Incarceration Of The United States Criminal Justice System

Incarceration Rates in the US are The United States criminal justice system has failed to rehabilitate criminals. Even after being punished for their crimes, convicts continue their wrongdoings without having gained valuable lessons from being incarcerated and are sent back to prison. Jails are supposed to aid those imprisoned by helping them gain skills that will reduce future occurrences and enable them to act morally in society. Punishing criminals is not as productive as it is thought to be, shown by the increased incarceration rate from 250,000 in 1976 to almost 2 million by 2003 (Lynch 26, 49). Instead of learning how to work towards managing their problems, prisoners are expected to learn from their mistakes by being†¦show more content†¦Furthermore, Americans account for 25 percent of all prisoners, even though they make up only five percent of the worldwide population of prisoners and non-prisoners (Hawkins). Since many of them will return to jail, incarcerating lar ge amounts of convicts does not appear to be useful. These increased incarceration rates have increased prisoners’ costs. Mark Cohen, expert on government enforcement, states that in 1998, â€Å"the cost for one career criminal was $1,500,000†. Just a decade later, that cost has significantly increased from about 2,600,000 to $5,300,000 (Cohen and Piquero). Since the total charge is a conservative estimate, it could be more or less than the actual. The dramatic increase should be alarming to everyone in the United States, and should lead people to question their government representatives on whether or not it is an appropriate amount of money to spend on criminals. For example, concerned citizens could write letters to their representatives to suggest the following plan: create programs that allow inmates to unite and speak about their problems with each other, along with a psychologist. In a recent news article, a former prisoner named Alacia Alamo speaks about the Al ternatives to Violence Project (Benson). The workshop taught her how to communicate with others and enabled her to adapt a new attitudeShow MoreRelatedIncarceration Is A Method Used By The United States Criminal Justice System1364 Words   |  6 PagesIncarceration is a method used by the United States criminal justice system as a repercussion for certain unlawful actions. Criminal punishment varies upon circumstance of crime. The United States consists of approximately 125 federal prisons with approx. 200,000 inmates. According to statistics, women represent 6.7% of inmates in federal prison. When thinking of women in prison, one s first thought may be, â€Å"What about the children?† In the United States, the numbers of incarcerated women areRead MoreThe New Jim Crow : Mass Incarceration1199 Words   |  5 Pagesperceptions on the American criminal justice system? Michelle Alexander was able to accomplish that by altering some people s entire perception on the American criminal justice system by focusing on our most pressing civil right issues of our time for some of those who did read her book The New Jim Crow: Mass Incarceration In The Age of Colorblindness. Michelle Alexander stated that The most despised in America is not gays, transgenders, nor even illegal immigrants - it is criminals. That was an importantRead MoreThe Judicial Corporal System Of Islamic Criminal Justice System Essay1299 Words   |  6 PagesIncarceration, especially in the United States, is widely known to be a massive taxpayer burden— to the tune of over $52 billion per year (CITE p414). In 2012, the annual cost per inmate in the United States was approximately $21,000 for low risk inmates, and up to $34,000 for high risk offenders (CITE p386). Additionally, incarceration places a significant financial burden on the offenders themselves, because they would lose their current jobs, and any job prospects they would have in the futureRead MoreThe United States Incarce ration System1710 Words   |  7 PagesThe United States incarceration system is a structural foundation of punishment in which is formed by robust authoritarian power. The United States criminal justice system is not an institution to be underestimated, as it represents the highest incarceration rate of all world nations at a staggering 700 inmates per 100 thousand citizens (Krisberg, 7). Based on the social and political structure of democracy in the United States, it is argued that incarceration systems should follow the same rootsRead MoreThe Factual United States Criminal Justice System1434 Words   |  6 Pages The Factual United States Criminal Justice System. Myths are stories telling a part of the world view of a society or give an explanation of a practice, belief, or natural phenomenon. It is a popular viewpoint, embodying the ideals and institutions of a society or segment of society. Although myths are regarded as fictional representations, they often reveal underlying ideals. Myths often tell us more about our social and cultural values than they do about any particularRead MoreAmerica s Scandalous Incarceration Rate921 Words   |  4 PagesAmerica’s scandalous incarceration rate In the U.S. there has been a rise in incarcerations, the numbers today are much higher than they were 30, 40 years ago despite the fact that crime is at historic lows. So what are we to make of the leap in time typically served for crimes in America’s society? Either the justice system was too lenient in the past, or the justice system is too strict now. Have we just now realized the real gravity of murder, or are we now overreacting? Those who have servedRead MoreThe Harshness Of The United States Criminal Justice System1567 Words   |  7 Pages The Harshness of the United States Criminal Justice System. Myths are stories telling a part of the world view of a society or give an explanation of a practice, belief, or natural phenomenon. It is a popular viewpoint, embodying the ideals and institutions of a society or segment of society. Although myths are regarded as fictional representations, they often reveal underlying ideals. Myths often tell us more about our social and cultural values than they do about anyRead MoreMass Incarceration In Michelle Alexanders The New Jim Crow Laws1083 Words   |  5 PagesJim Crow laws were state and local laws that reinforced racial segregation in the South between the end of Reconstruction in 1877 and the beginning of the civil rights movement in the 1950’s (Urofsky). The laws mandated segregation of schools, drinking fountains, restrooms, buses, and restaurants. In legal theory, blacks received â€Å"separate but equal† treatment under the law--in actuality, public facilities were nearly always inferior to those for whites, when they existed at all. In addition, blacksRead MoreThe Criminal Justice System1308 Words   |  5 Pagesï » ¿Criminal Justice System The criminal justice system refers to the way in which a society chooses to handle all aspects of crime and punishment. In the Western world, particularly the United States, the criminal justice system is an official governmental system that focuses on crime and punishment, though some societies still incorporate a significant amount of informal social controls into their criminal justice systems. The criminal justice system covers everything from crime-prevention andRead MorePrivatization Within The Criminal Justice System Essay1510 Words   |  7 Pages The United States has an incarceration problem that personifies issues throughout the entire criminal justice system. The United States, with just 5 percent of the world s population, currently holds 25 percent of the world s prisoners (Khalek). This issue runs deeper than just incarceration; it permeates every level of the criminal justice system, from incarceration to probation. Many states have turned to private institutions in an attempt shed operating costs, while also increasing effectiveness

Irises of Vincent van Gogh Essay Free Essays

â€Å"Irises† was made by Vincent new wave Gogh in 1889. It is an oil on canvas with dimensions of 28† by 36 5/8. † It is a representational art that exhibits a bouquet of flags and a background of marigolds in a signifier of impressionist manner picture. We will write a custom essay sample on Irises of Vincent van Gogh Essay or any similar topic only for you Order Now the topic non dead set or twisted as to demo a signifier of sentiment from the creative person. The picture. as it depicts a garden-like clump of flowers. may be categorized under the subject of landscapes as it displays a scenery without animate beings or people. Van Gogh. in making â€Å"Irises. † chiefly used contour lines. From the picture. we would be able to see the blades of grasses environing the flowers every bit good as the thin roots and the petals of the flags itself with darker sunglassess run alonging the borders. The marigold background. nevertheless. and the piece of dirt that shows itself beneath the grass were done in a more streamlined gesture lines. However. though the borders of the flags. the grass. and the roots were defined. the lines are seen to be more implied than existent as the creative person did non precisely lined the borders with a crisp black but alternatively outlined the parts by utilizing a darker shadiness of colour. The definite lines emphasized a feeling of certainty on the picture. It created a constricted and serious temper. congratulating the construct of purdah for the lone white flag in a clump of blue. The forms in the picture are all natural and the colourss used nowadayss elusive contrast. Lighting seems to be natural as good. coming from the upper right corner of the picture and distributing out. as there’s no bright colour painted straight on the canvas. The place of the blue flags and the blades of grass make the minimum visible radiation seeable ; the agreement rocking some of that light towards the white flag positioned at the left side. With the blooms laid out in such a form. the visible radiation has been stronger on the bluish flags. However. it absolutely suits the artist’s thought. We could see from the illustration how the bluish flags got more of the limelight but they are tilting towards the white flag. In a manner. it may picture how van Gogh felt during the clip he was doing it ; he was in an refuge where people don’t really pay him much attending. But someway. their presence and his province feel like a strong force gushing and stamp downing him. Merely primary and secondary colourss were used for the picture. Made up with bluish. yellow. green and white. â€Å"Irises† is a symphonic music of subdued tones. While the colourss fundamentally described the capable affair. the blunt contrast between the blue flags and the white one emphasized how van Gogh views the difference between other people and himself. The bluish 1s. though they’re voluminous are all the same. They held no particular features. But the white flag is really different. Aside from being painted in another colour. the flag besides symbolizes pureness. The healthy white somehow depicts sedateness and chaste unlike the corrupt character of the bluish flags. Without an existent contact one would be able to find the velvety touch of the picture. sing the portion of the grasses and the marigolds. But for the flags. Vincent new wave Gogh chose to utilize impasto as to make a 3d-like dimension for the blooms. The technique non merely enables the spectator to about experience the weight of the blooms but it besides further back up the pulling force of the white flag. as we are able to see the bluish 1s lean their brawny petals towards the way of the white one ; researching farther the load new wave Gogh felt coming from the people environing him at that clip. Having used impasto on the piece. â€Å"Irises† someway hold a three dimensional feel. Indeed. with the invention of new wave Gogh. this painting transcends the traditional and acquired a more dramatic aura. With this manner. a spectator would be able to experience the only purdah of the white flag and farther sense the apathetic emotion of the bluish 1s. Looking more observingly. we may think how the creative person finished this piece. The piece is glazed and this is strongly apparent in the usage of beds of colourss and particularly the application of impasto. though the flags and marigolds seemed to be drawn above a light green base. Expanding out our examination. we’ll be able to state that new wave Gogh worked on background foremost. holding the marigolds and the dirt looking level. As he continues. he might every bit good work from light colourss so to dark. the dark colourss looking more solid and brighter. We could decidedly state every bit good that the focal point of the â€Å"Irises† is found at the centre left side of the canvas where the white flag was painted. The way of every component in the piece points at it. from the blades of grasses to the blue flags and the marigolds stressing its topographic point. How to cite Irises of Vincent van Gogh Essay, Essay examples

Relationship between Counterfactual Reasoning and Belief Formation

Question: What Experimental Paradigms Can be used to Study the Relationship between Counterfactual Reasoning and Belief Formation? " Answer: Counterfactuals are contemplations about other options to past occasions, that is, musings of what may have been. This article gives a refreshed record of the useful hypothesis of counterfactual considering, proposing that such considerations are best clarified as far as their part in conduct direction and execution change (Westby, 2016). The article surveys an extensive variety of intellectual analyses showing that counterfactual considerations may impact conduct by both of two highways: a substance particular pathway (which includes particular educational consequences for behavioral expectations, which then impact conduct) and a substance impartial pathway (which includes backhanded impacts by means of effect, attitudes, or inspiration) (Van Hoeck, Watson Barbey, 2015). The energy of creative ability is a phenomenal capacity that individuals use every day. It bolsters the capacity to anticipate how another person encounters the world (social mentalizing), what individuals' convict ions are, regardless of the possibility that they vary from reality (Schwartenbeck, FitzGerald Dolan, 2016). In addition to, it gives us the abilities to strikingly recreate our own pasts, and how these past occasions could have turned out in an unexpected way (counterfactual considering). Clearly, both mental recreations have in like manner that they enable us to envision complex scenes that contrast from reality, as we instantly observed it. Counterfactual contemplations are mental portrayals of other options to past occasions, activities, or states (Sharot et al., 2012). They are typified by the expression "what may have been," which embroils a juxtaposition of an envisioned versus truthful situation. The term counterfactual gets from philosophical compositions in which the intelligent status of plausibility and probabilistic thinking were nearly investigated. This essay deals with the counterfactual reasoning and belief formation in the ground of psychology along with the experimental paradigms and the future possibilities of counterfactual reasoning (Korn et al., 2014). In regular day to day existence, an individual's counterfactual insights frequently appear as a restrictive recommendation, in which the precursor relates to an activity and the subsequent compares to a result (e.g., "If just I had contemplated, I would have passed the exam"). Significantly, counterfactual considerations are regularly evaluative, determining choices that are in some substantial way preferable or more terrible over fact. Better options are named upward counterfactuals; more terrible choices are named downward counterfactuals (Douglas et al., 2013). At the point when upward counterfactuals concentrate on individual decision, the subsequent feeling is named lament, which itself has brought forth a substantial writing underlining one-sided judgment and basic leadership. In this article, we concentrate solely on counterfactual thinking and lament characterized as far as discernments about past occasions. Albeit expectant counterfactuals (or "prefactuals") and expectant la ment have each been investigated in before research they fall outside the extent of our review (Spunt et al., 2015). Counterfactual speculation is by all accounts a typical component of individuals' cognizant mental scene ability to engage counterfactual conceivable outcomes rises right on time in life and is by all accounts obvious when youngsters have aced the lexical aptitudes to express subjunctive thoughts of "assuming as it were"). Besides, counterfactual thinking is regular crosswise over countries and societies, regardless of the possibility that the specific concentration of those counterfactuals mirrors the diverse needs intrinsic in various societies (Joyce et al., 2013). Counterfactual intuition may well be a fundamental property of insight itself. As indicated by this hypothetical point of view, the essential capacity of counterfactual deduction focuses on administration and coordination of continuous conduct (Kubit Jack, 2013). Considering what may have been impacts e xecution and encourages change, and it does as such by method for a few unmistakable components. Counterfactual musings are profoundly associated with objectives and are a segment of administrative systems that keep conduct on track, especially inside social co-operations. Analyzed and examined the cognizance of counterfactual conditionals, for example, in. On the off chance that cats were veggie lovers Participants heard a genuine, Real World (RW) or Counterfactual-World (CW) setting sentence, trailed by an objective sentence that was matched with outwardly exhibited referents. Eye developments around the visual scene were checked and time-bolted to related sound-related contribution to inspect setting consequences for the foresight of approaching phonetic RW or CW referents (Van Hoeck et al., 2014). As indicated by the mental model hypothesis, counterfactual thinking obliges individuals to remember both the counterfactual and the truthful choices. This quickly prompts a preparing inquiry: can our certifiable desires be "killed" inside a pre-determined counterfactual world setting so that comprehenders instantly anticipate forthcoming etymological contribution as indicated by the previous CW setting? Facilitate, if this context-bound forecast does dev elop, at what phase of handling is it uncovered? All the more particularly, can an earlier counterfactual setting lead to expectant eye-developments towards logically applicable protests in a scene (that are peculiar given RW learning) or is this relevant mix prepare postponed so that it at first prompts a RW inclination, and later progresses toward becoming suited by the counterfactual world portrayal? This is the essential question of Experiment 1. Technique Participants Twenty-eight members from the University of Glasgow's undergraduate students were paid to partake in the review. All were local English speakers with ordinary or remedied to typical vision and had no earlier introduction to the trial things (Moutsiana et al., 2013). A similar twenty-eight members additionally partook in Experiment 2. Take note of that the two trials were keep running in particular testing hinders in an offset (half of members got Experiment 1 first and the other half Experiment 2 first), close by various filler things. Boosts and Design Twenty-four exploratory pictures were matched with sound-related entries in one of four conditions. The last were made utilizing economically accessible clasp craftsmanship accumulations and were displayed on a 21 inch shading screen running at 85 Hz revive rate in 1024 x 768 pixels determination. Every scene contained four articles: Topic (the feline in the given illustration), RW Referent (fish), CW Referent (carrots), and a Distracter (transport) which was neither RW nor CW compatible. To keep any efficient review systems, spatial courses of action of these four picture components contrasted crosswise over things. Sound documents comprised of two sentences: Sentence one made a RW or CW setting (If felines are eager versus If felines were veggie lovers ) and Sentence two attracted reference to a RW-or CW-reliable referent (Families could sustain their feline a bowl of fish versus carrots ), bringing about a 2x2 inside subjects plan. Imperatively, all things utilized ideas combined with profoundly unsurprising partners (e.g. felines angle/vegans carrots; America-baseball/Spainbullfights; bug catching network/honey bee nectar) to limit the quantity of choices accessible to perceivers. Take note of that CW-reliable referents (e.g. carrots) were abnormal in RW settings, and the other way around for RW-predictable referents (e.g. angle). Exploratory sentences shifted in syntactic structure, with the end goal that the basic word ("fish" or "carrots") did not generally happen in the very same position crosswise over things. In any case, we ensured that the position of the basic word dependably happened generally mid-sentence and was indistinguishable crosswise over conditions fo r everything (Morgan Winship, 2014). One adaptation of everything was doled out to one of four introduction records, with each rundown containing twenty-four test things, six in each of the four conditions, hindered to guarantee that they were uniformly conveyed. Furthermore, twenty-four random filler things were added to each list. They all comprised of effectively coordinated picture-sentence pairings and were blended arbitrarily among the twenty-four trial trials to make a solitary irregular request. Each subject just observed each objective sentence once, in one of the four conditions. No less than one filler trial interceded between any two test trials (Van Hoeck, Watson Barbey, 2015). It can be concluded that the counterfactual intuition focuses on experiences into what may have been distinctive if a few points of interest of the past had been changed. These bits of knowledge are a typical element of the mental scene, and past research has since quite a while ago connected them to passionate experience. The original of counterfactual research in brain science accepted that such musings are broken; that is, cases of blunder, predisposition, or trouble in adapting. The second era of research, dating from the 1990s (and framing the majority of this article), indicated a useful viewpoint, in which counterfactual speculation serves a generally valuable capacity of conduct direction (Van Hoeck, Watson Barbey, 2015). All such day by day acts require arranging, administration, association, and incessant course amendment. Issues are inescapable. Mishaps happen, glitches emerge, and individuals battle to settle down what has hindered the street to their wishes. Counterfact ual contemplations do now and then get inclination or trouble adapting, yet adjusted against this cost is a bigger advantage regarding the coordination of day by day conducts. Counterfactual speculation associates straightforwardly to course redress, to objective comprehension, and to conduct direction. Above all, the exploration completed here gives prove that the dialect processor can be promptly coordinated by the talk setting to keep sober minded infringement from disturbing the understanding procedure or to inspire abnormality discovery reactions to sober-mindedly consistent data (Vossel et al., 2015). Counterfactuals includes an overwhelming procedure to make assumptions about the unfurling talk as per the refreshed model of the world. Nonetheless, at the purpose of disambiguation between the genuine and counterfactual world, occasions in a counterfactual world setting are quickly checked against learning in light of true believability. Conversely, taking after a refuted setti ng, the prevailing procedure is to relate the depicted occasions to genuine desires. Consequently at first, the perusers' model of the world has not been refreshed by the former nullified world setting. In any case, at some later phase of handling occasions that are predictable with the invalidated talk setting are obliged into the portrayal of the sentence meaning (Van Hoeck, Watson Barbey, 2015). In spite of the fact that the present tests exhibit novel and very intriguing discoveries in the field of dialect cognizance, they likewise raise a few hypothetical issues that warrant future research. A large portion of these issues have been talked about in the significant sections, be that as it may, some extra recommendations are introduced here. For example, it might be that the present fast mix of a counterfactual setting does not reach out to counterfactuals that don't change such a central piece of world information. This postulation gives energizing advances to our comprehension of the procedures included and opens numerous conceivable outcomes for future work to set up the neural premise of counterfactual handling. References Connors, M. H., Halligan, P. W. (2015). A cognitive account of belief: a tentative road map. Frontiers in psychology, 5, 1588. Douglas, P., Lau, E., Anderson, A., Kerr, W., Head, A., Wollner, M. A., ... Cohen, M. S. (2013). Single trial decoding of belief decision making from EEG and fMRI data using independent components features. Frontiers in human neuroscience, 7, 392. Joyce, D. W., Averbeck, B. B., Frith, C. D., Shergill, S. S. (2013). Examining belief and confidence in schizophrenia. Psychological medicine, 43(11), 2327. Korn, C. W., Sharot, T., Walter, H., Heekeren, H. R., Dolan, R. J. (2014). Depression is related to an absence of optimistically biased belief updating about future life events. Psychological Medicine, 44(03), 579-592. Kubit, B., Jack, A. I. (2013). Rethinking the role of the rTPJ in attention and social cognition in light of the opposing domains hypothesis: findings from an ALE-based meta-analysis and resting-state functional connectivity. Morgan, S. L., Winship, C. (2014).Counterfactuals and causal inference. Cambridge University Press. Moutsiana, C., Garrett, N., Clarke, R. C., Lotto, R. B., Blakemore, S. J., Sharot, T. (2013). Human development of the ability to learn from bad news. Proceedings of the National Academy of Sciences, 110(41), 16396-16401. Rafetseder, E., Schwitalla, M., Perner, J. (2013). Counterfactual reasoning: From childhood to adulthood. Journal of experimental child psychology, 114(3), 389-404. Schwartenbeck, P., FitzGerald, T. H., Dolan, R. (2016). Neural signals encoding shifts in beliefs. NeuroImage, 125, 578-586. Sharot, T., Kanai, R., Marston, D., Korn, C. W., Rees, G., Dolan, R. J. (2012). Selectively altering belief formation in the human brain. Proceedings of the National Academy of Sciences, 109(42), 17058-17062. Spunt, R. P., Elison, J. T., Dufour, N., Hurlemann, R., Saxe, R., Adolphs, R. (2015). Amygdala lesions do not compromise the cortical network for false-belief reasoning. Proceedings of the National Academy of Sciences, 112(15), 4827-4832. Van Hoeck, N., Begtas, E., Steen, J., Kestemont, J., Vandekerckhove, M., Van Overwalle, F. (2014). False belief and counterfactual reasoning in a social environment. Neuroimage, 90, 315-325. Van Hoeck, N., Watson, P. D., Barbey, A. K. (2015). Cognitive neuroscience of human counterfactual reasoning. Frontiers in human neuroscience, 9, 420. Vossel, S., Mathys, C., Stephan, K. E., Friston, K. J. (2015). Cortical coupling reflects Bayesian belief updating in the deployment of spatial attention. Journal of Neuroscience, 35(33), 11532-11542. Westby, C. (2016). Language, Cognition, and Counterfactual Thinking. Word of Mouth, 28(2), 1-6.

JIMBOY Essays - Provinces Of The Philippines, Isabela,

JIMBOY JACINTO Ambatali, Ramon Isabela 09676220251 OBJECTIVES To enhance my skills and my abilities To develop the industry-desired values of positive work attitude, good human relations and competency in my field of specialization. ____________________________________________________ PERSONAL INFORMATION Age: 24 Birth D ate: July 01, 2002 Birth P lace: Ambatali, Ramon Isabela Citizenship: Filipino Religion: Roman Catholic Father's Name: Orlando Jacinto Mother's Name: Nanneth Jacinto ___________________________________________________ _ EDUCATION Tertiary Ifugao State University Potia Main Campus Secondary Ramon National High School Oscariz, Ramon, Isabela Primary Ambatli Elementary School Ambatali , Ramon Isabela ____________________________________________________ AREA OF EXPERIENCE On the job @ Ambatli Elementary School ____________________________________________________ SKILLS AND INTEREST Good relation to human skills Willing to work under pressure Willing to be trained to further enhance my skills for the improvement of my performance. Flexible, hardworking and independent. PERSONAL QUALITIES Honest Responsible Trustworthy Loyal Self-motivated Helpful CHARACTER REFERENCES Mrs. Thelma P. Ambatali Ambatali, Ramon, Isabela Principal III Mrs. Franielyn D. Miguel Burgos, Ramon, Isabela Teacher I I hereby attest that the above information is true and correct. Applicant JIMBOY JACINTO JIMBOY JACINTO Ambatali, Ramon Isabela 09676220251 Billy Jay Valleros Teacher II Ramon National High School Sir: Greetings of Peace and Love! It is a great pleasure that I am looking for a teaching position within your school. I believe that my instructional abilities, combined with my strong interpersonal skills and work ethics would greatly benefit your educational program. I am, JIMBOY JACINTO, 24 years of age, residence of Ambatali, Ramon Isabela with the degree of Bachelor of Elementary Education, at I fugao State University. I would like to apply as a Primary teacher in your school. I believe that education is the key to success for young students. I am a licensed teacher and at present I continuously enhance and seek professional growth and development by enrolling Masteral Degree of Education. I believed that this accomplishment will enable me to teach and motivate students ascertaining their inner strength and abilities and discovering what truly inspires them. I aim to provide a stimulating learning environment that encourages students to trust their own opinions and fostering confidence to others for my students to realize their full potential. Thank you and more power! Very truly yours, JIMBOY JACINTO Applicant

How to Write an Effective Conclusion Paragraph for a Research Paper - Paperell.com

How to Write an Effective Conclusion Paragraph for a Research Paper How to Write an Effective Conclusion Paragraph for a Research Paper? The conclusion is a brief retelling of all your work. It’s something like the introduction, but if the introduction is an entry into your work, the summary is its outcome. The conclusion makes your research paper look more originally and allow you to add more of your opinion and through.   If you already described all the materials and used all the facts you can follow the basic steps and useful tips in our article! Let’s start!General Rules On Writing A Conclusion In conclusion, you should summarize the main outcomes and arguments, and the results obtained. To do this, look at the topic and purpose of the research once again, as well as the tasks you have set since all these points should be in unity and flow from each other. It is important to make everything look organically.It is necessary to indicate possible applications of the results obtained by you (the practical significance of the study). If your work is not about pedagogy and does not concern the teaching methodology of any subject, try to avoid indicating the possible application of the results obtained as follows: The results of the research can be used in reading lectures on physics and astronomy at universities and elective courses in physicss Of Research Paper ConclusionHaving a sample is important. In fact, a perfect summary needs to contain the main topic but it doesn’t mean that you need to write all the research again. Just summarize the main arguments that support your thesis in one or couple sentences.   The perfect beginning of the research paper conclusion may start with a question. For example, if your topic is Ecological problems – the question can look like this:Did you know that only in the United States people throws out more than two million plastic bottles per hour? And only a part of them is sent for processing. In accordance with approximate estimates, 230-270 thousand plastic bottles per day.Except for the topic, you need to rephrase your thesi s and use it in the conclusion of a research paper; anyway, it shouldn’t look like everything you wrote before. Try to write it in another way, not as you wrote before. For example, if your topic is some ecological problem – that’s how it will look like:The ecological problem has arisen as a result of the interaction of society and nature, which leads to a global ecological catastrophe.Then you need to summarize the main evidence and arguments that you wrote in the body of the research paper. In the most cases, you don’t need to write new information. Just find and rephrase the main points of the paper. The main goal of your last paragraph is to summarize all the facts, information and show the main idea of your work briefly.Also, remember that writing the conclusion is not just a describing your main body – you need to try to synthesize all the main points.So, the conclusion is a really important part of the research paper. The main body of the pa per is important, but the reader will pay attention to everything. Thus, if you are striving to get a high-grade – don’t skip it and try to write an introduction and final paragraph qualitatively and originally. Remember that details are also important. If you will take account of the tips that we wrote about – you will write a brilliant research paper!

How to Improve Business Writing Skills [A Guide For 2018]

How to Improve Business Writing Skills [A Guide For 2018] How to ImproveBusiness Writing Skills: Start with Substance This post will detail how to improve your business writing skills. Syntax (language) and substance (content) are the two required elements that distinguish strongbusiness writing skills from weak. Although some business writing training treats substance and syntax as the same thing, they are actually two distinct skillsof business writing. Effective business writing begins with a keen analysis of the audience. The information in all documents and email needs to be customized to meet the needs of the reader. Audience needs drive the right content. For example, a sales letter written to customers needs tobe easy to comprehend and reflect information that is relevant and helpfulto the customer. A strategic report written for a senior manager should be accurate, concise, and relevant, and also include content relevant to thatmanager. An operational report or IT-related document can be highly technical, as experts in the field will read it and those experts would understand, need, and expect highly technical information. Your audience will always dictate the substance (the content) of your business documents. Correct sentence structure and even clear language will neveroffset content gaps. If your readers don't get the right information, the document will fail, no matter how perfectly the sentences are constructed. How to improve business writing skills? Remember this: Substance is more important than syntax. The former always precedes the latter. An impressive vocabulary will not save you from trouble if you’re unaware of your target audienceor are unable to reword information to match your reader’s level of understanding. Similarly, a business report that is grammatically correct might notconvey the right informationif it is not planned and written properly. When training to improve business writing, writing experts and trainers often focus too much on syntax (the word choice and grammar and sentence structures) andneglect improving the substance (the content and information) of business writing. This is a mistake. Here is a brief look into substance, its importance, and how can you improve it. How to ImproveBusiness Writing Skills: Start with Substance Remember your Grade 7 English classes where you had to read through a comprehension passage and briefly summarize it within 100 words? Substance in business writing workssimilarly. What information most matters to the reader to help them know or do what you want? Improving the substance in business writing is all about: Analyzing audience to determine what information a reader needs. Extracting relevant and significantinformation from complex ideas. In other words, it means having the ability to summarize large chunks of data or facts into information that is meaningful for the reader. Before you consider investing in workshops and seminars to improve business writing skills, you need to perform a simple test. Give your employees heaps of information and ask them to extract the most relevant information from it and summarize it in a short statement. If the employees or team members cannot do this easily and well, it's a sure diagnosis thatyou need to focus on improving the substance element of your employees'business writing. Practice Improving Business Writing Skills Substance in business writing can be improved through continual on-the-job training. You can either lead a few exercises on your own or call in professional help. Ifyou want to do it on your own, here are a few activities you can conduct to judge and analyze the substanceof your employees'business writing: Ask your employees why a project should it be funded. If the response is a ten-page disorganized report, then you needbusiness writingtrainingthat focuses on organization, extraction of key information and appropriate substance. Ask your employees for solutions to any problem at work. Practical and well-summarized solutions indicate your employees’ strong analytical and writing skills. A potential employee’s response to, â€Å"Why should we hire you?† during an interviewoffers a clear insight about his or her writing and communication skills. If he or she cannot verbally extract the key information points verbally, he or she won't do it well in writing either. Watch how individual employees summarize theminutes of meetings, summarize analysis reports, or verbally summarizerelevant insights discussed at meetings. All of these writing tasks require mastery of good substance/content in business writing. If you see any murky summaries, that is your clear diagnosis that you need to focus on improving the content and substance of your employees business writing. Don't start with syntax. Focus on substance and content in this situation. Fine TuneYour Employees' Business Writing Skills When deciding on whether employees need to improve their business writing, analyze the substance of all employee documents. A well written business document or email or report contains four essential elements: Audience awareness Content that is relevant to that specific audience Logically categorized content Properly sequenced information When you encounter a document that does not present information clearly, figure out if the issue is a problem with audience awareness, or irrelevant content, or disorganization, or poor sequencing. This will help you fine tune both the corrections and training plan. Tip:To underscore that writing matters in your organization, evaluate employee business writing skills, includingimprovement efforts, in all employee performance appraisals. What counts is what's counted. If you tell your employees that "strong business writing skills" are a requirement of a position, measure those skills. To learn more on how to improve the substance of all business documents and how to integrate business writing skills in employee appraisals, download my book â€Å"Four steps to improve your Team’s Business Writing Skills† today!

Lesson 10 Essay Example | Topics and Well Written Essays - 750 words

Lesson 10 - Essay Example Jarvis (14) argues that site planning is one of the subsets of a community design and must be taken into consideration in order to create a beautiful community. In attempting to describe the relationship between site planning and community design, a famous urban theorist and author Kevin Lynch came up with three key variables that distinguish site planning from community design. The variables include a site is a contiguous area; controlled by single ownership; with much greater design control (Lynch 21). From Lynch’s theory, it becomes evident that site planning truly represents an important aspect of a community design. The purpose of this discourse is to discuss site planning as a unique subset of a community design in light of Kevin Lynch’s theory of site planning. The discourse will also examine how Highland City in Florida has incorporated site planning as a key element of community design. To begin with, site planning is regarded as an important subset of community design. Jarvis (16) attributes this to the fact that it determines the form and character of the built environment of the community. These include the groupings of buildings, neighborhoods, public spaces, public improvements, and streetscapes. In this regard, planning will affect what we see or experience in the community or neighborhoods. Therefore, the community design element, at its best, should provide clear, relevant and creative guidance to the private enterprise, city and the public as they labor together to build a community whose small-town character is augmented by high quality public and private development. In his theory of urban planning, Kevin Lynch claimed that site planning functions as a feedback system between the site itself and the designer. This requires conducting a thorough initial analysis of the site and considering various ecological approaches once suggested by McHarg. Even though there are quite a number of models that can assist in describing a city or

The Medication Technician Essay Example | Topics and Well Written Essays - 6250 words - 1

The Medication Technician - Essay Example Medication technicians are also referred to as medication aides, medication assistants, certified residential care medication aide, medication assistive person, registered medication aide, medication aide credentialed, qualified medication aide, etc. The duties of medication aides are determined according to the medical practice act of every state. It is not required for medical assistants working under the direct supervision of a physician to become a medication technician in order to be able to administer medication. A medication technician is involved in distributing and administering medications to patients. They usually work under doctoral supervision. They assist patients in consuming medications topically, orally or intravenously. They are required to follow strict medical protocol and administer correct dosages in the right manner. They are also required to supervise patients to make sure that no adverse reactions are occurring. The complete medication history and medication records of patients have to be maintained by medication technicians for each medication that has been administered (Durgin and Hanan, 2004). A medication technician is required to know the proper methodology of administering all kinds of medications, whether they are administered topically, orally, intravenously, vaginally, rectally or transdermally. They should also possess knowledge on medication administration through nebulizers, inhalers and tubes. Medication technicians administering medications to patients should be free of communicable infections such as sore throat, cold or open lesions (Durgin and Hanan, 2004). This requirement is of importance, both for the drug administrator and the patient. Patients are often susceptible to acquiring nosocomial infections as they are weak and because their immune system could be compromised because of radiation therapy, surgery and other such procedures in addition to other reasons such as disease, malnutrition or

A Review of the Movie Coach Carter Essay Example for Free

A Review of the Movie Coach Carter Essay While some players refuse to even attempt to meet these new standards, those who stay find themselves capable of, and dreaming of a future that had never once entered their minds. The following is a brief review of the challenges faced by both coach carter and his team, and the decisions and methods made and used by the coach to press his team on to success both on and off the court. Summary First we will quickly assess the challenges faced by Ken Carter as a coach and leader to this group of young men. He inherits a team of selfish, showy players, concerned only with their own stats and not doing the little things it takes to make the team a winning one. He moves into a school that seems to be supportive of the idea that these kids have no future beyond highschool and that the boys should be allowed to enjoy this temporary releif from a life where there are 4 times more likely than to go to college. The students alost have issues outside of school with one player looking at potential fatherhood and another player involved with gangs and drugs. If this was not enough the coaches own son transfers from a private prep school in order to play for his father. A basic breakdwon of these challenges into more generic ideas would look like this. The leader moves into an organization where those underneath him have no respect for his or the organizations values. There is no strucure in place for their success both individually or corporatly. Those in positions above him seem indifferent to the problems facing their charges, they are just trying to make it through the day. Also, there is a possible challenge of dealing nepotism in regards to showing favoritism towards his own son. In order to deal with these many issues Coach Carter had to instill his own strucure from the very beginning. To be firm in his convictions and actions while maintaining the compassion that would be needed to break down the walls of his players. If he were to waver at all the players would jump on him and his cause would be lost in an instant. These players had no stability in their lives outside of the gym, so it was critical to his and their success that there was something they could cling to no matter how turbulent their lives may be. They key to all of these issues was respect. The players had no respect for the game, their coaches, or themselves. In order for them to change, they had to understand the value that he placed on them and to understand that he saw things in them that they had not bothered to look for. There were so many variables outside of Ken Carters control. Turbulent home life, pressure to make it out of an economically depressed area, and the lack of cooperation from the students teachers and administration where lying in wait for the coach. Not only were their outside issues but there was also issues within the team. Lack of talent was not an issue however which helped to spur the team on to success once the proper structure and motivation was put in place. The players he was charged with leading bickered amongst themselves, ignored the previous coach, and disrespected the game and their opponents while being more concerned with their own pride than winning the games. From the beginning the goal for Coach Carter was to focus on the wellbeing of the students, to make them winners, not just on the court but in life. He imposed strict standards and when the students failed to meet them they were met with harsh consequenses, incudling being suspended from the team and the entire team being locked out of the gy muntill their grades improbed. He put himself on the line as coach to back up the idea that he was more concerned with their progress as men and students than on their success as bsketball players. While demanding respect and dealing swiftly with indescretions by his players he also displayed compassion towards these young men, allowing them to work their way back onto the team, and bringing one player back twice after his cousin was chot in front of him in a drug deal gone bad. The focus on this movie was on the development of the players as people more than the basketball teams success, however the systems put in place by Coach Carter for both paths ran paralell to one another. He began with the basics, conditioning and fundementals on the court, respect and discipline in life. Moving on to offense on the court and thinking about the future in real life. This was done on both ends to prove that what sets you up for success in the future is the decisions and habits that you implement today. The things that take the hardest work most often offer the greatest rewards. Application So what can I take from this story as it relates to my future in both coaching and athletic administration. The biggest concept that i have taken from this movie is the idea of respect and discipline. To have respect for the players i lead and the organizations within which i am given responsibilities. To lead those under me to an understanding of both their intrinsic and extrinsic value and to press them towards growth within and outside the confines of sports and careers. Finally the concept of discipline as a means to freedom. To work so hard on the foundation of excellence so that when the moment comes to leap forth and seize the goal, no thought will be given to the long hard hours of training and work, but the ingrained habits will propel us upwards to the realization of excellence in all our endeavors.

Health and Safety in a Computer Room :: Workplace Health and Safety

Health and safety in a computer room is very important as the misuse of the computer room may lead to certain problems both physically and mentally. Using a computer for a long period of time can affect your health in different ways. The following report will contain details about the health and safety risks in using the computer and how to combat them, and a study of the Laws & Guidelines Health and Safety risks and ways to combat them 1. RSI- RSI stands for repetitive stain injury. Doing the same thing for a long time can cause this. 2. Eyestrain- this is when you look at a VDU screen for a long time. Particularly at looking at a flickering screen or in bad light of glare. 3. Stress- this occurs when you are too concentrated on something. It is the feeling of anxiety fear, anger, frustration and depression. 4. ELF radiation- Elf stands for extremely low frequency. Electro-magnetic fields cause this. VDU screens give out radiation at the back and sides. Pregnant women are at most at risk. 5. Lose wires- are a hazard as anyone may trip over the wires and fall over Ways to combat the mentioned problems 1. RSI- The risk of RSI can be minimised if a computer user is able to sit in a comfortable, upright position when working. To be able to do this they need adjustable chairs and tables, wrist pads, and footrests. 2. Eye strain- One way to avoid eyestrain is to look out of a window at a distant object every once in a while. 3. Stress- Do stress relieving exercises. 4.

Edna come back from amrecia Essay

What do you think motivates Muriel to identify June as Edna? Does she act on the spur of the moment when she sees June at the water’s edge, or has she been searching for some time for someone who can solve her problems for her? Do you think she really believes that June is Edna? Muriel has been searching for some time for someone who can solve her problems for her because she was at her wits ´ end, but when June appeared Muriel understood that June was the perfect person to take care her family members who were mentally ill. To illustrate, her brother was a violent alcoholic, her niece was a mentally ill girl and her mother had Alzheimer ´s. There are many facts to support that supposition. First, June was left with nothing by Alastair ´s wife, and then when she was on the train on her way to the place where she had once been happy with her father, a friendly youth had stolen her handbag with all her belongings, so June did not have any documents which would identify her. This suspicious fact I think was prepared by Muriel. Second, perhaps Muriel had been following her because she knew that June was homeless without money and hopes. Coincidently, June was going to commit suicide when Muriel suddenly had appeared like her rescuer to offer June her help, and also she told her that she was Edna who had been in America. Third, in Muriel ´s house June was introduced to Ted, Muriel ´s husband, who studied June seriously and closely as if she was an examination paper before giving his acceptance to Muriel about June. Fourth, Muriel had convinced June to revert her new style to the old style which includes her hair and clothes because that is how Edna had dressed before. Fifth, also to convince June more easily that she was Edna, Muriel told June that her mother had passed on, but she had left a bit of money and a house for her. Finally, when Muriel gave June Edna ´s handbag, she found a snapshot, which showed June that she had also had a husband and a little daughter. All these facts were used by Muriel to convince June to accept that she is Edna and not June, but really Muriel knew that June is not Edna.

Examine Nietzsche?S Statement in the Birth of Tragedy That It Is Only as an „Aesthetic Phenomenon? That Existence Can Be „Justified? to Eternity.

Examine Nietzsche’s statement in The Birth of Tragedy that it is only as an ‘Aesthetic Phenomenon’ that existence can be ‘justified’ to eternity. According to the qualities of ‘eternity’ and ‘existence’ that Nietzsche and Schopenhauer prescribe; it is by definition that something can only be justified in the phenomenal world: the world of ‘existence’. Although this statement describes existence justifying itself to eternity, The Birth of Tragedy tends to illustrate the inverse: eternity justifying itself appearing through existence. However the movement between the states of the ‘physical’ and ‘virtual’ is not directional in the empirically spatiotemporal manner that Schopenhauer takes on. Unlike transcendentalist ideas, what Nietzsche depicts is an apparent duality born in the fusion of the minds twofold reality that has knowledge and perception only of existence. Aesthetic phenomenon offers us â€Å"delight in semblance† and simultaneously offers a greater, metaphysical delight in â€Å"the destruction of the visible world of semblance† (BT: 24). The requirement that a phenomenon must be ‘aesthetic’ is universal in the sense that there is no requirement as to what an ‘aesthetic’ thing is. Supposedly it can be anything phenomenal â€Å"even the ugly and disharmonious is an artistic game which the will, in the eternal fullness of its delight, plays with itself. † (BT:24) Clearly there are degrees of ‘aesthetic’ quality that render more delight, but the delight is equally achievable in the interpretation as it is in the ‘phenomenon’ that is acting as a trigger. Maybe it is more appropriately imagined that ‘eternity’ justifies itself in the phenomenal: because the ‘justification’ takes place when an object awakens a sense of the ‘eternal’, so it is really a matter of seduction, and how effectively this ‘aesthetic phenomenon’ allows the noumenal to thrust itself upon the perceiver. But to say that this takes place wholly on account of how ‘aesthetic’ the phenomenon is, would be to ignore how easily the perceiver is seduced, or how he perceives all together. It is clear that different people find beauty in different things. It is also clear that some may find beauty in nothing, as with meditation. But that brings into question whether we can really have a ‘nothing’ in human experience, for even the most isolated and detached human experience cannot be fully impartial to the world of experience. The point however; is that although ‘aesthetic phenomenon’ is a necessity; it is the openness and imagination of the perceiver that allows the object to justify existence to the eternal. For beauty can exist in everything, but only on occasion do we see beauty to such high intensity that it awakens a recognisable feeling of the ‘eternal’. For Nietzsche, art is a more powerful form of ‘aesthetic phenomenon’, than naturally occurring beauty; the human is more familiar with art, often because it relates more to qualities in the realm of human experience, be it situational or emotional. This familiarity lures the perceiver into a greater degree of belief, acting as a catalyst to the erosion of self identity, as they more easily forget the self, and become overwhelmed by the ‘will’. Nietzsche places ‘attic tragedy’ at the peak of this process, as he mentions the audience become the play, and the combination of two separate art forms allows the birth of a new less physically obsessed, and more enchanting work of art. The degree, to which the audience can recreate the moment that the artist felt in creating the piece, depends partly on the artist’s ability to transfigure the feeling into an ‘aesthetic phenomenon’, but also on the audience’s ability to empathise (hence humanistic art is more effective). This ‘empathy’ or ‘mitleiden’, requires the demolition of the concept of the ‘individual’ and the rise of the innate primordial unity, in order for this eternal intensity, that Schopenhauer, quite carelessly called the ‘will’, to overtake. It is because art is a reproduction of the eternal in a phenomenal form that Nietzsche believes â€Å"we are far from truly being the creators of that world of art† (BT:5), the artist is merely the mediator of the eternal, who engages in procreation. The world that art ‘represents’ itself in is impartial to the world it came from. The description of the divine impregnating the humanly to beget a great ‘art’ generates a dualistic concept, that implies a transcendence from the noumenal into the phenomenal: â€Å"the continuous evolution of art is bound up with the duality of the Apolline and the Dionysiac in much the same way as reproduction depends on there being two sexes†(BT:1) whereas a sexual co-existence involves two opposites, that are of the same substance, Nietzsche is presenting a relation with the being and the immortal. But it seems he places this sense of superiority not in the aspects themselves, rather due to the difficulty of escaping worldly attributes and the natural inclination to view what is beyond us as greater than what we are or possess. He compares our awareness of our artistic significance to that â€Å"which painted soldiers have of the battle depicted on the same canvas† (BT:5) reiterating the impossibility of viewing artistic creation from both angles as player and spectator alike. Within the realm of existence, aesthetic delight serves the purpose of awakening that dormant innocence which provides openness to the primal spirit. This instinct put to sleep by our ‘view’ of the world that quantifies things; a cognition we naturally take on, as the phenomenal world becomes more apparent and through childhood we develop a new paradigm that becomes less aware of the qualitative. This becoming of the individual is characterised by experience, and traded with innocence. For Nietzsche ‘Aesthetic phenomenon’ is necessary to create delight which awakens our dormant self, by detaching us from our conscious understanding, and giving way to a higher delight. Nietzsche describes this battle between the innocent and experienced lenses as a trend not only in the life of the individual but also in culture and its cultivation. The cryptic relationship between Apollo and Dionysus parallels the trend in most cultures to become more like Apollo, and forget their wilder innate counterpart whose characteristics are often mistaken for hedonism. Eruptions of the Dionysian culture are evident in the Romantic period and during the ‘free love’ period in the 1960’s, both characterised by the use of drugs to liberate one from the sense of identity. These periods, unlike the Greek period, remained movements rather than revolutions, as the use of drugs, unlike the use of art was damaging to the economical requirement for a revolution. The Dionysiac’s disregard for conventional barriers, such as the sexual, arise from the ability to be intimate and empathise with any being more than the Apollonian can hope to achieve with even one. This is due to the Apollonian’s failure to ‘empathise’ as Schopenhauer would say, because they are too enthralled with the manifest of their ‘will’ in its represented form to see that the ‘will’ is universal; â€Å"whenever this breakdown of the principium individuationis occurs, we catch a glimpse of the essence of the Dionysiac† (BT:1) one who has no sense of self. Nietzsche’s vision of Dionysian art resolves the question Aristotle asks about the ‘tragic effect’: â€Å"Why is it that we voluntarily subject ourselves to depictions of the terrible in life? Schopenhauer called ‘tragedy’ the highest art form in which we surrender to the ‘feeling of the sublime’. As Nietzsche describes, our horror is replaced by a ‘metaphysical comfort’ where the terrible dissolves our vision of beauty in the Apollonian form; that is designed to protect us and secure our drive to live, this à ¢â‚¬Ëœveil of Maya’ is removed and â€Å"We really are for a brief moment, the primordial being itself†. It is because our Apollonian view of the world cannot remove its inherent characteristics, that the sublime is regarded by Schopenhauer as higher than beauty, and why for Nietzsche, the Dionysian aspect is more fundamental. Islamic Poet Khalil Gibran explains â€Å"The veil that clouds your eyes shall be lifted by the hands that wove it,† these idea raise the question as to whether ‘Aesthetic Phenomenon’ is justifying the world to eternity, or revealing eternity to the world, as ‘Aesthetic Delight’ propels the interpreter, detaching him from the phenomenal. Nietzsche; contra Schopenhauer, believes that the ‘terrible’ is not single handedly a higher form of art, as the Apolline realm is needed as the vehicle that humans understand, to transit one into the eternal. Hence for Nietzsche, ‘attic tragedy’ is the supreme art form that allows the Dionysian to impregnate the Apollonian; traversing the line between intoxication and dream, and being reborn in the world of the individual. Unlike music, which is a ‘mirror’ image of the Dionysian, a direct reflection from one world into the other, tragedy captivates the audience with Apollonian dreamlike images, through which the Dionysian chorus â€Å"Discharges itself†, dissolving the apparent dichotomy from a world of semblance, and unleashing the eternal. For Nietzsche the duality between Dionysus and Apollo is only a psychological one and his liking to the dominant organic notion of the Dionysian in The Birth of Tragedy is possibly a result of his youth, and desire to escape the overly Apollonian culture he endured and despised. Heidegger offers an interpretation of Nietzsche’s use of the word ‘Chaos’ that differs to those non-Greek translations whose etymology of the term, reduce it to words like ‘primordial’ that do not capture the meaning which echoed in its use in mythic tradition. Heidegger’s classical reading of the word imbues an idea of â€Å"that which yawns, the gaping out of itself. Applied to Nietzsche’s aesthetics, this would trivialise the role of the phenomenal which essentially repeats itself through time, in waves, a result of procreation that facilitates the reversal into the non-human, which is simultaneously the same effect as the eternal ‘gaping out of itselfà ¢â‚¬â„¢. The two dimensional effect is really of the same thing, and for Nietzsche has no direction or duration in the empirical senses of space and time; a concept better felt than imagined due to our impartiality, hence the difficulty Nietzsche mentions in describing notions such as the ‘eternal return’. To what extent then, does Nietzsche see the Dionysian and the eternal as relevant to one another, and separate from the Apollonian and phenomenal? If aesthetic delight leads the path from the phenomenal to the noumenal then at what point and to what degree do these dualistic entities that fit that divide the ‘physical’ from the ‘virtual’ relate to each other as properties? Nietzsche claims that attic tragedy is the art form which bonds the Dionysian with the Apollonian, the unison of opposition. He also differs from Kant and Schopenhauer on the nature of the duality between the noumenal and phenomenal, somewhat paradoxically, he accepts the superficial claim, but when digging into the root of the two spheres, becomes constrained by the possibility of analysing such a void, as Paul de Man claims; the reader is â€Å"condemned† to an â€Å"apparently endless process of deconstruction† . This assessment is unfair on Nietzsche’s attempt to find a ‘good’ answer and thus sacrificing a degree of clarity that is expected in describing something that language cannot describe: â€Å"language, as the organ and symbol of phenomena, can never, under any circumstances, externalize the innermost depths of music†¦ the heart of the primordial unity,† (BT:5) his passage summarises the futility of all phenomena in relating to the eternal, but the need for phenomena to create art as a birth giver to the eternal, whereby language is a weaker tool than music and tragic myth. In The Birth of Tragedy, Nietzsche constantly reiterates the predominant nature of the Dionysiac that â€Å"shows itself, in comparison with the Apolline, to be the eternal and original power† (BT:25). Although not entirely in keeping with Kant and Schopenhauer’s duality, he still bastardises the Apollonian state, highlighting the separateness of the two art forms. This must mean that there is a significant point where the border between states is crossed, in order to form the attic tragedy, and similarly must mean there is a point where the justification of the world to the eternal takes place. But Nietzsche offers no explanation, possibly because these dualities are only a manifestation, that grows as naivety is replaced by experience, and the dream state that verges on the state of intoxication succumbs to a newer ‘physical’ reality. But Nietzsche holds that these two artistic domains are â€Å"required to unfold their energies in strict, reciprocal proportion† so that one can only be â€Å"permitted to enter an individual’s consciousness as can be overcome, in its turn, by the [other]† (BT:25), if such is the case, then either Nietzsche believes these drives truly are the essence of a strict duality, or that they are too rigidly lain into the mindset to be abstracted from and comprehended as a whole. However, if the latter is the case, then the justification of the world to eternity is a human matter, a question of interpretation, where being superhuman is being eternal, and ‘aesthetic phenomenon’ plays no role. In later writings such as Thus Spoke Zarathustra he begins to point in this direction: â€Å"the human is something that must be overcome†, for existence is to some degree a sense understood by the being, but if one can go beyond the being, then one can go beyond world that requires justifying to eternity. His notion of ‘eternal return’ which suggests that the world repeats itself is more ambiguous on the nature of eternity and its relation to the phenomenal . Contra Schopenhauer; Nietzsche’s spatiotemporal relation to the world is not one of distance in space, or places in time, rather one of duration, where the movement between the ‘physical and ‘virtual’ reality is unmeasured, and possibly non-existent as the removal of these relations change the way in which existence and the eternal can relate to one another. Walter Arnold Kaufmann asserts that Nietzsche’s conception of the ‘will to power’ is â€Å"perhaps just as much the heir of Apollo as it is that of Dionysus† ; his suggestion for a monist interpretation comes from Nietzsche’s idea that â€Å"quantitative degrees of power might be the measure of value†. Clearly Nietzsche in The Birth of Tragedy is unsure or unfinished on the nature of the duality between existence and the eternal, and where its root ends. But certainly, the matter of existence being justified to eternity is a matter of being itself, and the reception of the eternal is integral, where the ‘aesthetic phenomenon’ is just the key. The impartiality of the consciousness with the eternal requires such a key to open this door, but evidently there is a degree to which the mind can feel the eternal, and to say that only an ‘aesthetic phenomenon’ can achieve this is to say that the door can only be opened from one side. Bibliography Pg153: Nietzsche's philosophy of science: reflecting science on the ground of art and life – Babette E. Babich Pg 295 Nietzsche Knows no Noumenon – David B. Allison Pg199 Nietzsche, philosopher, psychologist, antichrist- Walter Arnold Kaufmann The Eternal Return of the Overhuman: The Weightiest Knowledge and the Abyss of Light. Journal of Nietzsche Studies 30 (1):1-21. – Keith Ansell-Pearson. Pg 39 The Prophet- Kahlil Gibran The Birth of Tragedy- Friedrich Nietzsche (Cambridge texts)

Rousseaus Thoughts on Women and Education

Rousseau's Thoughts on Women and Education Jean-Jacques Rousseau is considered one of the key Enlightenment philosophers, and his writings reveal that he was concerned with â€Å"equality among men,† but he certainly did not make womens equality his focus. Having lived from 1712 to 1778, Rousseau was a major influence on the intellectual thinking of the 18th century. He inspired the political activism that led to the French Revolution and influenced Kant’s view of ethics, rooting them in human nature. His 1762 treatise Emile, or on Education and his book The Social Contract influenced philosophies about education and politics, respectively. Rousseaus main argument has been summarized as â€Å"man is good but has been corrupted by social institutions.† He also wrote that â€Å"nature has created man happy and good, but society depraves him and makes him miserable. The experiences of women, however, did not inspire this degree of contemplation from Rousseau, who essentially deemed them the weaker sex, content to be dependent upon men. Rousseaus Contradictory Views on Women While Rousseau is often praised for his views on human equality, the reality is that he did not believe women deserved equality. According to Rousseau, women needed to rely on men for their wellbeing because they were less rational than men. He argued that men might have desired women but did not need them to survive, while women both desired men and needed them. In Emile, he writes about the difference between what he believes women and men need in education. Since the main purpose in life, to Rousseau, is for a woman to be a wife and mother, she doesnt need to be educated to the extent that men traditionally have. He argues: â€Å"Once it is demonstrated that man and woman are not, and should not be constituted the same, either in character or in temperament, it follows that they should not have the same education. In following the directions of nature they must act together but they should not do the same things; their duties have a common end, but the duties themselves are different and consequently also the tastes that direct them. After having tried to form the natural man, let us also see, in order not to leave our work incomplete, how the woman is to be formed who suits this man.† Some critics view Emile as evidence that Rousseau thought woman should be subservient to man, while others contended that he was writing ironically. Some have also pointed out the fundamental contradiction in Emile about women and education. In this work, Rousseau suggests that women are responsible for educating the young while arguing that they are incapable of reason. â€Å"The whole education of women ought to be relative to men. To please them, to be useful to them, to make themselves loved and honored by them, to educate them when young... How can women educate anyone, even young children, if they themselves lack reasoning skills? Rousseaus views about women arguably grew more complex with age. In Confessions, which he wrote later in life, he credits several women with helping him gain entrance into the intellectual circles of society. Clearly, smart women had played a role in his own development as a scholar. Mary Wollstonecrafts Case Against Rousseau Mary Wollstonecraft addresses some of the points Rousseau made about women in Vindication of the Rights of Woman and other writings in which she asserts that women are logical and can benefit from education. She questions whether a woman’s purpose is only the pleasure of men. She also directly addresses Rousseau when she writes with great irony of his affection for an uneducated and ignorant servant girl. â€Å"Who ever drew a more exalted female character than Rousseau? Though in the lump he constantly endeavoured to degrade the sex. And why was he thus anxious? Truly to justify to himself the affection which weakness and virtue had made him cherish for that fool Theresa. He could not raise her to the common level of her sex; and therefore he labored to bring woman down to hers. He found her a convenient humble companion, and pride made him determine to find some superiour virtues in the being whom he chose to live with; but did not her conduct during his life, and after his death, clearly show how grossly he was mistaken who called her a celestial innocent.† The Difference Between Men and Women Rousseaus views on women invited criticism, but the scholar himself acknowledged that he had no solid foundation for his arguments about the differences between the sexes. He wasnt sure what biological differences made women and men distinct, calling them one of degree. But these differences, he believed, were enough to suggest that men should be strong and active, and women should be weak and passive. He wrote: If woman is made to please and to be subjugated to man, she ought to make herself pleasing to him rather than to provoke him; her particular strength lies in her charms; by their means she should compel him to discover his own strength and put it to use. The surest art of arousing this strength is to render it necessary by resistance. Thus pride reinforces desire and each triumphs in the others victory. From this originates attack and defense, the boldness of one sex and the timidity of the other and finally the modesty and shame with which nature has armed the weak for the conquest of the strong. The Link Between Opportunity and Female Heroism Before Emile, Rousseau listed the numerous woman heroes whod impacted society. He discusses Zenobia, Dido, Lucretia, Joan of Arc, Cornelia, Arria, Artemisia, Fulvia, Elisabeth, and the Countess of Thà ¶kà ¶ly. The contributions of heroines should not be overlooked. If women had had as great a share as we do in the handling of business, and in the governments of Empires, perhaps they would have pushed Heroism and greatness of courage farther and would have distinguished themselves in greater number. Few of those who have had the good fortune to rule states and command armies have remained in mediocrity; they have almost all distinguished themselves by some brilliant point by which they have deserved our admiration for them†¦. I repeat it, all proportions maintained, women would have been able to give greater examples of greatness of soul and love of virtue and in greater number than men have ever done if our injustice had not despoiled, along with their freedom, all the occasions manifest them to the eyes of the world. Here, Rousseau makes it plain that if given the opportunity to shape society as men had, women could very well change the world. Whatever biological differences between men and women existed, the so-called weaker sex had shown repeatedly that they were capable of greatness.

Chemical Properties of Matter

Chemical Properties of Matter Chemical properties are any of the properties of matter that may only be observed and measured by performing a chemical change or chemical reaction. Chemical properties cannot be determined by touching or viewing a sample; the structure of the sample must be altered for the chemical properties to become apparent. Examples of Chemical Properties Here are some examples of chemical properties. Reactivity with other chemicalsToxicityCoordination numberFlammabilityEnthalpy of formationHeat of combustionOxidation statesChemical stabilityTypes of chemical bonds that will formMore examples Uses of Chemical Properties Scientists use chemical properties to predict whether a sample will participate in a chemical reaction. Chemical properties may be used to classify compounds and find applications for them. Understanding a materials chemical properties helps in its purification, separation from other chemicals or in identification in an unknown sample. Chemical Properties Versus Physical Properties While a chemical property is only revealed by the behavior of a substance in a chemical reaction, a physical property may be observed and measured without changing the composition of a sample. Physical properties include color, pressure, length, and concentration.

Sociology Essay Example | Topics and Well Written Essays - 1000 words - 3

Sociology - Essay Example However, this can also be seen in the use of economic sanctions before the Iraq war, as Joy Gordon described in â€Å"Cool war: Economic sanctions as a weapon of mass destruction† (Gordon, 2002) While it is easy to see the destructive power of war as it impacts a country like Iraq economically through the destruction of resources, it should be noted that even the victorious power in a war may suffer economic consequences, such as the U.S. following WWII or Iraq. This is because of the great social cost of war production and mobilization; funds that could have been put to productive use in society instead were wasted and destroyed through bombs and war. The New York Times in 2009 described the total cost of the Iraq War at $860 billion USD, and though this may have helped military contractors it may have also reduced the ability of the country to grow economically through the effects of the redistribution and large-scale waste of resources. (Glanz, 2009) War itself may cause mi llions of deaths in a society. People who were once producers culturally may see economic destruction that takes years to rebuild. Examples in Asia show how landmines such as were used in Laos and Cambodia can disfigure populations for years, creating disabilities. Similarly, populations suffering wars in Africa have suffered mass-disfigurement through machete attacks and other weapons that leave people scared and disfigured, both physically and psychologically. These psychological forces can further reduce economic development following a war out of feelings of grief, depression, or loss that are felt in the victims. Question 2: what is the economic role of transnational corporations in integrating global economy? Multinational corporations currently play a role in developing economies and labour forces in the global economy, and their trading patterns furthers social integration internationally through the exchange of products and ideas. Dicken (1992) writes in â€Å"Global Shift ,† â€Å"The dominance of the industrialised countries’ markets is not as overwhelming as commonly perceived and the market potential of the developing and transition countries is becoming more impressive. The IMF defines as transition economy as an economy transitioning from a centrally planned economic system towards a free market system.† (Dicken, 2003) Dicken defines the modern economy as being related to over $54 trillion USD in economic activity. He notes that since the industrial revolution, the MNC or Multi-National Company has risen to represent the driving force of economic expansion internationally. These companies have the capital resources to build new factories, offices, and large production facilities that oftentimes developing nations or the small business owners in a society cannot manage. One reason for this is the ease through which MNCs can receive large financing through banks and corporate bonds. The other reason is more fundamental, in that rational management standards lead to an efficiency of operations, a specialization of labour, and the pursuit of profit in ever more scientific ways. MNCs drive technological expansion and innovation both through research and development in new products and also the introduction of these products into new markets. They can also promote jobs internationally by exploiting lower cost labour in