Paper on Education: A Gift or Not

The term education can mean many things. An education is the collective knowledge a person has, but what does an education mean? Although an education can be paid for, no one can physically give you an education, so it is not a gift. There are societal situations where an education is a necessity, but not many globally. Education is a tool to be utilized differently in every part of the world. Knowledge is power, but some knowledge is more powerful depending on your region. If you are part a primitive tribe in New Guinea, a person that is considered to be educated may be illiterate. Whereas in America, an illiterate person would have trouble functioning at all in society. Education is a tool that is to be developed by a combination of motivation, preparation, support, and society. An education can be offered to someone, but the pupil can only take from it what is put in. A gift is something that can be given to someone regardless of the effort put forth by the individual, therefore an education is not a gift. Although an education cannot be given to someone, and it is not a gift, there are things that can be given to you that contribute to your education. Perhaps the greatest thing that can be provided is support. When a parent or teacher rewards a child for learning, it makes a connection in the child's mind that an education will pay off. When an educated and successful family strongly support a child's education, that child will have a better chance to obtain an education. The child will see that education and success coincide. A person that is to be educated has to be given many opportunities to learn new things. Some of these opportunities are as simple as letting your four-year-old watch â€Å"Sesame Street† or letting your six-year-old make a sandwich. There are cases, however, when parents are not able to promote their children's education. If the parents are poor and uneducated, then a child will most likely be unmotivated towards school. The child might realize that his parents are managing to pull through, and think that he will be able to survive without an education as well. This will withhold the child from opportunities that an education would provide. Allowing that certain educational gifts are given to a person, they can acquire the motivation it takes to receive an education. Once you have made the decision to attain an education, certain virtues must be possessed. You must be motivated by something, weather it be money, power, or just the desire to learn. It is motivation that drives you to learn new things and to expand your horizons. You must prepare for an education. For everything that you want to know, there is something else you need to know first. Before you can be proficient on a piano you must know music, and before you can be proficient on a computer you must learn to use a keyboard and a mouse. Even though these skills may seem intuitive to some, someone from a different social culture may not have been introduced to these ideas at all. You must also have certain resources provided. To learn in an institution, often times you need money, books, and other materials that, sadly enough, cannot always be secured. This situation exemplifies the problems that one can face when an education is desired but outside scarcities disallow. There are some circumstances where special educational aspects are a necessity in a certain region, but education is not global. In most developed countries a lawyer would be considered an educated person, but if a lawyer was sent to a more primitive society he would be lost. A farmer educated in cultivation in Nebraska could nourish himself indefinitely, but take away his farm and he has nothing but the knowledge of farming. There are certain things that a person must know in order to have the power to survive in a chosen society. These things change with regards to the society at hand. In more developed places it is pertinent that you know how to read. Without this skill a person will remained severely uninformed, disconnected, and uneducated. The ability to read is the stepping stone to self-education. A literate person with motivation and knowledge of construction can become successful with very little institutionalized education. This skill, as it applies to American social culture, is the most important attribute of an education. Without the ability to read, a person would have to either settle for an extremely unskilled job, grow their own food, or resort to thievery. In a accomplished society such as this, not many people find the need to do these things. Instead people achieve an education, learn a trade or a profession, and earn money to prosper. However, in some societies it is perfectly normal not to be able to read, and a person will manage to survive on other skills such as hunting. Regardless of where you are or what you do, education is an asset. It is a tool that you add to every day, and that no one can take from you. Once you have truly learned something, it will be with you forever, and you will be able to put that information into use whenever it applies. Your education is something you truly own. It cannot be taken away in a bet, by a bankruptcy, and it cannot be stolen. Once you are educated in a particular field, you have job security. If you are a programmer, and your company goes under, you will be able to find another position as a programmer. When you are educated you make more money and have the better jobs, because it shows that you are dedicated to learning. You will not age as fast as someone with a labor intensive job, and chances are you will not have a career ending injury on the job. It is education that gives you options, keeps you connected to the world, and keeps you informed. Although an uneducated person has the resources to inform themselves, they rarely have the ability or motivation it takes to utilize these resources. An education can be achieved by anyone who has the motivation, support, and resources it takes too receive an education according to their perception. This education is a made up of support, motivation, and the necessity to survive. This education cannot be taken. This education means survival and success.

Animal Farm Dialectic Journal Essay

Directions:Find the quote in the novel, put it into context, add the page number from your book and then respond insightfully. Chapter 1 â€Å"And remember also that in fighting against Man, we must not come to resemble him. Even when you have conquered him, do not adopt his vices.† Chapter 2 â€Å"Their most faithful disciples were the two cart-horses, Boxer and Clover. Those two had great difficulty in thinking anything out for themselves, but having once accepted the pigs as their teachers, they absorbed everything they were told, and passed it on to other animals by simple arguments.† Chapter 3 â€Å"Mollie, it was true, was not good at getting up in the mornings, and had a way of leaving work early on the ground that there was a stone in her hoof. And the behavior of the cat was somewhat peculiar. It was soon noticed that when there was work to be done the cat could never be found.† Chapter 4 â€Å"And yet the song was irrepressible. The black birds whistled it in the hedges, the pigeons cooed it in the elms, it got into the din of the smithies and the tune of the church bells. And when the human beings listened to it, they secretly trembled, hearing it in a prophecy of their future doom.† Chapter 5 â€Å"At the meetings Snowball often won over the majority by his brilliant speeches, but Napoleon was better at canvassing support for himself in between times. He was especially successful with the sheep. Of late the sheep had taken to bleating, ‘Four legs good, two legs bad’ both in and out of seasons, and they often interrupted the meeting with this.† Chapter 6 ‘â€Å"Comrades,’ he said quietly, ‘do you know who is responsible for this? Do you know the enemy who has come in the night and overthrown our windmill? snowball  !’ he suddenly roared in a voice of thunder.† Chapter 7 â€Å"Once again it was being put about that all the animals were dying of famine and disease, and that they were continually fighting among themselves and had resorted to cannibalism and infanticide. Napoleon was well aware of the bad results that might follow if the real facts of the food situation were known, and he decided to make use of Mr. Whymper to spread a contrary impression.† Chapter 8 â€Å"On Sunday morning Squealer, holding down a long strip of paper with his trotter, would read out to them lists of figures proving that the production of every class of food stuff had increased by two hundred percent, three hundred percent, or five hundred percent as the case might be. Then the animals saw no reason to disbelieve him, especially as they could no longer remember very clearly what conditions had been like before the Rebellion.† Chapter 9 â€Å"Fools! Fools! Shouted Benjamin, prancing around them and stamping the earth with his small hoofs. ‘Fools! Do you not see what is written on the side of the van?’† Chapter 10 â€Å"Twelve voices were shouting in anger, and they were all alike. No question, no, what had happened to the faces of the pigs. The creatures outside looked from pig to man, and from man to pig, and from pig to man again, but already it was impossible to say which was which.†

Human Resources Management Assignment Example | Topics and Well Written Essays - 1250 words

Human Resources Management - Assignment Example This approach of managing the employees with the formation of definite strategies is known as strategic HRM. In other words, the strategic management of human resources implies the supervision and administration of employees according to the present and future objectives of the organization. It’s concerned with long term issues of the employees and it deals with the various macro elements of the organization that includes values, culture, structure, future needs, quality management, knowledge management and human resource development. It has a narrow objective of providing direction to the functions of the management in a chaotic environment, so that it can meet the individual needs and the collective needs of the staff through the application of suitable HR policies. The meaning of strategic human resource management implies: Use of planning A rational approach to the management and design of personnel management which is based on policies and strategies prepared in accordanc e with the philosophy of the organization. ... Figure 3.2 represents the Harvard approach while Figure 3.3 represents the Michigan approach. The Harvard approach is broader in comparison to the Michigan approach. Harvard approach deals with a situational perspective and takes into consideration the interest of the stakeholders in internal and external environment. This model doesn’t only emphasize on the performance but also pays attention towards individual and social well being. On the other hand, the Michigan approach is narrower and defines a much focused model which demonstrates a strong fit between the structure, HRM policies and strategy of the organization. This model puts more importance to the functional level of the human resource management which illustrates that the performance of an individual is dependent on selection, development, rewards and appraisal. The Harvard approach deals with a mixture of process and content theories, while Michigan approach is entirely content oriented.2 Source: Human Resource Man agement: A critical approach Importance of HRM An effective HRM framework helps the organization in3- Recruiting people through proper screening and interview techniques Developing their skills by providing them with proper training programs Motivating them with reasonable remuneration and addressing their grievances Retaining them with the introduction of various appraisal and incentive schemes Explain and analyze the HRM framework The human resource management framework is demonstrated in the following diagram The HRM framework describes all the essential function of the human resource management which has an ultimate objective of placing right kind of people in the right kind of job at the

Questions Essay Example | Topics and Well Written Essays - 1000 words - 4

Questions - Essay Example king in a different division, the permission of both supervisors must first be sought, in order to maintain an effective line of control and only after the two supervisors agree on the collaboration, the respective team members can collaborate with each other. The argument offered in support of this position is that information may sometimes need to be kept confidential within a particular division or group, which justifies such policing. If I was the CEO of this organization, I would apply a different set of rules to such collaborations between individuals performing different organizational roles. I would utilize the tools provided by software such as wikis, to set up online areas where users can collaborate with others across the organization and modify information on websites for use by others. In this way, there is scope provided for free exchange of information and collaboration within the organization, so that the existing organizational boundaries between divisions are dissolved automatically. In the present day framework, effective communication within an organization is vital, although the confidentiality must also be preserved. Too much hierarchical control over collaboration between individuals may undermine the free flow of information, however the use of wikis offers a less rigidly policed boundary, which could be beneficial to the firm. 2. Hodgkinson and Johnson (1994) offer the argument that there is likely to be a greater degree of heterogeneity existing among organizations that function in task environments, which are more competitive. The task environment relates to those market factors that play a role in the functioning of a business. In a manufacturing organization, task pressures are higher because they are conditioned by market forces, especially in the retail sector which needs to be responsive to fluctuating customer demand. In the case of Zara, the clothing retailer, the organizational manages the competitive pressures in the

Celebrities can Never be True Heroes in Our Lives, But Our Parents Can Essay

Celebrities can Never be True Heroes in Our Lives, But Our Parents Can Be - Essay Example Celebrities can Never be True Heroes in Our Lives, But Our Parents Can Be However, all of that changes once adolescence sets in for most kids. We then start to see parents more as controlling freaks who just dont understand the needs of a teenager. They just dont get it and therefore, can never be the hero in the world of a teenager. But, celebrities get it and that is why we turn our attention to the celebrities and their world of make believe adoration for the hero worship that we seek. to bestow upon people. Celebrities represent everything that a child wishes to be in life. They leap off the movie screens as heroes and rebels who always win in the end. The publicity that surrounds them tend to give them almost superhuman quality. Thus making them the envy of every insecure teenager in the world, or a heroic inspiration to some of their almost blind followers who begin to pattern their lives and way of thought after these person or people who have caught their admiration and attention. While parents try to control their teenagers at this point in their lives, the teenager continues to struggle for a sense of self and an identity to call all his own. By admiring celebrities, the child can practically try on different personalities with the â€Å"guidance† of a person who is actually living the life that the child had in mind. What teenagers do not realize at this point in their lives, is that the celebrities actually live shallow, lonely lives that are devoid of any real meaning or purpose.

Expedia Internet Marketing Plan Research Paper Example | Topics and Well Written Essays - 4250 words

Expedia Internet Marketing Plan - Research Paper Example Chairman Barry Diller controls about 60% of the company." This paper serves as a complete marketing plan for the Internet traveling company Expedia. The information contained in this report is designed to help an individual gain a thorough understanding of the company's current standing and situation, as well as to gain a good idea of their opportunities and threats for the future. In addition, internal components to the company are discussed. The purpose of this paper is to include and/or explain a variety of components related to Expedia. It includes an executive summary, the company's overall business objectives, the company's specific marketing objectives, Expedia's business situation and SWOT Analysis, the internal situation at the company, the company's performance analysis, data on programs of a similar nature if available, resource availability and allocation, the company's external situation, the market(s) the company operates in, the company's competitors, the technological infrastructure of the company, the value chain associated with the company, a summary of strengths/weaknesses/opportunities/threats, marketing problems and opportunities, identification of target market(s)/market segments, marketing action plans, products and/or services offered by the company, price, integrated marketing communications-online and offline, customer acquisition and retention plans as appropriate based on objectives, distributi on and fulfillment, quality and customer service, technological infrastructure and data requirements, testing plans if appropriate, the plan for testing critical marketing or program variables, the plan for usability testing of their website, evaluation techniques, their budget, and an implementation timetable. Overall Business Objectives Expedia.com lists their business objectives as follows: Expedia delivers consumers everything they need for researching, planning, and purchasing a whole trip. The company provides direct access to one of the broadest selections of travel products and services through its North American Web site, localized versions throughout Europe, and extensive partnerships in Asia. Serving many different consumer segments - from families booking a summer vacation to individuals arranging a quick weekend getaway, Expedia provides travelers with the ability to research, plan, and book their comprehensive travel needs. Expedia-branded Web sites feature airline tickets, hotel reservations, car rental, cruises, and many other in-destination services from a broad selection of partners. (Expedia.com, 2008, pg. 1) Specific Marketing Objectives Expedia sets their marketing objectives under a strategy formulation in their annual report. They claim, "Our objective is to create long term shareholder value by creating a business that delivers significant value to customers and to suppliers with each travel purchase, and has sustainable sources of competitive differentiation" (EDGAR Online, 2008, pg. 1). Their strategy involves several key elements (EDGAR Online, 2008). The first key element that they include in their formal marketing strategy is to make their customer base larger. They plan to do this by continuing to increase awareness of their company and what it has to offer. "We believe that this increased awareness will cause increased numbers of consumers to visit our websites. Our current

Collective Agreements in Canada Essay Example | Topics and Well Written Essays - 1250 words

Collective Agreements in Canada - Essay Example The following in these agreements shall be compared and contrasted: management rights; union security; seniority; contracting out, and finally grievance procedures. A management rights clause is an agreement between employers and unions about how much autonomy the employer has in running the daily operations of a business and the decisions that the employer makes should not violate the collective agreements that have been made nor should they violate provincial and federal laws. In the case of both agreements as shown especially by the Treasury Board Secretariat (Article 4,Section 4.01), it is stated that the functions, rights, powers and authority which the employers have not specifically edited, delegated or modified in the agreements are recognized by the respective unions as being retained by the employers. Both of these agreements are in line with the main conditions of the management rights clause because they clearly specify what the jurisdictions of the employers and the unio ns are in relation to the employees and they set out guidelines on how to handle them without any interference with the day-to-day functions of the respective organizations. The union security section entails that employees are required to pay monies to maintain the union, and gives the union the exclusive right to bargain with the employers. This is as seen in the Treasury Board of Canada’s (Article 7, Section 7.01) agreement with the General Workers Union, which declares that the employer should be aware that the union as the only negotiator and mediator for all workers. Moreover, it states that it has the right to appoint stewards whose jurisdiction he, jointly with the union, shall determine having regard to the plan of the organization, the disbursement of employees at the work place and the administrative structure implied in the grievance procedure. The agreement between the Valard Company and the Union of Skilled Workers (Section 2) on the other hand states that all e mployees falling under the scope of the agreement will apply for membership in the union and will maintain their membership within the union as a condition of employment. Furthermore, it is the responsibility of the employer to co–operate with the union in all matters except for policing membership status. Both of these agreements require that the jurisdiction under which they fall have to be members of their respective union as a condition of employment. It can further be seen that the employees have no choice in the matter and that if they were not registered members of the unions, then they would lose their entitlement to employment, because the unions cannot provide the services that are required of them without the funding from its registered members. Security of employment is one of the foremost issues that occur between employers and employees and unions have attempted to deal with this problem by adding within the stipulations of collective agreements requirements for seniority whereby the employer is to promote, lay-off and re-employ his employees by considering the length of previous service. Although the two agreements that we are discussing in this paper have no seniority clauses, it is

Learning Disability Essay Example | Topics and Well Written Essays - 1500 words

Learning Disability - Essay Example The learner does not frequently understand what he or she is reading. Confusing mathematical symbols plus numbers. Awkward pencil grasp and pitiable handwriting skills. Trouble observing multiple directions, organizing thoughts along with what they want to speak. Communication disorders Problems associated with speech, language as well as auditory processing. They range from uncomplicated sound repetitions like stuttering to sporadic misarticulation of terms, to absolute inability to utilize speech plus language for communications, or aphasia (Haynes, Moran, & Pindzola, 2011). The basis of communication disorders comprises hearing loss, neurological disorders, or brain injury. Others include mental retardation, history of drug abuse, emotional and psychiatric disorders, physical impairments like palate, and developmental disorders Characteristics includes: Difficulty in observing directions, attending to conversations, and articulating words. Difficulty in understanding the perceptio n of what has been said and expressing oneself. Do not observe social rules of conversation. Difficulty in using verbs. Difficulty comprehending jokes or sarcasm (National Institute on Deafness and Other Communication Disorders, 2012). Teaching strategies for learning disabilities It is important to begin by defining specific expectations with the learner first. Provide instantaneous reinforcement of accurate responses. Apply various modalities, like oral presentation, overheads, diagrams, and activity-based learning. Apply direct teaching methodology, such as phonics, or pronouncing words simultaneously. Use alternative evaluation methods, like an oral test, closed book test having dissimilar requirements for answers, and taped tests. Negotiate written assignments (Martin, 2008). Teaching strategies for communication disorders First understand what form of communication disorder the student has. Show consideration in terms of patience and acceptance Support speech practice through one-on-one conversations about their interests. Never mimic those with a speech disorder. Create practicing verbal skills sessions involving pairs of students as they read aloud, and working on problems orally, or otherwise play games which encourage speech development (National Institute on Deafness and Other Communication Disorders, 2012). Placement options for learning disabilities Learners with learning disabilities should be educated under least restrictive environment, with the flexible setup to meet the learner individual needs. This includes: General education class having aids and modifications. State special schools. General education class having specialist services, or residential program. Placement options for communication disorders Focus on classroom interactions, language and communications applied, so as to help students learn to communicate in these environments. Apply unambiguous language, as well as communication planning within a non-deliberate language applicat ion. For instance, unconscious selection of language is significant features of school and class environments (Haynes, Moran, & Pindzola, 2011).

Multinational corporations - debate the positive and negative aspects Essay

Multinational corporations - debate the positive and negative aspects of multinational corporations - assess the potential impact on global business in the Arab World - Essay Example The operations of multinational corporations mainly originate from developed countries and extend beyond their own countries, and cover both developed and less developed economies. Multinational corporations play a crucial role in globalisation. They contribute to both positive and negative impact on economies involved in international business. Anti-corporate people argue that multinational companies reduce competition and enterprise while pro-corporate people claim that multinational corporations improve the economic development of underdeveloped countries. In most cases, multinational corporation originate from developed and the emergent economies and enter underdeveloped and other developed countries, causing negative and positive impacts in such economies. Generally, multinational economies cause more advantages than disadvantages, and can be considered as an important element of a globalised world. One of the advantages of multinational corporations is that it reduces unemployment in host countries. Noland (2007) suggests that multinational corporations could reduce these unemployment rates and improve businesses. Unemployment in less developed economies world has led to impoverishment, discontent, militancy and repression. Multinational corporations can come into play by providing opportunities of employment for the host countries; hence increasing the welfare and standard of living for the local communities. Through economic integration, multinational corporations are able to transfer and disseminate technological knowledge and innovation as well as information and capital into their host countries. The local capacity of building the economy in less developed countries is uncertain. Foreign multinational corporations entering the local markets of such countries may bring in knowledge, information, technology, capital and innovation to build the economy and reduce uncertainties experienced by businesses in the local

Chinese TV in New Media Age Essay Example | Topics and Well Written Essays - 5000 words

Chinese TV in New Media Age - Essay Example Along with the fast pace of these technology we find the development of the traditional media like the television. These changes in the media industry as a whole and the television industry specifically may be seen in the overall structure of the international industry. Thus, in this modern world characterised by the growth of media of various types, all the world powers find a great place for domination and control of media and the industry. In this context, it is of great significance to analyse the role of emerging world players like China. "Over the past two decades, China's television programming has experienced unprecedented expansion. Today, the TV industry has entered a stage of heated competition, as more and more domestic and international media players are entering the Chinese market." (China's TV Industry: An Overview. 2006). Only a proper analysis would clearly tell the facts about the role of Chinese TV industry in the modern media age. In this paper, such an endeavour is initiated- to know, analyse, arrive at conclusions, and encourage further studies on the how Chinese television maintains its position in the new media age. Due to world wide trend toward deregulation and privatisation of the mass media, they have concentrated, mainly, in the national level. "Perhaps the most significant development of the last two decades in international communication is the increasing concentration of mass media ownership within and across national borders" (Shah n.d) The most significant international phenomenon in the present situation, the globalisation has a pertinent role in the development of the media. "The truth is simple: Globalization needs media, and vice versa." (Esin 2002). In this modern world, global movement across the borders and rapid commercialization are the bywords. In addition think global and act local adage has caught up as a leading marketing principle particularly in international marketing. This is reflected in every economy and the impact of this global phenomenon is evident in the media sector of modern economies. In this paper, the focal question is concerning the impact of the modern global situation and the new media age on Chinese TV. There is no question regarding the developments that have taken place in the international media culture. Most of the changes have been due to the growth of new technology. The amazing growth of the international media is also characterised by remarkable competition. "The new competition is not just within traditional media -- it is from new sources of news, such as the Internet, portable e-mail devices like Blackberries, cell phones and iPods." (Gelb 2006). These new developments have tremendous influence on the economic development of the nations as well. To understand the present global situation, media of every type have influenced the lives of the people. Internet has revolutionised the way we handle information and business across the national frontiers. Local news and events now reach the nooks and corner of the world much faster courtesy the internet. Internet has, in fact, silently and steadily abetted the process of globalisation by arbitraging a new platform for rapid and instantaneous sharing of new in written, audio and video media. This advent of internet and other advances in information technology like digitalization have meant that the

Philosophy of Man Essay Example for Free

Philosophy of Man Essay â€Å"Man† seems to have been quite a neglected subject in the history of Western philosophy; more attention has been paid to God and universe than to man. Though there are many reputable histories of the specific branches of philosophy; and even of some of its special subjects such as logic ethics, aesthetics, politics, law and history, a â€Å"history of the philosophy of man† has yet to be written and even vet to be conceived. True â€Å"man† has sometimes been discussed as a part of this or that theory or system in ethics, politics or education, but such subsidiary discussions by their very nature remain controlled by the requirements and presuppositions of a particular theory or system. All this strikes rather ironical in view of the fact that, to the great Socrates; first of the founders of Western philosophy, the central theme of philosophy was not the world, but man. Socrates’ deep concern for the well-being of man makes him look like a prophet moving amongst the Greeks. In the celebrated Platonic Dialogue; the Apology, Socrates is reported to have gone to God, only to be graced with a special message for his fellow men. This Divine message exhorted the Athenians to â€Å" take the greatest possible care of their souls and not to ruin their lives by letting the care of the body and of the â€Å"possessions† take precedence over the good of the soul. Nay, they must make their souls as good as possible, making them like God†. Socrates is, however, better known to us for his detailed and meticulous analyses of the moral qualities of man; such as justice, goodness, courage, temperance and so on. But what is more important for us to note here is the woeful fact that nowhere in ‘all the twenty-eight platonic Dialogues, we find Socrates giving as a definition of man. Perhaps even for Socrates, man was too much of a mystery, and a veritable riddle to be comprehended through a philosophical definition. Both Plato and Aristotle, after Socrates, ventured to give us definitions of man; but these definitions, with due deference to these two great masters, unfortunately, are no longer tenable on empirical grounds. Plato’s definition of man as a political animal, perhaps, reflects only the intensely political atmosphere of the city-states of his days. We in our own days know fully well that man in the pre-literate and primitive societies has neither state nor politics. Aristotle’s definition of man as a social animal, very sadly, casts a slur on his otherwise well-established reputation as â€Å"the founder of a systematic and comparative Zoology†. Sociability cannot be said to be the real hallmark of man to distinguish him from the animals. Some of the animals, at quite a lower rung of the evolutionary ladder, manifest as much sociability in their behaviour as man. The social insects like termites, ants, bees and wasps live in colonies and give clear evidence of group-integration and division of lab our; they have their kings and queens and workers and soldiers much as the human beings have. The definition of man as a rational animal not only carries the formidable authority of Aristotle but also the weight of a long tradition running throughout the ages. This definition of man, to my mind, is more prescriptive than descriptive. It exhorts man to think rationally rather than describe the fact of man’s actually thinking rationally. But it is an imperative or a command, and a good command indeed but for that very reason not a definition. It may be insisted that Aristotle, in his definition has made an empirical statement of the kind that man by virtue of the quality of rationality (differentia) inherent in him, always thinks rationally. In that case this definition is not satisfactory, because it is an incomplete definition which has taken â€Å"rationality† as the sole distinctive quality of man as it differentiates him from the animals. There are, however, other similar unique qualities of man differentiating him from the animals, which have been completely by-passed in Aristotles definitionqualities, for example, of artistic imagination and numinous sense of the presence of the Divine to all things. Aristotle’s- definition could give us only a fragmented man as if a featherless biped. Aristotle’s definition of man in terms of genus and differentia, Plato’s in terms of the tripartite division of the soul, and the great scholastic philosophers’ in terms of the indivisible soul-substance which does nothing to us nor we do anything to it; all of them seem to be some of the blind alleys in the history of philosophy. These definitions, however, are not altogether meaningless; in any case they are better than Cartesians’ definition of man as an assembled organic machine ready to run, or behaviourists’ definition of him as a toy in the Watsonian box mercilessly caught between the stimulii and the responses. Classical philosophers’ definitions or conceptions of man are to be construed not through the detailed analyses of their philosophical terms but through a close and deep understanding of their whole philosophical perspective. In case their definitions continue to remain unacceptable to us, even then we are to change not the definitions but the philosophical perspective from which these definitions have emerged. This is much like moving from the geocentric perspective to the heliocentric perspective in astronomy. But the change of a perspective in philosophy, as in other domains of human knowledge, usually entails a change in the methods of its study, like, for instance, studying the moon, through a telescope and studying it by landing on its surface, or more precisely, as Max Weber puts it, like studying the cultural phenomena through the usual methods of scientific explanation and studying them through the method of â€Å"interpretative understanding†. Quite a few new perspectives in philosophy and even the new methods of their study came to be keenly discussed and elaborated in some of the major universities in Germany such as Munich, Hamburg and Berlin, somewhere in the 1020’s. Some of these new perspectives or branches of philosophy and their methods may be roughly translated in English as: â€Å"Philosophy of Life†, â€Å"Study of the Human Sciences†, â€Å"Study of the Cultural Sciences†, â€Å"Method of Spiritual Interpretation†, Method of understanding (verstehn) in Human Sciences†, and â€Å"Method of Phenomenology†. From the very titles of.these new branches of philosophy, it becomes clear that they especially focus their attention on man. The method, that the proponents of the new sciences of philosophy employ in the study of man is a highly technical affair; broadly speaking, it may be characterized as an empirical method of the highest order. From the new undertakings and preoccupations of some of the distinguished German philosophers in the new philosophy, there emerged quite a few new disciplines such as a â€Å"Philosophy of Culture†, â€Å"Philosophy of Symbolism†, â€Å"Biographical Studies† and â€Å"Philosophy of the Human Sciences†. Among them was also the philosophy of man as a very specialized and independent discipline; named as Philosophical Anthropology or Anthropological Philosophy. By 1940 there were quite a few chairs for philosophy of man in some of, the renowned universities in Germany. After World War II interest in this discipline spread to Holland and France. Soon after it had its impact felt in the United States; possibly through the influence of the most distinguished German philosopher, Ernest Cassirer, who after having left Germany in 1933 had taught at Oxford and later chaired the Departments of Philosophy, at the universities of Yale and Columbia. He is perhaps the only German Philosopher to have been admitted to the distinction of the library of living philosophers. Without any pretentions to originality the philosophers of man have acknowledged their great indebtedness to many of the philosophers of the past; notably to Blaise Pascal, Goethe, Kant, Herder, Hegel, Kierkegaard, Feuerbach, Nietzsche. They have drawn their greatest inspiration, however, from the works of Wilhelm Dilthey (1833-1911); one of the greatest philosophers of history and culture. Dilthey is noted for his thoroughgoing empiricism and for the encyclopedic range of his academic interests. The most singular of his contributions to philosophy, however, is his construction of a new methodology for philosophy, and a Dew science of interpretation (Hermenutics) for the study of human sciences (Geisteswisseneschaften). He is reported to have worked on these major preoccupations of his for forty years. Dilthey’s works, prepared by a team of editors, have appeared in eighteen volumes with more to follow. A six-volume English translation of his selected works is being published by Princton University since 1984. Among the writers; specifically on the â€Å"philosophy of man† in Germany, by far the most active of its exponents, is Max Scheler whose work Man’s Place in Nature (Die Stellung des Mensehen in Kosmos. 1928) is perhaps the first ice-breaker. Scheler was also the first to employ an independent method of phenomenology to the study of religion. He, however, is better known in the Anglo-Saxon world for his pioneer work on Sociology of Knowledge, the great merit of which has been recognized by th Max Weber and Karl Mannheim. Ernest Cassirer, generally known to us for being one of the earliest writers on Einstein’s Theory of Relativity (1921), is in fact the most distinguished philosopher of symbolism. His very original theory of symbolism as exhibited variously in science, art, religion, myth and language, is elaborately expounded in his three-volume work: Philosophy of Symbolic Forms: (Philosophie der Symbolischen Formen, 1923-1929). This theory has given the new philosophy of man a firm empirical base; it has also given to it a definitive starting point. Man, according to Ernest Cassirer, is essentially a symbolizing animal. It is man’s unique ability to use symbols, or in the language of the Quran, the ability to name things that differentiates man from the pre-human animals. It is through this unique ability to use symbols that man learnt to assign to objects, persons and advents certain meanings such as could not at all be grasped through the sensations. So long as man did not become aware of symbols, he remained at a level of mental existence in which the world was dark and opaque and meant nothing. But the moment man started using symbols he was, as if through a magic wand, awakened to a new mode of consciousness; the consciousness of meanings. Man’s awareness of, so to say, capturing the things by assigning meanings to them through the use of symbols, lifted him literally to a new dimension of human existence. This exaltation of man to a new level of existence, verily because of his ability to use symbols; is referred to in the Quran i. e. verse: when Adam exhibited the ability to name things and this was beyond the angel’s spiritual dimensionangels prostrated themselves before him. It is interpreted sometimes to mean that it is verily through his ability to use words that man came to have a mysterious sway over everything that he touched or looked at. In the symbolic’ comprehension of meanings, the words dog, rat, rabbit, are not merely sounds but meaningful sounds. The meanings, however, are not inherent in the sounds (or in the shapes or the configurations of the letters in case of written words) as such, but are arbitrarily or conventionally assigned to them by human beings. The point to be noted here is that, in an articulate speech, the sensory sounds of the words have no intrinsic relations to the meanings intended by the speaker; sounds or patterns of sounds are used merely as symbolic instruments or vehicles for the meanings. This explains very largely that though the anthropoid apes, in the so-called great-ape-language-experiments, usually succeed in picking up short series of single words, they utterly fail to develop a sense of â€Å"contextual† relevance of words as also to acquire the ability to link the words syntactically or as the experimenters put it: â€Å"Apes are complete blank in grammar. † How and when did man learn to use symbols or words continues to remain an open question. Plato was perhaps the first to broach the subject of the origin of language in his Dialogue The Cratylos. His discussion of the matter, however, was inconclusive as also were the speculative theories of many classical philosophers who ventured into unravelling the mystery of language. Inquiries into the origin of language are now quite out of fashion with the modern philosophers and linguists. We must, however, note here  the position on this issue taken by Edward Burnett Tylor. He was, admittedly, one of the most distinguished of the British anthropologists. He tells us that â€Å"at some point in the evolution of primates, a threshold was reached in some line, or lines, when the ability to use symbols was suddenly realized and made explicit in overt behaviour. There is no intermediate stage, logical or neurological, between symbol ling and non-symbolling: an individual or a species is either capable of symbolling or he or it is not. â€Å" All that Tylor means to tell us here is that the ability to use symbols emerged through a kind of mysterious leap and is not the product of gradual and continuous process of evolution. This is clearly indicated by the, expression â€Å"suddenly realized† in the above passage. Instead of openly confessing his ignorance on the issue of the origin of symbolling, i. e. , language, Tylor seems here to cloak this ignorance by using the doubtful and debatable doctrine of leaps or jumps so popular with the Emergent and Creative Evolutionists. If both philosophy and science fail us in this matter, why not then accept the view given in the Scriptures that man learnt the names of things from God Himself and call it the divine theory of language. Even as scientists we are not to say that there are only perceptual symbols and completely ignore a whole class of symbols called the religious symbols. The religious symbols constitute a peculiar language of their own which is quite as meaningful as scientific language; only like the language of art, it has its own unique method of interpretation or in Dilthey’s words a unique Hermenutics. Having acquired the capacity to use symbols a bit more freely and having built up a sizable working lexicon of these symbols, man started his journey away from the physical world (merely a sensory world of the animals), created by the Lord, to a non-physical world, created by man himself as the Deputy of the Lord. Very briefly this new world of the Deputy is the world of, meanings and values; giving a broad classificatory description of it, it is the world of language, myth, art, religion, philosophy, and science. It is however more convenient to call it the world of culture. It is to be noted here that animals cannot possibly be admitted to man’s world of culture as earlier they could not be admitted to man’s world of symbols. Culture and symbols indeed are like soul and body to each other. Hence it would not be inappropriate to say that culture, born of the inmost passions of man’s psyche or spirit (Geist), always manifests itself in and through the dress of symbols. Much more important, however, is the fact that it is only through its symbolic dress that culture receives a tangible form so that it can be safely stored in libraries, galleries, museums, and places of worship. Soon, culture assumes a personality of its own, independent of man, its creator. It then begins to move from generation to generation, and from epoch to epoch and manages to stalk in man’s history as a power by itself. Culture thus comes to change its position with man and claims to be creator of man. The way culture is transmitted from one generation to another is the most wondrous of all the cultural phenomena. Nietzsche observed in his usual inclisive way that culture could be possessed by man alone for man alone is born as an unfinished animal. The human infant as compared to the infants of other animals is biologically much less formed as if it were born premature and certainly it is too much of a weakling to face the slightest blows of nature. Moreover this creature has to go a long way before it can lay claims to be on its own if ever it would! On the other hand the parents of this weakling are irresistibly attracted to it and extend to it the most affectionate care and love. The weakling’s helplessness for a long stretched period of its infancy and the corresponding intense attachment of the parents (particularly of the mother) are some of the important constituents of a new phase of the human weakling’s life. This phase has been termed as the second gestation or the extra-uterine gestation. It seems as if the infant at the time of its birth was released from the biological confines of the mother only to be thrown into the socio-cultural confines of the world. It has sometimes been said that most human animals move from the confines of one shell into those of another and never really are born, unless, of course, if they are helped through some kind of cultural maiuetics or spiritual midwifery. It is a well-known fact that a child learns his native language in the shortest possible span of time. By the age of six and even five most children would have learnt not only more than 90% of the basic vocabulary of their language but also its grammar, the correct form of its a lot of idioms, the right pronunciation, the proper accent or intonation, the appropriate choice of words to be addressed variously to parents, a sibling, a playmate, or a servant. This is amazing! How does the child learn all this? ‘I he simple and perhaps correct answer is: The child learns all this through its skin. The child starts being sensitized right from the early days of its birth by a deeply emotionalized inter-personal involvement with a number of persons around it. The most important of these persons, of course, is the mother who starts teaching the child a new scheme of conditioned reflexes, soon to be developed into an elaborate system of symbols, not merely through the words of mouth but also through the soft and warm touches of her body, her hugs, her fondlings, her caresses, and her one and hundred kisses. The language as if it were, was being injected into the child. As the child grows up through boyhood and adolescence right into adulthood this language stays with him and becomes the veritable part of his personality. It would not be for wrong to assert that the child gets enclosed for ever within the shell of its native language which it cannot possibly break through unless it chances to be a Ghalib or an Iqbal. It is exceedingly important to note here that the child imbibes its native culture through the same emotionally sensitized, subjectivized, internalized way as becomes available to it in learning the native language. Culture and language (scheme of symbols) are so closely tied to each other that it is well-nigh impossible to imagine a culture without its peculiar language; nor is it possible to think of a language without its culture. To have a language without a culture is tantamount to having words without meanings, which makes no sense. Thus child’s learning its native culture, and its learning the native language are not two processes but one in which the two are interwined with each other for their very existence. Some leading modern psychologists, however, are of the view that the child learns the whole value and belief-system embodied in its culture much quicker than he learns the language. The process of imbibing the culture they hold is comparatively more sensitized, more subjectivized and more internalized; than that learning the language. Language on the other hand, is a bit more of a cognitive and schematic affair. Language further has more of an instrumental value to serve as a symbolic medium, while culture carries all the intrinsic meanings and values which are closest to the child’s heart. The child internalizes all the cultural meanings and values of his milieu and they become real powerful ingredients of his personality. In other words the child gets snugly enclosed in a fully fortified, double-walled shell of language and culture for the rest of his life. The notion of the second, i. e. , the socio-cultural gestation of man is, thus, not to be labelled a mere speculation of the philosophical anthropologists but a doctrine well-rooted in the empirically grounded evidence. The above process of acculturation through which every human child has to pass has led some American psychologist, notably Benedict Ruth and Margaret Mead, to advance their doctrine of cultural determinism. According to this doctrine, even though individuals think that they make personal choices, at least, in such trivial matters as buying an article of clothing or eating or not eating a particular food in the restaurant, their choices are, in fact, fully determined by the socio-cultural milieu in which they have . been brought up. However bleak, gloomy or disheartening by this view of stark determinism might be, It is not easy to refute it. It carries weight in so far as it explains some important socio-cultural phenomena. Take, for instance, the strifes and conflicts between socio-cultural groups, small or big, belonging to this or that piece ,of land, in the south or the north, in the east or the west, subscribing to this or that religious view or ideological shiboleths. These social psychologists and culturologists tell us, are very largely due to the fact that the socio-political behaviour of the individuals and more particularly of their leaders is dertermined in the final analysis by the forces residing within their respective socio-cultural shells. Cultural determinism as viewed by Ruth and Mead and even as conceived earlier by the behaviourists, the psycho-analysts and the historical materialists poses a real serious challenge to any philosophy of man. Philosophers like Dilthey and Scheler, however, insist that the solution to this apparently impossible problem is not theoretical but entirely practical and experiential. Culture, according to them, owes its origin, essentially to the extraordinary experiences and arduous creative work of the great prophets, the great artists, and the great philosophers and other great geniuses who have given new meanings and new dimensions to human life. These torch-bearers of life cannot be said to be passive product of socio-cultural forces of their milieu. The very fact that they have the capacity to take these socio-cultural forces into their own hand and direct them into new channels in the light of their Geist falsifies any such view. Dilthey, however, goes farther and urges us to absorb and internalize the extraordinary experiences of these lumanaries of humanity to the best of our abilities; so that these may be re-lived to the maximum possible extent in our own humble souls, Thus alone shall we be born again and be released from the bondage of cultural determinism. This is, however, by no means, an easy, affair. Nevertheless, it is a real uphill task. It may be recalled that Dilthey worked for full forty years on the sciences of human spirit (Geisteswissenscha ften ); then he could arrive at their methodology. This is a methodology, primarily, about transferring or transmitting the experiences of the great founders of human culture to the generality of mankind. Among other things, Dilthey has insisted on the experiential rather than the barely intellectual or academical interpretations (Hermeunities) of the great texts. It is through the former type of interpretation alone that we are enabled to have true intuitive comprehension (Verstchn) of the inner import of these texts. It is heartening to note that Allama Iqbal has advocated a method for the comprehension of the text. of the Quran which is almost identical with that of Dilthey. The Allama says in his Reconstruction of Religious Thought in Islam : â€Å"No understanding of the Holy Book is possible until it is revealed to the believer just as it was revealed to the Prophet†. This most remarkable statement, unique in the history of Islamic thought, is to be found in the opening’ passage of Lecture VII of the Reconstruction, a, lecture addressed originally to the very learned audience of the Aristotelian Society in London (on the 5th of December, 1932). Though the Allama has ascribed this statement to an unnamed Muslim Sufi (sic), I, on the basis of my study of the Reconstruction and experience of expounding its text to a few generations of students for the last more than 20 years, beg to differ with him and aver that the said statement is positively his own. The Allama has ascribed it to an unknown Sufi, to my mind, only because he had great misgivings about the way it might be received by the traditional scholars of Islam. Let me add that the statement is purely prescriptive and not descriptive in the usual sense; it does not refer to a fact, here a credal fact, i. e. , a belief; it only exhorts us to do something in a certain way if we want to have a desired end. So, as a prescriptive statement, it strongly recommends to us a method for the true comprehension of the meanings of the Quran. It tells us that a true believer must so deeply interiorize the meanings of the Holy Book that he starts almost re-living certain â€Å"experiences† on account of which, these meanings were comprehended by or revealed to the Prophet. Thus, the reference here is essentially to a spiritual process or method through which alone (and the true believers have no choice in this matter) a true believer would comprehend the meanings of the Quranic text closest possible to the comprehension of the Prophet. This perhaps is the only, though very arduous, way of deepening or intensifying our Islamic consciousness. The statement, however, is open to the misinterpretation that in so far as it recommends the believer to do something which is very close to Prophet’s very unique way of doing it, it implies or suggests that the believer is raised to the status of the Prophet and this is sacrilegeous. It is to be noted that the true believer’s being raised in his status is purely and entirely epistemic or experiential which is a blessing, not ontic, real, or actual which is impossible, or, as James Wards puts it, the most impossible of all things in the world. We cannot be a Plato or a Shakespeare, how can we be an Abraham, a Moses or a Muhammad? May God forgive us for any such thoughts. At the time of writing Lecture VII which embodies the above statement, i. e. , September 1932, the Allama was very busy and much preoccupied in so many things Javid Nama was to come soon in December; in October he was to leave for Third Round Table Conference and so on. He did not want to be disturbed just because the great traditional scholars would not renderstand him on an important academic statement of his; so in haste he foisted it on a Muslim Sufi. Please note the rather unusual expression â€Å"the Muslim Sufi†, most unexpected of Iqbal, as perfect a master of English diction- as that of Persian. â€Å"The Muslim Sufi’, as if there could be also Christian or Hindu Sufis, betrays the very divided feelings or moments of hesitation at the time of thinking of this expression and tacitly nodding to it: â€Å"Let it go! † He was keenly aware of the profound religious meanings embodied in the above statement but also painfully aware of the spiritual opacity of his co-religionists who might be displeased with it. He was divided between pleasing his eo-religionists and pleasing himself. So he chose to father the statement on a â€Å"Muslim Sufi† he would not name, and thus please both himself and his brethren in faith nobody would know that the â€Å"Muslim Sufi† was he himself. It is generally narrated that somewhere in early November, 1933, on way back from Afghanistan Iqbal told Syed Sulaiman Nadvi that the Sufi referred to in the above statement was no other than his own father. The very fact that the name of the author of the statement â€Å"popped up† signifies that the statement must have struck the Syed extraordinary. More notable, however, is the fact that the great Syed accepted Iqbal’s assertion as it was and did not comment on it nor added anything to it not even later. He did not say, for example: â€Å"I am so pleased to know this†. But my dear friend, it is nothing very original, it may as well be found in Ghazali, Rumi, Ibn Arabi, Jili, Mujaddid Alit Thani, or any name like them. It looks rather odd that the Iqbal scholars have quietly agreed to foist such an important and methodologically most significant statement on a Sufi, who never had any pretensions whatsoever in the Sufi-lore nor in the subtle and profound ways of the Sufis. Would it be better to be rich and ugly, or poor but beautiful? The Philosophy of Man is another name for mans study of philosophy. Philosophy is defined as the study of general and fundamental problems. These problems are typically related to fields such as knowledge, existence, reason, mind, values and language. The approach that philosophers take is different from other ways of addressing the problems due to it being critical and systematic. It also carries a heavy reliance on rational argument. There are a number of different of branches of the Philosophy of Man, some of these are listed below. †¢ Metaphysics. This considers the study of the nature of reality. This can include the relationship between body and mind as well as substance and accident and causation and events. Within metaphysics there are other branches including ontology and cosmology. †¢ Ethics. This is sometimes referred to as moral philosophy. Ethics deals mainly with the question about what is the best way to live and whether this is a question that can actually be answered. Ethics can be subdivided into normative ethics, applied ethics and meta-ethics. †¢ Epistemology. This is concerned with the scope and nature of knowledge. It also poses the question about whether knowledge is possible. It is often concerned with the challenge posed by skepticism and studies the relationships between truth, justification and belief. †¢ Logic. Within philosophy the study of logic is that of valid argument forms. The subject of logic can be separated into two branches, mathematical logic and philosophical logic. †¢ Political philosophy. The study of the government and the relationship of individuals to states is something that is becoming more popular within the philosophical world. Questions are posed about justice, law, rights and obligations and it is often closely linked with ethics. Philosophy A philosophy is a system of beliefs about reality. It is ones integrated view of the world. It includes an understanding of the nature of existence, man, and his role in the world. Philosophy is the foundation of knowledge. It is the standard by which ideas are integrated and understood. Philosophy is a necessary product of mans rational mind. To live, man must gain knowledge of the world. To understand the world, man must form conclusions about its very nature. For instance, to gain knowledge of particular objects, man must recognize that objects have identity. He must recognize that conclusions are possible because the world does exist, and exists in a particular way. Philosophy provides the framework for which man can understand the world. It provides the premises by which man can discover truth, and use his mind to support his life. Every man has an understanding of the world. Every man must have a philosophy, even if it is never made explicit. Philosophy of the Human Person’s Selected Theses The following are the five (5) selected theses that I shall endeavourto explicate and exemplify: 1. â€Å"Philosophy is the science of knowledge. But the outcome of any philosophical inquiry is determined by its starting place . †Ã¢â‚¬â€œ Michael Novak (Belief and Unbelief); 2. â€Å" The intrinsic objectivity of humancognitional activity is its intentionality. † Bernard Lonergan, SJ (CognitionalStructure); 3. â€Å" Reflection is one of the life’s ways of rising from one level of being to another† Gabriel Marcel (Primary and Secondary Reflection: TheExistential Fulcrum); 4. â€Å"Each symbol gives rise to comprehension by meansof interpretation . † Paul Ricoeur (The Symbol : Food for Thought); and 5. â€Å" Wehave the existential presence which is a common spiritual bond in virtue of which each is present in the other and participates in the being of another† -Engelbert Van Croonenburg (Man and Fellow- Man). â€Å" Philosophy.

Advertising Board of the Philippines Essay Example for Free

Advertising Board of the Philippines Essay The Advertising Board of the Philippines, also known as Adboard is composed of eight national organizations involved in advertising that are unified together to uphold the progress of Philippine advertising through self-regulation. Being the umbrella organization of the advertising industry, its mission is to practice world class advertising along with advocating professional ethics through responsible and truthful advertising. Adboard was formerly known as the Philippine Board of Advertising. The board was formed as a result of a series of meetings in 1973 by leaders in the advertising industry. They felt the urge to commit themselves in creating a committee to achieve their goal in serving the interests of the nation. The Board was established on May 3, 1974. ADBOARD, being the mother and umbrella association of TEN (10) member-associations such as OAAP, PANA, 4As, ASAP, UPMG, IBA, MORES, IMMAP, MSAP and CAAP, also has its own Standards of Trade Practices and Conduct representing the trade practices from various advertising sectors, with which OAAP is the only recognized outdoor advertising association. The Adboard seal is symbolic of the 5 areas of endeavor engaged in by the nine (9) associations comprising AdBoard; advertiser, advertising agency, media, advertising services sector and the consumer sector. The 5 elements are shown as adjacent circles, which symbolize unity and harmony. They appear to be in motion which depicts vitality and dynamism. The background is a deep blue field which symbolizes social consciousness and service to country. Adboard promotes truthful and informative advertising for the benefit of consumers and the public in general and upgrades the practice of advertising in order to develop public confidence in advertised products and services and in the credibility of advertising as an economic activity. It also strengthens the effectiveness of the industry’s self-regulations and enhances professional relationship and to promote greater cooperation among the various sectors of the industry. Adboard develops industry awareness and commitment to its social responsibilities, including the promotion of values and lastly, to enhance the industry’s contribution to economic progress and in nation-building.

Impacts of Climate Change on Global Food Security

Impacts of Climate Change on Global Food Security Amanda McDonald Earth, Environment and Society â€Å"The potential impacts of climate change on global food security go well beyond its effects on crop and livestock production. They ramify into bigger questions about economic access to food and social and political stability.† In 1948, the United Nations General Assembly synthesized a document titled ‘The Universal Declaration of Human Rights’. This document outlined the basic rights that all citizens, regardless of nationality, race, gender, or any other characteristic, are inherently entitled to. Article 25 of the declaration addresses the right to Food Security, â€Å"Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services†¦Ã¢â‚¬  (The Declaration of Human Rights 1948). This declaration, being recognized by over 50 countries, exemplifies what a vital concern food security is for all nations and peoples. However, since 1948 the idea of food security has evolved. There are more factors that play into security and more damaging results due to increased globalization and population size. The principle risk to food security is climate change. Of course, small-scale agricultural and livestock production are adversely affected in many regions, but the effects of climate change, on a global scale are extremely detrimental. The World Health organization defines food security as being when, â€Å"all people at all times have access to sufficient, safe, nutritious food to maintain a healthy and active life† (1966). As the impacts of climate change increase it will become increasingly difficult to achieve this goal. The Fifth Assessment by the IPCC (2014) offers a valuable explanation as to why food security is a growing concern. â€Å"Climate change threatens human security because it undermines livelihoods, compromises culture and individual identity, increases migration that people w ould rather have avoided, and because it can undermine the ability of states to provide the conditions necessary for human security. â€Å" Areas of the world that are isolated, either geographically or in terms of globalization typically have lower levels of income and national infrastructure that provide services and support. These factors amplify the harmful effects of having insecure food sources. When people are unsure of where their meals will come from, the instability can result in other reactions. These could take the shape of political uprisings, economic strife, or even starvation. There are already instances of this theory being demonstrated in countries around the world. India has recently experienced increased growth in their economy and food production, but there is still an alarmingly high rate of under-nourished citizens. On a small-scale, this is due to social inequality, political strife and few services, but when looking at the bigger picture, there is evidence that increased temperatures, unstable precipitation patterns and more extreme weather events are contributing to food insecurity. â€Å"The Gangotri glacier is already retreating at a rate of 30 meters a year. An increase in rainfall is simulated over the eastern region of India but the north-western deserts may see a small decrease in the absolute amount of rainfall. Diseases for human, crops and animals are on the rise. There is risk of continuous fall in productivity and production† (Hans 2014). When these factors combine, it is a ticking time-bomb until people attack their governments due to limited sources of food. The Maoist insurgency recently experienced in India, referred to by the Prime Minister, Manmoham Singh as being, â€Å"the single biggest internal security challenge faced by the country† has been attributed to hunger (Wade 2011). The Maoists (followers of communist ideologies), represent the interests of the indigenous locals and poverty-stricken families of rural India. They believe that these people have been ignored by the government for too long and are fighting for the fair allotment of resources. Their methods of achieving their goals are extremely violent and controversial, but it could be argued that they have noble aims. When people are starving, extreme measures are taken for survival (BBC 2011). It is inevitable that climate change will lead to reduced production of food, and this will also impact food prices, and who will be able to purchase different foods. Logically, people with more money will have more food security, and poor people will begin to suffer. Poorer communities spend the majority of their money on staple foods, because they cannot grow their own, so they will have to find ways to pay for higher food prices (Pritchard 421). When the prices of cereal foods were raised in 2011, over 44 million people were forced into poverty, according to the World Bank. This number persists well into 2015. Without mitigation, examples of these violent uprisings will continue to surface all over the globe. If we assume that the effects of climate change will continue to persist, and that the global population will continue to grow, it is wise to invest in adaptive strategies for food production. Adaptive efforts will cross-sect types of people, careers and priorities. There is no, single group of people who have to ‘deal’ with this. The changes implemented will affect everyone from rich to poor, powerful to weak, westernized to developing. Many farmers have invested time and research into diversifying their crops and livestock and investing in new technologies and insurance programs. For example, drought and flood resistant crops are being planted, drip irrigation is being utilized to limit water waste, and rotational grazing is improving soil health. These are just a small sampling of the simple yet effective innovations happening now. Climate change is one of, if not the greatest, threat to food security. The level of severity vastly differs depending on location and stability of the region, but it is undeniable, that increased populations and mounting tensions will result in unfavorable results is adaptive measures are not put in place. The future is uncertain, but to ensure the security of humanity, it is vital that we protect our environmental resources and focus on supporting more just societies. We can due this through education, supporting local leaders, and improving public services, and swiftly creating and implementing policy that facilitates positive change. These changes will result in reduced hunger, and ultimately, in a more peaceful world. Reference List: (IPCC) Adger,W.N., J.M. Pulhin, J. Barnett, G.D. Dabelko, G.K. Hovelsrud, M. Levy, Ú. Oswald Spring, and C.H. Vogel, 2014: Human security. In: Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Field, C.B., V.R. Barros, D.J. Dokken, K.J. Mach, M.D. Mastrandrea, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L.White (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, pp. 755-791. BBC News Profile: Indias Maoist rebels. 2015.BBC News Profile: Indias Maoist rebels. [ONLINE] Available at:http://www.bbc.com/news/world-south-asia-12640645. Hans, V. Basil,ImpactofClimateChangeonIndianAgriculture(May 12, 2014). Available at SSRN:http://ssrn.com/abstract=2435739orhttp://dx.doi.org/10.2139/ssrn.2435739 421; Pritchard, B. (2014) The problem of higher food prices for impoverished people in the rural global South, Australian Geographer, 45:4, 419-427 The Universal Declaration of Human Rights. 2015.The Universal Declaration of Human Rights. [ONLINE] Available at:http://www.un.org/en/documents/udhr/. Wade, Matthew, Deadliest form of food fight. (2011).Deadliest form of food fight. [ONLINE] Available at:http://www.smh.com.au/world/deadliest-form-of-food-fight-20110626-1glvg.html.

The Complex Character of Amanda in The Glass Menagerie Essay example --

The Complex Character of Amanda in The Glass Menagerie    Amanda Wingfield in The Glass Menagerie furnishes an excellent example of a carefully crafted, complex character whose speech and action arise from the "psychological" being created by the playwright. In his character description, Tennessee Williams starts his reader on the road to discovering Amanda's complexity. AMANDA WINGFIELD the mother. A little woman of great but confused vitality clinging frantically to another time and place. Her characterization must be carefully created, not copied from type. She is not paranoiac, but her life is paranoia. There is much to admire in Amanda, and as much to love and pity as there is to laugh at. Certainly she has endurance and a kind of heroism, and though her foolishness makes her unwittingly cruel at times, there is tenderness in her slight person. (Williams 781) â€Å"Before the first lines are spoken Amanda's complexity is established†(Falk 126) by the nuances and contrasts given here. This basic description must be laid over all dialogue and action throughout the play so as to preserve the fullness of Amanda's character at times when only portions of her nature are being exhibited.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The complexity of Amanda's character directly affects her action and dialogue with her children. In her role as mother she exhibits an overwhelming desire to see her children succeed in life. In trying to... ...ding Plays. Boston: Allyn, 1990. 307-314. Bigsby, C.W.E. A Critical Introduction to Twentieth-Century American Drama. Vol. 2. Cambridge: Cambridge UP, 1984. Falk, Signi. "The Southern Gentlewoman." Modern Critical Interpretations Tennessee Williams The Glass Menagerie. ed. Harold Bloom. NY: Chelsea House Publishers, 1988. Jackson, Esther Merle. The Broken World of Tennessee Williams. Madison: & of Wisconsin P, 1965. Parker, R.B., ed. Twentieth Century Interpretations of The Glass Menagerie. Englewood Cliffs: Prentice, 1983. Williams, Tennessee. The Glass Menagerie. Masterpieces of the Drama. Ed. Alexander W. Allison, Arthus J. Carr, Arthur M. Eastman. 5th ed. NY: Macmillan, 1986. 779- 814.

A Jury of Her Peers by Susan Glaspell Essay -- A Jury of Her Peers Ess

"A Jury of her Peers" was written by Susan Glaspell in 1917. This short story is entertaining but also tells the story of women in the early twentieth century. Ms Glaspell give you an idea about the hardships that women had to deal with, such as loneliness, lack of beauty, physical labor, and living in a male dominated society. The characters consist of two couples and a lawyer. The men are trying to convict Minnie Foster of murdering her husband while he was sleeping. The story takes place in Minnie's house. Throughout most of the play the men ridicule the women. This is ironic because the women are the ones that end up finding the missing link to the killing. Throughout the play the men are looking for evidence that would give Minnie a motive for the killing her husband. The men look everywhere for evidence; as they do this they poke fun of the women. The men just do not understand the hardships of being a woman at the turn of the century. Loneliness was a major factor for farmwomen in the early part of the century. Elaine Hedges quotes Faragher's statement saying "the single most important distinction between the social and cultural worlds of men and women was the isolation and immobility of wives compared to husbands" (Elaine Hedges 99). The isolation of the houses contributed to the loneliness women felt. The farmhouses were miles apart and could take up to half a day just to visit a friend. Women did not have time in their busy schedule to take such trips. Women were preoccupied with household chores and running the family. The men could combat loneliness because they had the advantage of going into town with the crops. At these visits they could catch up on the news as they sat in the saloons with the gu... ...ause none of them were small. To can fruit there is a lot of effort involved. The fruit must be grown, picked, and still canned. Ms Hedges informs her readers of the physical labor involved by quoting old diaries, "Friday May 27 This is the dreaded washing day" (Hedges 96). One must not forget that there was no running water back then. One load of wash took tremendous amounts of labor: "One wash, one boiling and one rinse used about fifty gallons of water -- or four hundred pounds -- which had to be moved from pump or well to faucet to stove and tub, in buckets and wash boilers that might weigh as much as forty or fifty pounds" (Hedges 96). This reason alone explains why Minnie is worried about her jars while she is in jail. As one can see "A Jury of Her Peers" was not only written for entertainment, but also to demonstrate how rough life for farmwomen was.

Male Pattern Baldness :: essays research papers

Male Pattern Baldness   Ã‚  Ã‚  Ã‚  Ã‚  Androgenic alopecia or male pattern baldness is a typical pattern of hair loss in men, which is for the most part caused by a single dominant autosomal gene. Other factors include the male hormone androgen, age, and genetic predisposition.   Ã‚  Ã‚  Ã‚  Ã‚  Each month the scalp hair grows at an average rate of half an inch. Every hair has an approximate lifetime of four to seven years, which after this it falls out and is replaced by a new hair. For the most part, 15% of hair is growing, while the 85% of the hair rest. This wide spread disease effects about 2/3 of the worlds male population at some point or another. Generally, hair loss begins to start around the age of 30 at the temples. Never the less, the condition is more of a psychological problem than a medical.   Ã‚  Ã‚  Ã‚  Ã‚  The condition androgenic alopecia is the result of the androgen on the hair follicles that have genetic receptor sites, in other words male pattern baldness is resulted by the presence of endocrine hormones (like testosterone) on the hair follicle (which is where the hair is produced) that have genetic receptor sites.   Ã‚  Ã‚  Ã‚  Ã‚  Male pattern baldness usually is a symmetrical disease, so if there is a non-symmetrical area of baldness, it is not the cause of androgenic alopecia. The typical pattern begins of occur at the hairline, then over time forms an “M';. The crown also begins to become thinner, as does the existing hair. Eventually, the “m'; meets the thinned crown and forms the most common bald shape, the horseshoe. Currently, there are no treatments for male pattern baldness, so the condition is permanent.

Infant and Child Development Essay

This assignment will critically review Howlett, Kirk and Pine’s (2011) study, which aims to investigate whether attendance of gesturing classes affects parental stress. Howlett et al. , (2011) attempt to examine claims, advertised by commercial products, that believe attending gesturing classes can improve child-parent communications, thus reducing parental stress. Participants gave demographic information and completed a Parenting Stress Index (PSI) questionnaire. ANCOVA was used to look at whether attending gesturing classes affected parental stress, mothers attending a gesture group and mothers attending a non gesture group were compared; with ‘sibling status’ and ‘birth order’ controlled. Researchers found that mothers who attended infant gesture classes had higher stress scores than mothers who had attended non-gesturing classes. From these findings the following claims are made: that mothers in the gesture group had higher pre-existing stress than in the non gesture group, * that mothers attended gesturing classes in an attempt to alleviate their pre-existing stress, * that gesturing classes may cause mothers to view their child negatively. This critique will firstly provide an overall evaluation of the article with reference to strengths and weaknesses found. Flaws will also be highlighted with suggestion to how these could be rectified. Points of detail in the evaluation will then be expanded and conclusions di scussed. Overall evaluation First and foremost, the overall presentation of the article appears to lack in structure and organisation; this results in a lack of flow and clarity. In the introduction, the research question and key definitions of interest (i. e. ‘gesture, ‘non gesture’ and ‘stress’) are not discussed at the beginning. Characteristics of non gesturing mothers are instead firstly mentioned in the discussion section. The outline of categories in the background demographic questionnaire should have been made aware to readers in the methodology. Furthermore, in the results, findings from the study should have been stated in the opening paragraph. A fundamental flaw consistent throughout the article regards its lack of sufficient detail in ensuring strength of argument. In the introduction and discussion more research is needed in relation to how and why parental stresses occur to support findings. Furthermore unjustified claims are used to sustain argument which questions the validity of the research. The lack of detail regarding the direction of study also instigates ambiguity. More information is also needed about the procedure of the study so as to allow for replication. Further details as to how these flaws can be rectified are discussed later. Fundamental flaws are apparent regarding the non-random sample used and the lack of baseline stress measures. As no baseline pre-test has been conducted authors’ claims, as stated previously, can only be based on speculation. More information is provided on these flaws in the latter section. Strengths highlighted in the article include the demographic information provided. This information is useful as it allows for generalisation of results by ensuring groups are appropriately matched and offers useful information for future research in the region. (Keith, 2010). Furthermore the PSI questionnaire used, is well validated (Colver, 2006); using a creditable measuring instrument like this increases the reliability of the study. Moreover, the correct statistical test has been used, ANCOVA, and results are also provided with appropriate information. Abstract and Introduction The abstract fails to provide a rationale for the study; as this is unclear, readers may misjudge the subject matter. There is also no description of the stimuli used; the meaning of ‘gesturing’ is unexplained. Authors should elaborate upon what they mean by ‘gesturing’ so as to avoid misinterpretation. However, principal findings and design measures used in the study are stated. The introduction appears to lack in structure and organisation. No initial description of research question with reference to what it attempts to demonstrate is present; this is firstly mentioned in the third paragraph. Furthermore, authors first provide a definition of ‘gesturing’ in midpoint of this section. Considering this topic is the phenomenon of the study it would have been more appropriate to be stated at the beginning, rather than after the discussion of the benefits of gesturing; this may prevent misinterpretation. Although an explanation of ‘non-gesturing’ is provided in the discussion section, it would also be helpful for readers if it were included in the introduction; this enables differentiation between the two conditions. Similarly, a definition of the authors’ interpretation of ‘stress’ could have been stated at the start in ensuring readers’ clarity of terms. There is also no statement of hypothesis. nd authors do not provide a rationale or historical backdrop, therefore it lacks in significance and does not substantially contribute to the literature. Moreover, research discussed appears to be framed as a general review of literature and set out in list form with a lack of evaluation. For example, research has been described in relation to a study that has found no relationship between gesturing and linguistic benefits in infants (Kirk, Howlett, Pine and Fletcher), however it has not been evaluated or linked to the aims of the study. Furthermore, there are limited findings provided relating to the negative aspects of gesturing. Considering the paper is directed towards whether these classes affect parental stress, more research should be discussed in relation to the disapproval of gesturing classes, to support findings in the article. In addition, the article has included different research examples to support their view that parental stress can inhibit parent-child relationships, however there is no development in argument of how or why these stresses occur. To rectify, in ensuring clarity, more detail should be provided whereby these examples should be put in context with direct reference to the research question. Moreover, unjustified claims have been used in an attempt to sustain argument; for example, Howlett et al. , (2011) highlight ‘‘advertising claims that baby sign will reduce parental frustration and stress have little empirical foundation’. As this statement is not explained, it may seem misleading and as an ineffective use of argument. There is also no valid reference provided. In improving the structure and validity of their argument, authors should use evidence from influential papers to provide further detail in supporting their claims. The direction of study also appears ambiguous as authors switch between terms when stating the aim of the research. It is unclear whether authors are focusing on gesturing affecting stress or gesturing reducing stress. Howlett et al. , (2011) firstly state, ‘there are valid reasons to suggest that gesturing with an infant could reduce parental stress, this paper evaluates that claim’, (p. 438) they continue by stating, ‘this research investigates whether gesturing with an infant affects parenting stress’ (p438). One clear statement of what is being intended to measure needs to be used throughout the article so as to avoid confusion. The final paragraph includes a vague definition of variables whereby readers are left to determine their own assumptions. For example, it is stated that the frequency and duration of gesture use was used to measure the relationship between gesture use and stress, however it is unclear at this stage whether authors are implying ‘gesturing’ in terms of when mothers’ attended gesturing classes or their general use of gesturing; in and out of classes. The PSI is outlined, however researchers have not explained its benefits or why it have been use; this may leave readers questioning its credibility. Furthermore, it is important for researchers to include a statement of predictions, however this is not present. Methodology The authors recruited 178 participants (mothers) from the south-east of England; the sample size represents regional bias as mothers’ solely attending gesturing classes in this region is not representative of the whole country. Age range of infants used in the study is firstly mention in this section. It is stated infants ranged between 3 and 36months; however research discussed in the introduction only refers to the importance of gesturing from 9 months. Therefore authors have not justified the relevance of focusing on infants younger than 9 months; in certifying readers understanding, this could have been mentioned in the introduction. Authors have stated the measuring instruments used in the study. A strength regards the sufficient detail provided about the PSI booklet; examples of typical features such as the subscales of both the child and parent domains have been described. However no further details are provided about the background demographics questionnaire; categories are presented in the results section, however, it would be helpful for readers if details were included in this section. The potential confounding effects of using self-report questionnaires should also be noted. Social desirability bias may be apparent whereby participants may respond in a favourable light; mothers may not want to admit they are experiencing difficulties and respond untruthfully. Furthermore, as questionnaires are standardised, ambiguous questions cannot be explained; this may lead participants to misinterpret questions. Motivation for parents to complete questionnaires may also be scarce, resulting in superficial responses. In helping overcome these difficulties, authors could have stated whether participants were informed about why the information was collected and how the results will be beneficial; if participants knew the importance of their responses and were informed that negative responses were equally as helpful as positive, it may have made them want to answer more honestly. A fundamental flaw in methodology regards the fact that authors have not measured parental stress levels before conducting study. As there is no baseline stress measures prior to class attendance, there is no way of knowing if gesturing classes caused an increase in stress or what would have happened regardless of the implementation of the program; to rectify, researchers should use a pre-test methodology. Furthermore, another weakness in the methodology regards the fact that no ethic considerations are discussed. For example, authors could have included whether participant confidentiality was taken into account and whether de-briefing was offered subsequent to the study to respondents who may have expressed signs of upset. Description of procedures appears to lack in detail whereby there is no sequential pattern to how the research was carried out. There is also no precision in relation to what is investigated, to whom, and under what conditions. For example, Howlett et al. , (2011) state ‘contact was made with the infant groups’ (p. 39); more information should be provided such as how and when participants were contacted. Furthermore, no information is provided on how many classes parents had attended before the study or when the questionnaires took place; more sufficient detail is needed so as to allow replication and in ensuring consistency. There are also issues surrounding the amount of time participants were given to complete the PSI; it is stated the questionnaire takes approximately 30 minutes to complete, however, the procedure of collection differed between participants. Some gave completed questionnaires to a group leader, others were returned by post; the same conditions should be applied to all participants in ensuring standardisation. In addition, authors have not provided details of data collection or analysis undergone in the study; to avoid ambiguity it is important to include where the scores used in the analyses have derived from. An apparent fundamental flaw in the procedure relates to the fact that participants were not randomly allocated to the two groups in the study; randomisation is important as it eliminates sources of bias and ensures unpredictability. To rectify, random selection of mothers from a population could participate in the study. Results The beginning paragraph of the results is too vague; the hypothesis is not stated and no information on what statistical tests were used is provided. Furthermore, what the study found has not been not stated; it is firstly mentioned half way through this section. However, a strength in the article regards the demographic information provided for the two groups of mothers. Hours a week mothers’ work, maternal education, family income and siblings were included. It also highlights the similarities and equivalence between the two groups, making the interpretation of results valid. Another strength to this study regards the fact that researchers have applied the correct statistical tests. Two analyses of ANCOVA were conducted to measure the differences between the gesturing and non gesturing groups’ PSI scores. ANCOVA is appropriate to use as it allows to compare one variable (PSI stress scores) in two or more groups (gesture group and non gesture group) ith consideration for variability of other variables; covariates (‘sibling status’ was used as a covariate in the first ANCOVA and ‘birth order’; in the second). Controlling ‘sibling status’ and ‘birth order’ stops these conditions being confounding variables and ensures validity. As ‘sibling status’ and ‘birth control’ covariates have been controlled, it may have been more beneficial for readers if authors ma de aware of these strategies used prior to the results section as there is no discussion relating to siblings until this point. Results found from ANCOVA also confirm to readers exactly what the researchers were intending to measure; after confusion from the introduction, uncertainties are clarified and findings explain that the focus is upon whether attending gesturing classes affects parental stress. Results are also provided with adequate information whereby the obtained F value, df and level of significance have been stated. Furthermore researchers are correct in using a Pearson’s r correlation in confirming results which is used to see if there is a correlation between at two continuous variables. By doing so, it was found that there was no relationship between how long or often gesture groups mothers had been gesturing with their infant, and the mothers’ total stress scores. Therefore mothers stress levels were unrelated to frequency and duration. Furthermore, in this section descriptive statistics have been provided in two separate tables. In ‘Table One’, which shows the ‘mean (S. D) stress scores for each item on the PSI by group’, data does not seem to be explained in full. The scale used is unclear and readers have not been informed on the system used whereby there is confusion as to what the numbers mean. Tables 2 which shows the ‘summary of two ANCOVA results’, is more coherent as a brief description is displayed underneath describing the covariates. Discussion In this section, yet again, the aim of the research remains unclear; it is stated ‘the aim of the study was to investigate the impact of gesturing with an infant upon parental stress’ (p442), authors need to be more specific in their interpretation of ‘gesturing’, whether they are referring to attendance of gesturing classes or general use of gesturing is uncertain. Possible explanations for findings have been discussed, such as the view that there may have been a difference between gesturing and non gesturing mothers due to gesturing mothers feeling more stressed prior to the study. Authors continue by suggesting these mothers chose to attend gesturing classes because of these feelings of stress in hope that they would help. However, authors’ claims can only be seen as speculation as no baseline measurement was used. It should be noted that researchers have evaluated their findings and acknowledged that as baseline measures are not present, no assumptions can be made as to why mothers who attended gesturing classes had increased stress levels compared to non gesturing mothers or whether they were more stressed before attending the classes. Due to the lack of solid findings, like in the introduction, groundless claims have been used in an effort to uphold argument in explaining mothers’ cause of stress. For example, it is stated ‘mothers have high aspirations for their child and the parenting industry may, albeit unwittingly, foster maternal insecurities’(p443); no justification has been provided for this claim. Moreover, additional research is needed to support the authors’ concluding claims that attending gesturing classes may be detrimental and effect mothers’ perception of their infant in a negative light. Only Hyson’s (1991) study relating to mothers who induced academically focused activities on preschool children has been used as evidence to back up this claim, this does not justify the authors’ inflated claims. To conclude, even though this article has used creditable measuring instruments and appropriate statistical tests, Howlett et al’s claims can only be seen as speculation as no pre-test baseline is used. No findings can be validated without measuring the stress levels of mothers prior to class attendance, whether increase in stress has occurred due to attending gesturing classes in unknown. For future recommendations, authors could use a baseline measures to test mothers’ stress scores prior to the study.