accepted (P>0.05), and the effects of caffeine was not proven conclusive on either. References: Addicott MA, Laurienti PJ. (2009). A comparison of the effects of caffeine following abstinence and normal caffeine use. Psychopharmacology , 207 (3), 423-31. Chapman R, Mickleborough TD. (2009). The effects of caffeine on ventilation and pulmonary function during exercise: an often-overlooked response. Phys Sportsmed. , 37 (4), 97-103. Chapman RF, Stager JM. (2008). Caffeine stimulates ventilation in athletes with exercise-induced hypoxemia. Medicine and Science in Sports and Exercise , 40 (6), 1080-6. Graham TE, Hibbert P, Sathasivam P. (1998). Metabolic and exercise endurance effects of coffee and caffeine ingestion. Journal of Applied Physiology , 85 (3), 883-9. Kennedy MD, Galloway AV, Dickau LJ, Hudson MK. (2008). The cumulative effect of coffee and a mental stress task on heart rate, blood pressure, and mental alertness is similar in caffeine-naÃÆ'Â ¯ve and caffeine-habituated females. Nutrition Research. , 28 (9), 609-614. Ratliff-Crain J, OKeeffe MK, Baum A. (1989). Cardiovascular reactivity, mood, and task performance in deprived and nondeprived coffee drinkers. Health Psychol. 1989 , 8 (4), 427-427. School of Biological Sciences, The University of Sydney. (2010). Human Biology: Unit of Study Manual for Students. Spriet LL. (1995). Caffeine and Performance. International Journal of Sport Nutrition. , S84-99. Welsh EJ, Bara A, Barley E, Cates CJ.(2010). Caffeine for asthma. Cochrane Database Systematic Reviews. 1(1): CD001112.

I Corinthians 15:12-14 :: Religion Christianity Bible Essays

I Corinthians 15:12-14 But if it is preached that Christ has been raised from the dead, how can some of you say that there is no resurrection of the dead? If there is no resurrection of the dead, then not even Christ has been raised. And if Christ has not been raised, our preaching is useless and so is your faith (NIV). The resurrection of the dead is a mysterious concept that even some Christians have a hard time believing. Paul makes a strong statement regarding the importance of the resurrection and how it is tied to the faith of Christian believers. Paul's first letter to the Corinthians was a response to a number of problems in the church of Corinth. One of the main problems the Corinthians were having was speculation on the resurrection [of the dead] which was preached to them by Paul. The passage in which Paul talks about the resurrection is toward the end of his letter, before he discusses his plans and finishes with exhortations and greetings. The first half of the letter, after he gives his greeting and thanksgiving, is in response to reports that he has received regarding the Corinthians. The second half is in response to questions and concerns that they had. In the New International Version (NIV) of Paul's first letter to the Corinthians, his preaching and their faith are described as "useless" if Christ has not been raised (15:14). However, in the New King James Version (NKJV), Paul's preaching and the faith of the Corinthians are described as empty. These descriptions are very similar and both have a strong impact on the reader. If preaching and faith are empty, then they are also useless. The preaching of Paul to the Corinthians is certainly not useless and their faith, although problematic, is not empty. According to The Women's Bible Commentary, the Corinthians were convinced that already they fully enjoyed the spiritual benefits of the resurrection (321). They believed the resurrection of Christ was beneficial so they did not even consider that the dead were raised from the dead. Paul preached that Christ has been raised from the dead and the Corinthians believed what he said. It is because of this belief that Paul can bring his point across regarding the resurrection of the dead. If the Corinthians did not believe that Christ has been raised, Paul would be unable to convince them of the resurrection of the dead.

To Kill A Mockingbird Essays: Boo and Tom Misunderstood :: Kill Mockingbird essays

Boo and Tom Misunderstood in To Kill a Mockingbird In the novel, To Kill a Mockingbird, by Harper Lee, Atticus tells Jem and Scout to, "Shoot all the bluejays you want, if you can hit 'em, but remember it's a sin to kill a mockingbird," he is referring to the notion that a mockingbird is a harmless creature and does nothing but sing and bring happiness to the world. Harper Lee takes the title for her novel from this passage because the imagery of the mockingbird is analogous to the characters of both Boo Radley and Tom Robinson. These two characters are "harmless songbirds" who are sinfully destroyed. Although Boo Radley only actually physically appears in the story once, he serves two essential purposes. At the beginning of the novel, Boo serves as an enigma to the children, giving them something to make the focal point of their games, as well as a topic of conversation. As the story unfolds, it becomes clear that Boo embodies more character than most of the citizens of Maycomb, emerging as a symbol of what is truly just and right. Boo stands up for what he believes is right, no matter what people think of him. In the beginning of the story, Boo represents the unknown. The children wonder about Boo and his strange way of life, but really have no concept of who he is. At first, the children ask questions about Boo with regards to his "weird" living style. When this does not satisfy their curiosities, they make up games and stories about Boo which present him as being a monster. At one point, the children invade the Radley property in hopes of finding some clue which will better explain Boo's character As the story progresses, Boo becomes more of a symbol of kindness and bravery than that of the "town freak" which he is made out to be. Boo leaves presents for the children in the hollow trunk of an old tree, as well as covers Scout with a blanket during Miss Maudie's fire. However, it is not until he saves Jem and Scout's life from the hands of the deranged Mr. Ewell, that Boo shows his true heroic character. Even though Boo is a physically weaker man, he shows no fear when it comes to protecting Jem and Scout's life. It is not until after this rather odd episode that Scout is finally able to come to terms with her true feelings towards Boo.

The First World War (WWI) :: World War 1 I One

Chapter 1: The Right to Make War Since 1795, when Immanuel Kant published in his old age his treatise on "Perpetual Peace," many have considered it an established fact that war is the destruction of all good and the origin of all evil. In spite of all that history teaches, no conviction is felt that the struggle between nations is inevitable, and the growth of civilization is credited with a power to which war must yield. But, undisturbed by such human theories and the change of times, war has again and again marched from country to country with the clash of arms, and has proved its destructive as well as creative and purifying power. It has not succeeded in teaching mankind what its real nature is. Long periods of war, far from convincing men of the necessity of war, have, on the contrary, always revived the wish to exclude war, where possible, from the political intercourse of nations. This wish and this hope are widely disseminated even today. The maintenance of peace is lauded as the only goal at which statesmanship should aim. This unqualified desire for peace has obtained in our days a quite peculiar power over men's spirits. This aspiration finds its public expression in peace leagues and peace congresses; the Press of every country and of every party opens its columns to it. The current in this direction is, indeed, so strong that the majority of Governments profess--outwardly, at any rate--that the necessity of maintaining peace is the real aim of their policy; while when a war breaks out the aggressor is universally stigmatized, and all Governments exert themselves, partly in reality, partly in pretense, to extinguish the conflagration. Pacific ideals, to be sure, are seldom the real motive of their action. They usually employ the need of peace as a cloak under which to promote their own political aims. This was the real position of affairs at the Hague Congresses,[1] and this is also the meaning of the action of the United States of America, who in recent times have earnestly tried to conclude treaties for the establishment of Arbitration Courts, first and foremost with England, but also with Japan, France, and Germany. No practical results, it must be said, have so far been achieved. We can hardly assume that a real love of peace prompts these efforts. This is shown by the fact that precisely those Powers which, as the weaker, are exposed to aggression, and therefore were in the greatest need of international protection, have been completely passed over in the American proposals for Arbitration Courts.

Notes on Religious Views on Life After Death Essay

Question is – What are we made of and what survives after death of the body. If anything survives how much of the original identity of that person survives and in what form? People try to answer this by: Believing in a superior being who has communicated a promise Gathering data about LAD – near death experiences, past life memories that suggest reincarnation, the para-normal Accepting no ‘life ‘after death – we are matter and return to matter and become part of the wider world again Exploring ideas about the nature of body and soul Some Christians believe death is the event that makes sense of our previous lives and the meaning of death itself is changed in the promise of eternal life. John Hick, ‘ it should not evoke the sickening fear with which we face what we know to be evil†¦ It is a fuller stage in the outworking of the Creator’s loving purpose for his children. SOURCES Revealed Knowledge – The Bible, Qur’an, Torah etc which tell us of the events others have experienced and what they claim and to those who accept them as revealed knowledge this gives certainty. Christians believe that Jesus was and is God Incarnate, so if he promises eternal life to his followers, he must be trusted. Similarly Muslims trust the Prophet Mohammed as Allah’s chosen messenger – and as he has spoken of paradise, then there must be such a place. Inferential Knowledge – Reasoning that the ideas expressed explain so much that they must be true even if there’s no proof = a belief. Hindus do not have any promise in scripture, but they trust their God loves them and so will e god to them upon death. In neither case is there absolute proof – the believer trusts that it is true. Religious views Christian Old Testament – good and bad alike to go to Sheol as ghostlike individuals – Job 14.7-12 There’s hope is a tree is cut down as buds can grow from the trunk but ‘man lies down and does not rise again’. However he also believes that if he has a personal relationship with God which is beyond the trials of this life he will be with God at the end. New Testament – the crucifixion and resurrection of Christ is at the heart of the belief in LAD,. Jesus’s promise to the good thief crucified with him ‘This day you will be with me in paradise’ only appears in the Gospel of Luke – indicates that he believes in the possibility of paradise for the righteous and the repentant. However the translation of ‘paradise’ could also refer to a pleasant place. Jesus referred to heaven as the place where God lived ‘Our Father which art in heaven†¦Ã¢â‚¬â„¢ Book of Revelations contains visions of Saints whose bloody robes have been washed clean in the blood of the lamb (Christ) in a heavenly city, the new Jerusalem. It is clear there is a heaven after death, which is separate from the last judgment, also known as the second coming, which will happen at the end of time. The term eschatalogical gap refers to the gap between what’s in the bible and the precise details of the afterlife Purgatory – Roman Catholics only – people have to atone for sin before they can enter heaven – no scriptural evidence for this idea Limbo – not in current use, but Catholics used to believe the unbaptised or good people who’d never heard of Jesus would go here. Protestants believed such people would go straight to hell as God would have called those to be saved. One reference in Peter’s letters ‘The spirits who are in prison’ Reincarnation – some Christians have accepted this in the past – but not currently in use. Catholics in particular value appearances by Mary (Lourdes, Fatima etc) and other saints after their death as confirming an after life. Quakers – religious body without creeds and so base beliefs on experience, life experience varies and therefore so do views on LAD. Three main views – bit these are not fixed, all beliefs are personal. 1. The good we have done (and possibly the evil) lives on after we have gone in the lives of those affected – this might be as memories or as the impact of deeds 2. Survival of the Human Spirit as a continuation of this life in a ‘spiritual body’ (St Paul’s term). Some also believe in reincarnation 3. Acceptance of heaven and hell as destinations after death but belief in a Loving God and redemption through Christ means hell cannot be eternal Personal conclusions about LAD are based on individual experiences of the Love of God in this life in spite of the experience of suffering. Therevada Buddists Nirvana achieved in this life, without substrate and so continuing to live in bodily form is described as a set of qualities in The Questions of King Milinda. He asks Nagasena whether he can compare it to anything in this world to help him understand. Nagasena says it can’t be compared to anything, but its qualities can. E.g ‘As a lotus is unsustained by water, so Nirvana is unsustained by all the defilements’ Islam God has a plan for the whole universe and all human beings At the day of judgement to whole universe will be destroyed and the dead raised to stand before him That day will be the beginning of an unending life on which every individual will be judged and rewarded by God according to their deeds. The Qur’an argues that life after death is vital of make sense of morality. If there is no afterlife then a belief in God is irrelevant. Hindus believe in certain heavenly states, notably Goloka, Krishna’s heaven for devotees, but there is little justification in scripture. Hindus believe as a God loves his people he must be good to them when they die. The Resurrection of the Body Key Christian belief is that the individual survives as an individual. Also that the individual is judged as a individual Jesus’s resurrection and ascension is the model we will follow as he was sent to show us the way, the truth and the light.. The Apostles and Nicene Creed both affirm belief in ‘the resurrection of the dead and the life of the world to come’ Tey also refer to the ‘communion of saints’ which refers to the Church as one body uniting those in heaven and those on earth. The point of the Creed is to reinforce belief in the face of challenges Christians believe that man can be saved as a whole, body and soul man can glorify God through his body as he is made in the image of God, the body can become a sacrifice to God and also a dwelling place of the Holy Spirit, (Corinthians 6.19-20,Do you not know that your bodies are temples of the Holy Spirit, who is in you, whom you have received from God?). Also Christ at the Last Supper gave his Body and Blood as a means of salvation, so the human body is important On the same day as jesus’s resurrection Matthew’s gospel reports dead prophets rising from their graves – indicating a bodily resurrection. Paul speaks of us dying and rising with Christ in Baptism as a spiritual experience (Romans 6.5-11) but he is clear that the body will be resurrected after death – however in 1 Corinthians 15-50 he also says ‘flesh and blood cannot inherit the kingdom of God. Irenaeus and Tertullian both interpret this to mean that flesh is resurrected for judgment and that the Spirit must be present in the flesh to enter heaven. The Creed also affirms belief in the Holy Spirit. 1 Corinthains 15.35-50 Paul is asked ‘How are the dead raised?’ He uses the analogy of a seed and a bulb to show that something completely different can arise from a source. At h time there was a commonly held belief that the flesh would be resurrected – the corpse – Paul tried to make it clear that the ‘body’ refers to the whole personality and person, both inner and outer. Through Adam we are part of the physical sphere and through Christ we are part of the spiritual sphere – Christ was man and God together we are physical body and spiritual body together. Paul does not describe the spiritual body.

The Day That Changed My Life

The Day My Life Changed Forever I will never forget the day when my life was changed forever. I was twenty-two years old and about to give birth to my first child. I was having a girl, who I was going to name Mia Alexandria. Up until this point in my life I was able to go and come as I pleased, but that was about to all change. I knew that having a child would change my life but did not know how much. It was in December of 1996, and was a cold, dreary winter day. I was in my eighth month of pregnancy and I was crabby about having to lug around extra weight that was in my belly.I awoke early that morning and decided to run some errands. I drove a Jeep Wrangler at that time, a red one with a white hard top that consistently bounced around the road with every bump and crack that you hit. I can still feel the bitter draft that seeped through the cracks as I drove. It was a stick shift, which many of my friends did not know how to operate. Reluctantly, I hopped my pregnant body up into it barely being able to move my limbs from being bundled up in my poufy parka. My friend decided to join me that day to keep me company.Our first stop was to the unemployment agency. The unemployment agency back then was located in several buildings scattered throughout the state so you just had to find the closest 2 one to you, drive to it, fill out some paperwork, and stand in line to file your claim. Things were not done as they are now with all the fancy computer technology. As we arrived in the parking lot I was feeling a little anxious, not having applied before, and not knowing what I was going to say to the person behind the counter.I had been released from my waitressing job a few weeks before because of my pregnancy, the owner was afraid I might slip and fall while I was working and didn’t want to be responsible or even take that chance. The owner said I could come back after I had the baby but in the meantime I wasn’t able to pay December’s rent nor did I have any food in my apartment. My mom said I could come eat any time I wanted at her house and always sent a care package with me when I left, but still that did not pay the rent.Needless to say I did not have very much money for gas to drive back and forth to her house either and we lived about 15 miles apart. I wasn’t sure if I was going to qualify to receive unemployment but I knew I desperately needed to do something because of the baby I had on the way. When we walked into the building I saw a tremendously long line, a take a number sign, rows and rows of chairs with other fellow unemployed citizens, and quite a few government workers behind the counters. The place was huge.The atmosphere felt stuffy to me and the room was predominantly filled with men that displayed gloomy faces. I took a number and my friend and I took our place in line. We were standing for about twenty minutes when all of a sudden I felt this rush of wetness between my thighs. I was not sure what had just happened but I thought to myself I could not have just had an accident like a preschooler. As I mentally assessed the situation, the 3 only thing that kept me running from embarrassment was my long parka that came down past a good portion of my back side so you could not see my midsection.My bladder control was not as it was before I was pregnant; however when I realized after a minute or two that maybe the liquid that was uncontrollably releasing from my body was not urine at all, but that my water had broke, which meant I was going into labor. Being twenty-two and it being my first child I think I may have been in shock. Not knowing what else I should do, I decided to walk up to one of the few ladies I saw in the office. I wanted to ask what I should do because I had already signed in. The lady looked at me in disbelief and said â€Å"Leave, who cares that you signed in. You need to go to the hospital†.My friend and I looked at one another and then quickly scurried out to my Jeep and jumped in. My friend thought she should drive but did not know how to drive a stick-shift. I figured it was probably a much better idea if I drove and assured her I was not in any pain and I was fine to drive. I swiftly sped off not really having the next destination in mind but knowing I had towards the hospital. I was not in pain and did not want to rely on someone else to decide what to bring to the hospital for me so I decided to make a pit stop back at my apartment before heading over to the hospital.When we arrived only twenty minutes or so had passed and I thought by now something else should be happening with my body and was anticipating the worse was about to come. I changed out of my miserably wet pants and I quickly gathered up the things I thought I should bring. We jumped back in my bouncy jeep with our destination being the hospital this time and began making our journey there. We had about a thirty minute drive to Royal Oak Beaumont without traffic and even though I was not having any contractions I knew I did not 4 want to give birth in my vehicle.I had heard numerous crazy stories from people throughout my pregnancy about giving birth in weird places and just really wanted to make it to the hospital. When we arrived at Royal Oak Beaumont I entered through the emergency room. The security guard went to get me a wheel chair but I felt that I was fine and decided to walk up to the labor and delivery floor. When I got to the floor the nurses greeted me excitedly and hooked me up to a computer with all this wires that were connected to a stretchy band that fit around my belly.I didn’t know what they were for at the time, but now I know they were to measure my contractions. The nurse checked my dilation status and I was at a four and when you deliver the baby a person’s dilation status is at a ten. The nurse bundled all my belongings in a plastic bag and swiftly rushed me to appropriate room for delivery. When I was walking to my new room the nurses were astonished that I was dilated to four and walking around without feeling any pain. I didn’t have the foggiest idea what was going to happened so it really didn’t faze me.My friend must have been calling every person I knew because people started trickling in to see me. Tons of family and friends rotated in and out of my room baring gifts and helpful encouraging tips. The hospital staff allowed many more people in the room at one time then I thought was allowed. I had been at the hospital for about an hour and a half and still wasn’t feeling any contractions even though the nurse said I was having them. One of my friends had brought a deck of cards and another stopped at the store and brought me candy for my weet tooth I had so we were playing cards and I was eating candy when the doctor showed up. 5 The doctor was a middle age man, probably in his forty’s, which I had never met before. He was the doctor responsible for the patients from the office I went to for my prenatal checkups. I went to the hospital obgyn clinic were the doctors were doing their internships and other senior staff doctors oversaw that they were performing the correct way. He told us I probably would not be having the baby for a few hours, it was now about dinner time and I was starting to get hungry.My dilation status had stayed at between four and five for quite some time and he decided to order for me to have pitocin which tricks your body into starting to have contractions so your body will deliver the baby faster. This drug mimics the effects of the hormone, oxytocin that naturally is released in your body to induce labor. My dad and step-mom did not want to miss the birth of my first child but wanted to leave to go get dinner and they were going to bring me something back.They said I could not eat but they were allowing me to eat the candy which was a little strange. Eventually I knew I would want some dinner though and encouraged them to go and come back. Little did my dad or I know that what he feared was about to come true. He kissed me on the head and said â€Å"Don’t have that baby till I get back, ya hear†. I laughed and replied â€Å"Ok†. My dad left and the nurse came in to administer the pitocin. As the medicine flowed through my IV into my vein it felt not quite cold but a cool trickling rush like some little bugs were invading my body.It had only been a few minutes when I could start feeling maybe a little squeezing of my belly that they were calling a contraction. About seven or eight people were standing in my room talking to one another and asking me a bunch of questions when all of a sudden I felt the biggest kick, it felt like someone punched me in the stomach. Then next came a contraction, it was hard 6 And it hurt. I yelled to the nurse â€Å"I think I’m about to have the baby†, she said â€Å"Let me check probably not just yet†.I shou ted back â€Å"I think I need something for pain then†. Quickly I was administered some Demerol which was supposed to curve the pain. It just made me feel like I was going to vomit as it rushed through my veins and gave me the biggest high I had ever felt. Again I felt a big contraction â€Å"I want everyone out† I yelled. Everyone scurried out the nurse checked me and I was about to have the baby, she pushed the emergency button and the doctor came running. No one was ready, none of the packages were opened up for the delivery, and no one had their proper labor and delivery gear on.There was no time for any of that I had one more contraction and I was told not to push yet but there was no pushing nor any stopping that baby from coming into this world. Next thing I knew this small watermelon size thing came bounding out and it was over. No more pain, no more scary anticipation, and no more extra weight in my belly. And of course my dad had missed it. Mia Alexandria was here and weighed 5lbs 15oz, and was 19 inches long. My freedom at that moment ended forever. I would always be responsible for this other little person forever, or what would seem forever.No more just getting up and going. No more random journeys in my jeep at the spur of the moment not knowing where we might end up. Everywhere I would go from then on out I would have lots of extra things I would have to take with me for the care of the baby. Even though my life changed at that moment forever it was for the better. The birth of my daughter made me think about all my actions and the consequences that may follow. I always tried my hardest to do the right thing and be the best person I could be from that moment on because I wanted to be the best mommy ever.

No child left behind policy

Education indeed is a very important aspect in an individual’s life. In a personal quest for enhancing and developing oneself in general so as his or her innate talents will actually determine the possibilities of the future of the said individual whereas it will actually reflect whether that individual will indeed be successful or fail in his or her own path in life. The education that is said to be relevant is the one where the individual will actually gain experience, basic and practical knowledge and will train and develop the innate qualities and characteristics of an individual’s personality. The basic elements and characteristics of the concept of education in the society is the one wherein the whole process is governed and being guided by a certain individual tasked to be the teacher. Since the whole process itself of education is very complicated and intricate in its nature of guiding the one learning, the teacher’s actions and personal concept on the matter is very much relevant to the whole concept. From this, the possibilities of the outcome of the educational process will be generally based on the actions and perception of the teacher and how he or she will facilitates the whole learning environment. The very basic methodology of the teacher that is being applied in the learning process is very much significant to the attainment of positive results mainly on the part of the students. Through the questioning procedures being applied by the teacher, he or she can actually encourage the student’s interest on the learning process thus, also engaging the student’s thinking and logical abilities on the activity. In addition, the application of effective questioning methodology can also encourage the students in a reasoning debate with their teachers and fellow students in their class thus developing their sense of reasoning and probing their own opinion. Involve in this concept also is the positive development of personal characteristics and perspective of the students by comparing their own thinking to the others thus evolving their convincing and descriptive skills and also their listening and correlating abilities. Thus, the use of effective questioning methodology of the teacher can create a harmonious classroom environment where students can share and acquire different opinions and ideas. Through the employment of the concept of a good and harmonious educational environment, students can further develop and hasten their own personal characteristics while they themselves are involve in the learning process. Students will be able to develop their communication skills with their fellow students in exchanging and sharing their personal opinions. In addition, student enthusiasm and participation can be actively encouraged through developing good learning environment. Because of this concept, teacher’s application of his or her own effective questioning methodology is very much significant because this will actually promote the positive environment in the educational group and organization. Another benefit of employing effective questioning in the learning process is its significance in the communication aspect on the part of the teacher and the student. Exchanging opinions and comments between the two parties is also relevant to the development of the teaching methodology on the part of the teacher and the inquisitions of the student regarding the education. By employing effective questioning methodology, teachers can promote an educational environment wherein students can also raise feedbacks and suggestions to the teaching style and methodology of the teacher thus improving the adequacy of the instructional methodology of the teacher. Thus, employing an efficient and positive questioning methodology is indeed significant to the learning process of the student and the development of the teaching style and application on the part of the teacher. In addition, employing efficient questioning tactics and methodology can also promote development of a good and harmonious communication environment that can inspire exchange of ideas and opinions from among the students and between them and the teacher. With this, learning will significantly progress on the part of the students while evolving their own personal characteristics in correlating and communicating with others. Because of these reasons, indeed applying an effective questioning methodology is important in achieving positive results in the learning development of the students and their teacher. What Parents Could Do Parent’s involvement and participation to their child’s learning development has been proven to have positive results. It appears that the simple encouragement and appreciation that parents have toward their child’s accomplishment and academic and scholarly activities will help the child’s esteem and positive perceptions toward his or her academe. This idea is also supported by study conducted by Bornholt and Goodnow (1999) about the relationship of parental expectations and adolescent disclosure to the academic competence of students. Accordingly, they concluded that: â€Å"Adolescent self-disclosure to parents suggested an important addition to the model of family influences on the adolescents ‘sense of academic achievement† (Bornholt and Goodnow, 1999). This conclusion agrees with that of the journal article written by McGrath and Repetti (2000) but the center of the article is about the difference of influence by the mother and the father regarding the academic competence of the child. Thus, the statistical study presented in the journal article is about the differences between the mother’s and father’s attitudes toward their children’s academic performance. According to the statistical research of McGrath and Repetti (2000), parent’s attitudes toward their children’s academic performance are gender-differentiated. That is, mothers are believed to be concerned about the performance of both their sons and daughters while fathers are more concerned about their son’s. In addition, mothers tend to set lower academic performance standard compare to that of the father’s making them more relentless about the academic performance of their children. Using methodology like conducting statistical survey and observing a random families and their educational institution, they determined the mean and significant differences between the mother’s and father’s involvement in their children’s academic performance. Also, they handed out questionnaires and performed interviews to determine the response of the parents regarding this psychological and sociological idea. Basing from their data, McGrath and Repetti (2000) found out that girls and boys perceived themselves to be more academically competent when their mothers reported greater satisfaction with their performance in school making their commendation and acknowledgement with their children’s accomplishments more significant to the children’s academic self-perception. Conclusion Though there is only little significant difference among the influence of the participation of the mother and the father regarding the academic performance and self-perception of the child, the effect itself and significance depends solely on what the child thinks about it and how he or she will respond to it. One reason why it appears that mother’s participation have great effect seems to reciprocate from the fact that mothers are more open and emotional close to the children compare to fathers. Thus, the child might rely more on the help and support of the mother because it is easier to gain or the child is more emotional attached to her thus desiring to please her more. Other case where the father’s participation has more significant impact depends maybe on the situation itself like scenarios where the mother’s participation cannot be easily achieved or the child personally has more emotional connection with him than the mother might result to the said conclusion. Thus, the differences between the influence of the participation and satisfaction by the mother and the father with their child’s academic performance and to the child’s self-perception do not rouse much concern. Most important is that parent’s participation, interest and satisfaction to the child’s academic performance whether from the mother or the father are essential to the child’s emotional, and mental development and his or her self-esteem and perception. References: Archived Information (October 1997). Family Involvement in Children’s Education. http://www.ed.gov/pubs/FamInvolve/execsumm.html. November 16, 2007. Bornholt, L. J. and Goodnow, J. J. (1999). Cross-Generation Perceptions of Academic Competence: Parental Expectations and Adolescent Self-Disclosure. Journal of Adolescent Research. Sage Publications. Cotton, Kathleen and Wikelund, Karen Reed (August 2001). Parent Involvement in Education. Northwest Regional Educational Laboratory. http://www.nwrel.org/scpd/sirs/3/cu6.html. November 16, 2007. McGrath, Emily P. and Rena L. Repetti (Dec 2000). Mother’s and Father’s Attitudes Toward Their Children’s Academic Performance and Children’s Perceptions of Their Academic Competence. Journal of Youth and Adolescence. 29.6. National Education Association (2006). Getting Involved in Your Child's Education. http://www.nea.org/parents/index.html. November 16, 2007. ;

Why Do People Fail to Mature

The teenagers of our generation, with all the latest Innovations and novelties today, are being fed with lots of information and lore. To our dismay, taking in too much information will end up being strapped on a chair, paralyzed, and unable to move. Managing to contain all these backup ideas Is difficult. Our mind Just keeps on storing files. But what about our Are you sure you can handle it? A great paradox In a teenager's life, too much knowledge makes one unable to function.The problem with teens these days, they get ahead of themselves, making them curious about legion things. Exploring the unknown is fun and exciting for it enriches our minds with new Ideas and thoughts. However, using liberty to do Is quite over the line. The question is, are the teenagers of this generation ready? Unequivocally, no, they are not ready. Well, at least, not now, not yet. Whilst on the other hand, I assays again, if your emotional growth is stunted, do you think that you have developed enough to say that you have really matured? If you ask me. I do not think so!If your emotions control your actions and decisions and If you make these fast and careless, you might want to have second thoughts. This factor, your emotions, hinders your maturity growth. Our feelings are our weakness. Ergo, we must take Into considerations compromising in making our decisions. It Is for us to make our cognitive and emotional maturity to grow forth. We must develop this gradually. We gain too much knowledge than we could take in. However, we are not capable of handling this much for we are not yet ready. Our intellect may have been pacing up UT our psychological aspect isn't catching up that fast.You are a teenager, undergoing puberty, who is in the middle of being an adult and being a child. If you rush ahead in knowing things, you must not know, and hastening the chances of being an adult immediately will get you stacked in an adolescent body with a child's mind. It is comparable to the metamor phosis of butterflies. If you crack open the cocoon, rushing it to become a butterfly, yes, you came out as a butterfly, but onto fully developed one. Because of the vast world around us, we tend to get befuddled and curious by arioso things.We rush in knowing too much than we could carry which holds back our emotional maturity. If you want to be mature, act like it. You must be responsible enough to make better decisions. Do not do doltish and idiotic stuff. Start acting your age. Do not get ahead of yourself. Use your brain. It's not above there for nothing. You are not yet ready. You may gain knowledge, but your emotional health is suffering. That's why we fail to mature. Other factors may have been excelling, but you cannot be a butterfly it you haven't gone into a cocoon.

Fossil Fuel Assignment Example | Topics and Well Written Essays - 750 words

Fossil Fuel - Assignment Example The theory got used in the biogenic theory of dead plants fossil remains exposed to pressure and heat in the earth crust for several million years. Currently, there are several uses for oil, coal and natural gas. Fossil fuels are of great significance since they can be burned to produce great energy per unit weight amounts. Coal gets often used as fuel. Mostly coal is used in running metal ore melting furnaces. When natural gas is flared off as petroleum’s unneeded byproduct, it becomes a valuable resource. The natural gas is the key source of helium. Lastly, the fossil oils are often employed in internal combustion engines and fossil fuel power stations among others (Sovacool, 2008). Fossil fuels are the key energy sources though they still cause disastrous effects like air pollution when over consumption occurs. Burning of fossil fuels emits nitrogen monoxide, carbon dioxide, carbon monoxide, sulphur dioxide and nitrogen dioxide, etc. that may cause severe implications on the habitats. Additionally, they also impact human health. First, fossil fuels result in pollution of the environment. When burnt, they emit carbon dioxide and greenhouse gas increase global warming. The earth’s temperature also increases as a result of melting polar ice caps, the low lying areas flood and sea levels rise due to fossil fuels. Thus, these conditions have resulted in drastic changes on earth (Jim, 2009). Secondly, fossil fuel results to acid rains. The acid rains are as a result of the sulphur dioxide produced during combustion of the gases. The rains cause monuments destructions, and even crops get affected due to the loams acidification. Additionally, the natural gases result to nasty smells and create problems during transportation as it spills overseas. Thirdly, human’s health gets affected as a result of the fossil fuels. The ozone layer is slowly getting worn out due to the greenhouse gases released from the fuels. Thus, as a result, the ozone holes