California since 1970 Essay Example | Topics and Well Written Essays - 750 words

California since 1970 - Essay Example This essay "California since 1970" outlines how this state changed based on main issues: population, school system, and political geography. California has been populated since 1970 when it had a population of 19,953,134. Currently the population of California is 38,292,687. The US Bureau officially estimated the population to be 36, 756,666 as in 2008. In 2000, its population was numbered 33, 871, 648. The state’s population has grown dramatically since 1970 ("California Population."). Based on the US Census Bureau, the population of California is made of white non-Hispanic (42.7%), Hispanic (36.2%), Blacks (6.7%) and Asian (12.4%). The growth rate has slowed recently; from 2000-2004, the state lost 99,000 people to other states than it gained from other states in the United States. The presumption of system of governance, local control based on domestic electoral accountability- the system that was in place for the last 150 years has been taken over by the state control syst em. The decisions that were used to be local discretion matters-among them the student assessment, student graduation and promotion, and resource allocation are now matters of the government policy. Districts are now subjected to federal regulations and voluminous state and reporting requirements ( â€Å"Report of the Joint Interim Committee on the Public Education System†). The state tells the facilitators how to teach readings and how to carry themselves in the company of teachers. Since the enactment of PSAA, the state took over the failing schools and fire principals and teachers. Due to the changes in governance since 1970, there are crucial areas of learning and teaching that were not subjected to the legislative mandate. Currently, the constitution of the state assigns education’s responsibility to the state while the legislature has delegated that responsibility to local schools. The school districts were given the authority to collect taxes, make contracts, an d implement state law as it applied to school’s operation. The education’s accountability was synonymous with domestic political accountability. The members of the school board answered to the electorates. Over the years, state centralization made a difference in some crucial ways. Among them are transparency, efficiency, rationality and adequacy of finance system. Since 1970, the combination of voter initiatives, court rulings and legislative enactment has altered the school system in the state of California finance (Watts, Malcolm and Clark Jones, 67). Compared to 1970s, California now look decidedly blue. Both the California congressional representatives and senators are Democrats. During the last election, the Californians voted solidly Democratic. The growth in the democratic support since 197- has not been uniform in the entire state. The North used to vote for Democratic while the south used to vote for republican. This has been replaced by west-east, or the coa stal inland division. In the early 1970’s, the most Democratic region was the Bay Area in the presidential elections, and the southern and central areas were solidly Republican ( "California's Political Geography."). Over the years the presidential elections has been a measure of political standings among the Californians this

The Drinking Age Should Stay at 21 Essay Example for Free

The Drinking Age Should Stay at 21 Essay I. Introduction: Starting in 1970 21 states reduced the minimum drinking age to 18. Another 8 reduced it to 19 or 20. However, these states noticed increases in alcohol-related fatalities among teenagers and young adults. As a result, of the 29 states that had lowered their drinking age, 24 raised the age again between 1976 and 1984. By 1984, only three states allowed 18-year-olds to drink all types of alcoholic liquor. The enactment of the National Minimum Drinking Age Act of 1984 prompted states to raise their legal age for purchase or public possession of alcohol to 21 or risk losing millions in federal highway funds. The states who raised it were given highway funding by the government becuase the governement felt that teen drinking was directly connected to car accidents among teens. Opposite Postion: Con II. A. The longer we can delay alcohol use, the better the chance that a person will never have a problem with alcohol dependency later in life. 1. A survey of 43,093 adults showed that those who begin to drink alochol before the age of 14 become more dependent later in life. 2. This is compared to the 9 percent of those who wait until they are 21. III. A. Young Drinking Stops the Brain from growing and learning properly. 1. The brain stops developing at 21 so drinking earlier can cause serious damage 2. In one experiement it showed that even one high dose of alcohol temporarily prevented the creation of new cells IV. A. Exessive underage drinking at parities can lead to rapes, sexually transmitted diseases, and pregnancies. 1. 60 percent of female college students who contract sexually transmittied diseases say they were under the influence at the time of the intercourse with the infected person 2. 20 percent of sexually active college students say they fail to use contraceptives when they are drunk. Supporting position: Pro V. A. If lowered to 18, younger teens will be able to get alcohol more easily. 1. A 2009 University of Michigan study reported that 80 percent of tenth-grade students believe alcohol is either fairly easy or very easy to obtain . 2. Teens with 18 year old friends can easily obtain the alcohol from them and possibly get into cars with these people VI. A. When teens drink alcohol, they are more likely to binge drink than people above the age of 21. 1. A 2007 by the substance abuse and mental health services administration found that 19 percent of 16 and 17 yea olds binge drink on alcohol each month. 2. 35 percent of people between the ages of 18 and 20 binge each month. VII. A. When Teens are not taught to drink in moderation they end up binge drink when they drink alcohol. 1. Many colleges aim to educate students about alochol consumption. 2. Alcohol Edu was installed in 450 colleges to instruct incoming freshman about the dangers of bingeing. VIII. A. Binge Drinking can lead to many car crash fatalities. 1. The Centers for Disease Control and Prevention says that binge drinking accounted for more than half of the 80,00 annual deaths associated with ecessive drinking 2. In 2011, 85 percent of all alcohol imapired driving arrests or accidents involved people who also reported binge drinking IX. Argument in support of position: The Institute for Creative Research ( ICR ) found hat 84 percent of teenagers suport keeping or raising the current drinking age. They are supportive of legislation that will reduce the risks for them.

The Triad Of Impairments In Asd Psychology Essay

The Triad Of Impairments In Asd Psychology Essay Having aspirations to become an educational psychologist, I have always held a strong interest in clinical conditions such as Autistic Spectrum Disorders (ASD) and how they can affect a persons behaviours. This interest has been further fuelled by my nephew having been recently diagnosed with high functioning ASD. Whilst I am familiar with the behavioural aspects of this disorder I lack knowledge on the neurological explanations. I wish to change this to increase my understanding of ASD in order to be better equipped to offer my nephew and others with ASD the best possible support. Introduction The complexity of Autistic Spectrum Disorders is partially due to the fact that, until recently, there were no clear biological functions which corresponded with the syndrome. Scientific developments in brain imaging in recent years, however, have enabled psychologists to begin to research ASD from a neurological perspective, meaning that the symptoms of ASD are beginning to be understood more clearly as an expression of a neural disorder (Just et al, 2012). According to the DSM-IV a person can be diagnosed with ASD when they exhibit symptoms under the following three primary criteria: Qualitative impairment in social interaction Qualitative impairment in communication Restricted, repetitive, and stereotyped patterns of behaviour, interests and activities. The above symptoms are often referred to as a triad of impairments. However, in the proposed DSM-V there is the possibility that the social and communication impairments will be combined and that in the future the definition will form a dyad of impairments instead (Pina-Camacho et al, 2011) . At the time of writing, however, a triad of impairments still exists. This essay is focusing not on the general differences between the brains of typically developing (TD) humans and humans with ASD, but on the neurological explanations for the most prominent behavioural symptoms of ASD. Accordingly the triad of impairments will be taken, one by one, and possible neurological explanations will be explored. Qualitative impairment in social interaction Much of the neurological research on ASD focuses on this impairment following the pattern of behavioural research on ASD. Indeed, one of the most prominent theories of ASD, the Theory of Mind (Baron-Cohen, 1985), focuses almost entirely on the social deficits, arguing that people with ASD struggle with mentalising; they lack social insight and are unable to perceive the world from another persons viewpoint. From a neurological standing, however, it is not enough to assume that people with ASD do not have a Theory of Mind; instead, we must understand biologically why this may be so. Brothers (1990) conducted a variety of studies, both with humans and other primates, and proposed that primates alone have social cognition they are able to perceive psychological facts about others. Through the examination of evolutionary studies, as well as the study of clinical conditions which can affect social cognition, Brothers proposed a neural network of regions in the brain, which, combined create the social brain: Superior temporal sulcus (STS) plays an important role in social perception and is implicated in the processing of many types of sensory information which are relevant to social interaction, e.g. selective sensitivity to vocal and speech sounds rather than to non-vocal sounds and the processing of the motions of hands, face, eyes, and body, especially if the motions relate to emotion in some way (Neuhaus et al, 2010). Fusiform gyrus (FG) region is thought to display a selective response to human faces and is often referred to as the fusiform face area (FFA) (Neuhaus et al, 2010). Prefrontal cortex (PFC) a subdivision of the PFC is the ventromedial PFC, a region including the orbital frontal cortex and the ventral part of the anterior cingulate cortex areas implicated in motivation, reward, and emotion processing, and planning for the future. This region also has extensive connections with the amygdala (Neuhaus et al, 2010). Amygdala involved in processing emotions, empathy, perspective taking and social judgements (Neuhaus et al, 2010). Figure A A diagram of the regions of the brain thought to comprise the social brain. Data retrieved from: http://www.jaynejubb.com/june2012article.htm It seems highly probable that damage to a region in the social brain is likely to cause some visible social deficit. Thus, ASD may be explained, to a certain extent, through abnormalities in these regions when compared to TD humans. Various studies support this idea; the amygdala theory of autism, for example, proposes that there is an amygdala impairment in people with autism, which can help to explain the deficits in their social behaviour (Baron-Cohen, 2000). Given that the amygdala is strongly associated with emotion along with other social functions, irregularity in this region could well contribute to the lack of social insight so often noted in people with ASD. In an earlier study, Baron-Cohen et al (1999) conducted an fMRI study comparing TD subjects with patients with high-functioning ASD or Asperger Syndrome (AS) on a mentalising task whereby participants were asked to judge from a photograph of another persons eyes what emotion that person was feeling. They found that when TD participants were attributing emotional states to the photographs, there was increased activation in their STGs and amygdalas areas associated with social perception and emotion. The ASD and AS group, however, did not show increased activation in the amygdala. Other research suggested that as well as decreased amygdala activity, people with ASD tend to process faces differently to TD people, using the right inferior temporal gyri (ITG) an area more commonly associated with processing objects, rather than the FFA (Schultz et al, 2000). Research by Pierce et al (2001) also found that there was either weak or no activity in the FFA and the amygdala in response to the human face in autistic patients but found no evidence to suggest that they used the ITG as an alternative. The differences in the results of Pierce and Schultz may be due to their samples, with Schultz using a sample including participants with autism and AS and Pierce using a sample only of participants with autism. Caution is urged when placing too much emphasis on the FGs association with faces as previous research has suggested that this region may not be face specific but may be activated when objects increase in familiarity (Gauthier et al, 1999). Fletcher et al (1995) used PET scans to compare brain activity in normal volunteers when reading Theory of Mind stories, physical stories and unlinked sentences. When activity during the Theory of Mind stories was compared with the others, the authors discovered significant activation in the left side of the medial frontal gyrus and in the posterior cingulate cortex regions in the prefrontal cortex suggesting that these regions are specifically activated when a person is mentalising. Furthermore, Castelli et al (2002) used PET scans on ten able adults with ASD or Asperger Syndrome (AS) whilst they watched a variety of animated sequences, and were asked to attribute mental states to the animations based upon what they had seen. The TD group showed increased activation in their medial prefrontal cortex, superior temporal sulcus and temporal poles, areas associated with social cognition, as described above. The autism group, however, showed less activation than the normal group in all of these regions. Qualitative impairments in communication Symptoms in this impairment range from a total lack of development of spoken language, to a person having adequate speech but being unable to use it in conversation with others, to stereotyped and repetitive use of language (DSM-IV) making it difficult to explain the impairment as a whole. There is also less literature in general on trying to explain the communication deficit in ASD than there is on trying to explain the social deficit. This may be because aspects of the communication deficit are not applicable to people with AS or high-functioning ASD whereas the social deficit is central to all ASDs. Within the left hemisphere of the brain are two areas that govern the understanding and production of speech: Brocas area and Wernickes area. Brocas area is in the frontal lobe and is primarily involved in the production of speech; Wernickes area is in the temporal lobe and is mainly involved with speech comprehension (Passer et al, 2009). Also in the left hemisphere of the brain is the primary auditory cortex an area associated with hearing and thus also largely involved in language production and comprehension (Passer et al, 2009). One possible explanation for a lack of language development is therefore likely to involve damage or irregularities in the left hemisphere of the brain and more specifically in the above areas. Boddaert et al (2004) used PET scans to compare the brain activity of eleven autistic children with six non-autistic mentally retarded children while they were listening to speech-like sounds. They found that there was less activation in speech-related areas, including Wernickes area, in autistic children. In previous work with autistic adults (Boddaert et al, 2004) they had found abnormal right frontotemporal activity but this was not found with the children. Research by Eyler et al (2012) measured the brain activity of forty toddlers with ASD and 40 TD toddlers during the presentation of a bedtime story. Their results showed that a region of the left STG, an area which includes both Brocas and Wernickes area, was significantly less responsive to speech stimuli in the group with ASD than in t he TD group. The TD toddlers showed dominance in the left hemisphere of the brain, as one might expect, given the association between the left hemisphere and language. Contrary to the Boddaert et al study, Eyler et al did find that toddlers with ASD however displayed stronger activation on the right anterior portion of the STG rather than the left. The differences in the results of the groups may be that the sample in the Boddaert et al study was significantly smaller than the sample used by Eyler et al, with only 11 autistic participants compared to 40. Eyler et al propose that the right STG may be trying to compensate for the incompetent processing of the left STG but that by doing so the development of social communication and language abilities is being lost, thus providing an explanation for not only language delay but also ineffective communication in people with ASD. Restricted, repetitive, and stereotyped patterns of behaviour, interest and activities There are very few neurological studies focusing on this aspect of ASD. An fMRI study by Shafritz et al (2008) on repetitive behaviour in ASD showed that the severity of restricted, repetitive behaviours was negatively correlated with activation in anterior cingulate cortex (ACC) and posterior parietal regions areas associated with attention, motivation and error detection (Neuhaus et al. 2010). Research by Thakkar et al (2008) supports this finding. Through an experiment on response monitoring they found functional and structural abnormalities in the ACC in ASD participants and suggested that this may cause rigid and repetitive, rather than responsive and flexible behaviour. As the cerebellum is concerned primarily with muscular movement co-ordination but also plays a role in learning and memory (Passer et al, 2009), Pierce and Courchesne (2001) examined the possibility of a link between cerebellar abnormality and exploration in autism. They held an experiment where 14 autistic chi ldren and 14 TD children were in a large room with several exploration containers and encouraged to play. The results showed that children with autism spent significantly less time in active exploration and were more likely to engage in repetitive movements than TD children. They found that the more abnormal the cerebellar vermis, an area in the medial cerebellum (Passer et al, 2009) the less time spent in exploring a new environment. Conclusion Much more literature exists examining the neurological explanations of social impairments in ASD than in the other two impairments. A vast amount of evidence exists associating the social deficits in ASD with irregularities in various regions of the social brain; the superior temporal sulcus, the fusiform gyrus, the prefrontal cortex and the amygdala. A lack of activity in the left hemisphere of the brain is likely to contribute to the communication impairment visible in AS. There is very little literature on the restricted behaviour impairment but recent work has proposed a possible association between cerebellar abnormality and exploration and between the ACC and repetitive behaviour. Further work is needed in all three areas ideally work could be conducted that could help to explain all three impairments rather than focusing on a single one.

Incompatibility of Subjective and Objective Knowledge :: Philosophy Philosophical Essays

Incompatibility of Subjective and Objective Knowledge In his book The View From Nowhere (1986), Thomas Nagel discusses the various problems that arise when we consider the contrast between the objective world we inhabit, and are part of, and the inherently subjective way we view that world. Nagel writes that understanding the relationship between these external and internal standpoints is central to solving these problems: 'It is the most fundamental issue about morality, knowledge, freedom, the self, and the relation of mind to the physical world' (p.3). In this essay I will survey the problems that Nagel is referring to, and will echo Nagel's view that this issue is of central importance within philosophy. However, I will also suggest that Nagel is wrong in his emphasis in dealing with the issue. The opening words of the book make it clear that Nagel sees ultimately only a single problem: 'how to combine the perspective of a particular person inside the world with an objective view of that same world, the person and his viewpoint included'. He then goes on to address the particular problems, each of which he sees as only an aspect of this single overall problem. Problem 1: How can we account for the existence of subjective experience within an objective physical universe? This problem is a modern version of the mind/body problem; i.e. what is the relationship between the mind and the body? Are they separate entities, or are they somehow different aspects of the same thing? The question was posed in Nagel's 1974 essay 'What Is It Like to Be a Bat?' and has been somewhat revitalised recently in the guise of Chalmers's 'hard problem' of consciousness (Chalmers, 1995). Nagel argues that although we may understand the way bats use sonar to perceive their world, to fly and catch insects, we will never know what it is like to be a bat using sonar, precisely because we are not bats. Our understanding of bat sonar can only be a physiological and functional account; we will only ever have a view of bat sonar from the outside. Imagine what sonar must feel like inside, to a bat! In the same way that there is something it is like for us to see the world using our eyes (i.e. colours, hue and depth in our visual field), surely there must also be something it is like for bats perceiving the world through sonar.

Community Work Service for Adult Offenders

The focus is on Community work service as an alternative sentencing. Community work service allows the offender to contribute to the community. This type of work can be considered a win-win situation, because the offenders provide the service and the community benefits from their work. There are all kinds of work activities for offenders. The points that are going to be addressed are: community work service, probation officers, taxpayers, overcrowding and the benefits each party gains. It can be concluded that community work service is here to stay. Hence, it can be seen as a second chance to repair the damage done by making right out of wrong. Community service is when someone performs an action which benefits his or her community. However, community work service can be a form of alternative sentencing. The offender is ordered by a court or probation officer to perform community work service as part of a sanction. Through community service, offenders are offered the chance to â€Å"give back† to the community by providing a service that enriches the lives of others. The offenders are placed into unpaid community service positions with non-profit or tax supported community agencies† (Cook county, 2006). The probation officer carefully monitors the offender’s progress by checking with the agency, ensuring that the offenders is regularly reporting to complete the hours, as well as monitoring the offenders' attitude and quality of work. The probation officer is also responsible for reporting any negative incidents to the court in an effort the hold the offender accountable. Community service is a form of restorative justice, which involves victim, offender, and community. Criminal justice is asset of institutions and procedures for determining which people deserve to be sanctioned because of their wrongdoing and what kind of sanctions they deserve to receive† (Clear, 2003). Community work service allows sentences to more closely fit the circumstances of certain offences, and ensures that adult offenders are held accountable to the community for their actions. Hence, alternative sentencing is, applied to offenders whose absence of prior criminal history or general characteristics indicates that they can be trusted not to abuse their greater freedom. Community work service is punishment that takes away an offenders time and energy† (Schmalleger, 2009). Restorative justice is the concept that any crime, regardless of size or severity, hurts the community. Instead of merely paying a fine or spending time in jail, the offender is able to repair some of the damage done by participating in community service. â€Å"There is a need to understand who or what is being restored, including the core values of healing, moral learning, community participation, community caring, respectful dialogue, forgiveness, responsibility, apology, and making amends† (Sieh, 2006). The work assignment gives both the community and workers a chance to benefit from the experience. All offenders participating in the program are supervised by personnel at the sponsoring agency and by probation officers. â€Å"within the community justice frame work, the need to establish enduring partnerships with citizenry, other agencies, and local interest groups is critical to the success of probation† (Sieh, 2006). There are all kinds of work activities for offenders. Examples of work placements include: * Agencies offering services to senior citizens or the handicapped * Hospitals * Highway cleanup Parks maintenance * Skilled labor (carpentry) * Landscaping * Painting During probation, offenders must stay out of trouble and meet various other requirements. Probation officers, who are called community supervision officers in some States, supervise people who have been placed on probation. â€Å"Probation officers supervise offenders on probation or parole through personal contact with the offenders and their families† (Schmalleger, 2009). Instead of requiring offenders to meet officers in their offices, many officers meet offenders in their homes and at their places of employment or therapy. Some offenders are required to wear an electronic device so that probation officers can monitor their location and movements. â€Å"Probation supervision has three main elements: resource mediation, surveillance, and enforcement† (Schmalleger, 2009). Probation officers may arrange for offenders to get substance abuse rehabilitation or job training. Probation officers usually work with either adults or juveniles exclusively. Only in small, usually rural, jurisdictions do probation officers counsel both adults and juveniles. Probation officers must be ware that they will not always be effective in helping probationers, making it necessary to find outside resources for the probationer to succeed† (Sieh, 2006). Probation officers also spend much of their time working for the courts. They investigate the backgrounds of the accused, write presentence reports, and recommend sentences. They review sentencing recommendations with offenders and their families before submitting them to the court. Probation officers may be required to testify in court as to their findings and recommendations. They also attend hearings to update the court on offenders’ efforts at rehabilitation and compliance with the terms of their sentences. The number of cases a probation officer or correctional treatment specialist handles at one time depends on the needs of offenders and the risks they pose. Higher risk offenders and those who need more counseling usually command more of the officer’s time and resources. Caseload size also varies by agency jurisdiction. Consequently, â€Å"officers may handle from 20 to more than 100 active cases at a time† (Sieh, 2006). Probationers perceive probation officers as agents who will assist them, while, judges are viewed as agents whose main purpose is to punish offenders for wrongdoing† (Sieh, 2006). When an offender is placed on community supervision by the court, he/she signs a â€Å"contract† whereby he/she agrees to abide by certain conditions. These conditions usually include: * Report to the probation officer * Do not commit any new crime * Do not use alcohol and / or drugs or enter bars * Do not leave the County or State * Perform community work service Pay restitution, fine, court fees and probation fees if ordered * Permit the supervisor to visit him/her at the home or elsewhere By having the offender do community work service the offender will realize that not only do most crimes have a direct victim, but, the community is a victim as well. Having an offender provide services to the community rather than going to jail is beneficial to the tax payers. The tax payers don’t have to worry about another person going to prison where it might be overcrowded. Because overcrowded prisons have been a major problem in our society. In 2006, 8 of the nation’s 25 largest jails were operating at over 100 percent of their rated capacity† (Schmalleger, 2009). Having community work service as an alternative helps ease things down between the taxpayers and the justice system when it comes to the question, who has to pay to keep the offender in prison. Overcrowding puts prisoners at significant risk. People living in crowded conditions are more likely to get sick, stay sick, and pass diseases on to others. They are more likely to experience mental health problems, particularly stress-related mental illnesses. They are more likely to develop aggression and frustration. (Schmalleger, 2009). Being forced into crowded conditions with other prisoners results in riots, abuse, and assault. The prison system struggles to keep up with disciplinary problems when it has minimal staff and outdated facilities. This often results in brutal abuse at the hands of guards and other prison personnel. Overcrowding also limits access to resources. This includes health care for prisoners. Prisoners have died due to lack of health access because a nurse or doctor is not available and it’s considered ‘unsafe’ to transfer a prisoner for medical care. Considering that rates of hepatitis, HIV, and numerous other chronic conditions are high in prisons, lack of access to routine health care is a serious issue† Schmalleger, 2009). Lack of access to medications or irregular access to medications puts prisoners with chronic illnesses at extreme risk. â€Å" If extreme enough, overcrowding can lead to a court order that necessitates early release of certain prisoners in order to bring jails into compliance with the Constitution† (Schmalleger, 2009).

Cuban and U.S. relations essays

Cuban and U.S. relations essays In the early 1900s, Cuba was a stomping ground for many of the rich and famous from the United States. Many famous movies stars and wealthy business entrepreneurs spend their vacations there along with a substantial amount of money. Trade and commerce between the United States and Cuba flowed freely and abundantly. Even with the Dictatorship-like regime of Batista, the countries benefited from the economic trade between them. This was all about to come crashing down as revolts against Batista occurred and Fidel Castro came to power within Cuba. It was after Castro took power that the United States changed its way in which it dealt with Cuba dramatically. The United States decided it would place major sanctions against Cuba and would try to cut Castro off of dealing with not only the United States, but any other country the US dealt with as well. It was during this time that the Cold War was in its adolescence stage and the United States was doing everything in its power to make sure that smaller, third world countries did not become communist or even associate themselves with the Soviet Union in any way. One of the reasons sanctions were placed against Cuba was that during the revolution against Batista, research was done into Castros background and it was shown that two of his lieutenants; Ernesto Che Guevara and Fidels brother Raul, were said to be communists. The research also led one to believe that even though Castro might not be a Marxist-Leninist, he was a Soviet sympathizer . After more in-depth research into Castros background, it was shown that he had no ties in any way to the Communist nor did he even have much sympathy for it. These sanctions were put into place against Cuba as Fidel Castro came into power in 1959 and have not seen any real changes up to the present time. The reason the United States implemented these sanctions against Cuba were for a couple of reasons. One was bec...

Décorer - to Decorate - French Verb Conjugations

Dà ©corer - to Decorate - French Verb Conjugations The  French verb  dà ©corer means to decorate. Find the conjugations of this regular -er verb in the tables below. Conjugations of Dà ©corer Present Future Imperfect Present participle je dcore dcorerai dcorais dcorant tu dcores dcoreras dcorais il dcore dcorera dcorait nous dcorons dcorerons dcorions vous dcorez dcorerez dcoriez ils dcorent dcoreront dcoraient Pass compos Auxiliary verb avoir Past participle dcor Subjunctive Conditional Pass simple Imperfect subjunctive je dcore dcorerais dcorai dcorasse tu dcores dcorerais dcoras dcorasses il dcore dcorerait dcora dcort nous dcorions dcorerions dcormes dcorassions vous dcoriez dcoreriez dcortes dcorassiez ils dcorent dcoreraient dcorrent dcorassent Imperative (tu) dcore (nous) dcorons (vous) dcorez Verb conjugation pattern Dà ©corer is a regular -ER verb

Friedrich Nietzsche essays

Friedrich Nietzsche essays Friedrich Nietzsche was a 19th century German philosopher who challenged the basis of Christianity and traditional morality. In contrast to his works, Nietzsche was raised by a pious Lutheran family, and often labeled the little pastor. After Nietzsche attended a boarding school, he went to study philosophy at the University of Bonn. Four years later, he transferred to the University of Leipzig, where he met Professor Friedrich Ritschl and found his niche for philosophy, philology, and literature. At the young age of 24, under the direction of Friedrich Ritschl, he earned a professorship at Basel. His beliefs were founded on the works and lives of great philosophers and men such as Arthur Schopenhaur and Charles Darwin. At the age of 21, Nietzsche lost his faith in traditional religion and found philosophy when he was introduced to Arthur Schopenhaur. Schopenhaurs philosophy was based on the premise that people did not have individual wills, rather we are the pawns of a life force. This was in direct contrast with Nietzsches traditional religion which teaches that we, in contrast, do have individual wills. Charles Darwins influence can also be seen in Nietzsches work. Nietzsche is notorious for his will to power, in which he asserts assumptions similar to Darwins survival of the fittest. Simply put will to power is a process of expansion that he believed was the basic driving force in nature. Nietzsches beliefs centered around his will to power and led to other theories of our existence like the slave morality theory. The slave morality theory maintains that the weaker groups virtues (slave) are viewed as positive attributes, like passivity. While on the other hand, the dominating groups virtues (master) are viewed as negative attributes such as evil. Both the will to power and ...

Questions on Law Assignment Example | Topics and Well Written Essays - 1250 words

Questions on Law - Assignment Example The police officer who witnessed their act together with his back up team issued citation for the suspects. The gang moved a motion for dismissal of their cases on the ground that their citations were issued by officers who lacked probable cause. Legal principle: Prosecution’s reasoning The case is based on the principle of probable cause for making an arrest. Under the principle, a police officer can make a warrantless arrest, and citation, if there is a sufficient probable cause. A police officer can justify the move under probable cause in two circumstances. The officer must be able to explain the information that led to the assumption that the suspect was involved in a criminal act and the officer’s move must have been based on the suspected cause (Bergman and Berman, 2011). The likely ruling In the cases of Maryland vs. Pringe, Ybarra v Illinois and the case of State v. Sokolow, it was held that the presence of an incriminating evidence and reasonable suspicion for m ground for sufficient probable cause to arrest a suspect. It was further held, in the case of Alabama v. White, existence of probable cause is sufficient. The judge is therefore likely to uphold the case due to sufficiency of probable cause that the officers had (Bergman and Berman, 2011), (Carmen, 2009), (Meeker, 2004).... The gang can use this principal to suppress the paper (Meeker, 2004). Prosecution’s likely argument The law exempts the need for warrant before a search in cases where the searches are immediately related to an arrest. In the case of Colorado v. Bertine, the courts held that searches of a person’s possession are admissible if the search is done within the immediate scope of the arrest. The prosecution can thus argue that the retrieval of the paper was incident to the issuing of citations and therefore admissible (Carmen, 2009). The judge’s likely decision The judge is likely to uphold the evidence. This is because the suspects were under the authority of the police and the case of Colorado v. Bertine would be more applicable (Carmen, 2009). Question 3 Search of Ma’s car Tony accepts citation and gets into Ma’s car. A police officer then asked to search Ma’s car and she sped off. Legal status of the search Ma was obliged to let the police offi cer search her car. Reason Search on motor vehicles are governed by the Fourth amendment. Under warrantless search and frisk, a motorist can be searched on two grounds. The motorist must have been reasonably suspected of association with a criminal act. A search is also called for if the police officer feels threatened. The basis of a motorist’s association with a criminal act was established in the case of Pennsylvania vs. Mimms in which it was held that there must be a legal ground for stopping the car (Carmen, 2009). Persuading the court that the search was invalid A search, considered as a breach of a person’s privacy, is valid if it is done legally. The general rule for warrantless searches is that they have to be done with free consent of the suspect

Ethics Dealing between Principles of school and Teachers Research Paper

Ethics Dealing between Principles of school and Teachers - Research Paper Example The principal of any educational institute, being the highest in rank has the biggest responsibility in his or her shoulders of being ethical. People on such posts often face many ethical and legal problems which they have to deal with. This paper highlights some of such ethical and legal problems faced by principals of educational institutes and how these problems are being dealt with and what further steps could be taken to handle a situation, it also mentions the impacts of unethical conduct by teachers in schools and their effects on children. In specific it brings to light issues in educational institutes like ethical conduct towards students, their performances and between professional colleagues. Educational institutes are not only a place of education but it is also a place that helps build the personality of a person’ and human development may be one of the most important aspects of any person’s life and educational institutes plays a significant role toward it . ... Since education is closely related to teaching students not only about studies but also about building a better personality, the administration of the school have to think about policies like what things are punishable for students and what kind of punishments should be appropriate in teaching them a lesson while not going overboard. There are many punishments that are suspension from school, being expelled or even corporal punishments. Such punishments can either help students in teaching them a lesson or it could shatter their confidence leading to more rebellious attitude. The question that arises from the matters of punishment is whether punishing students has helped them and to what limits a student should be punished. Corporal punishment is a serious violation of ethics, it is described as any form of physical punishment that involves the voluntary infliction of pain for an offence it may be administered as a punishment or even as a deter, most commonly administered way of corp oral punishment is paddling. Whether corporal punishment should be allowed or not has been one of the biggest questions in the field of education. Corporal punishment has been banned in almost 30 states in America since 1989 which includes states like New York, New Jersey, Hawaii, Ohio and many more (Corporal punishment in public schools, by state). It is still legal in almost 19 states in America, where students are spanked by teachers. In an article on ABC news on corporal punishment the author talks about such incidents where students where paddled and talks about the effects it had on the students. He quotes ‘Tenika Jones says the

Importance of Corporate Diversity Essay Example | Topics and Well Written Essays - 1250 words

Importance of Corporate Diversity - Essay Example Married households with children drove that drop as they went from 40% to 23%. What is most compelling about this change is the increase in Non-traditional households which have grown from 12% to 22%. This group is made up of all sorts of new family and household formations - mostly single parent households. Single-mother families grew from 3 million in 1970 to 10 million in 2003, while the number or single-father families grew from half a million to 2 million. Non-Traditional household formations also include gay and lesbian households and a newer phenomenon whereby older, single people (single parents are the drive) find long-term roommates to help alleviate the financial burdens that often come with living alone. As the number of combinations and permutations of how people lead their lives continues to grow, traditional demographics work less productively as proxies for attitudes. Therefore, truly understanding the needs and wants of consumers and building products that meet their unique circumstances becomes more and more challenging. A growing concept is that companies that incorporate diversity in their work force are more likely to innovative compared to those firms that do not. Therefore, it can be seen that diversity is now forcing firms to recruit, retain and develop employees from varying multicultural backgrounds, different ethnicities, minorities, and also from the socially disadvantageous groups in the society. This diversity affects businesses in several ways; firms can increase their product sales as efforts by executives having diverse background can bring and bring new ideas that enhance sales; a diverse work force brings in new customers because their diverse backgrounds help in serving the customers better according to their needs, a diverse workforce questions and challenges that they think might affect the customer base because of advertisements, slogans or product contents being offensive to a particular customer group; other issues such as globalization demands it; having a diverse work force also is supposed to increase the bottom line of the company since the company incorporating diversity is looked upon favorably by employees, customers and also by the legal and the regulatory authorities. Some of the benefits that organizations are experiencing as a result of work force diversity also include lower costs since firms now face lesser law suit costs by hiring the diverse workforce, which previously they tend to reject and faced lawsuits over it. The diverse work force strengthens and reinforces the culture that promotes creativity and innovation. As mentioned, diversity generally enhances the bottom line i.e. the profits, firms are also seen as favorable in stock markets thus trading at premium and are also seen as likely targets for mergers. Firms when growing in size are in dire need of new and more recruits, selecting from the diverse pool of human resources give them a broad base to select from. Diverse population has different and varying lifestyles, thus firm can use this to its own advantage by utilizing some at one time and some other when special circumstances occur. Diversity can

Its Wrong, But Everybody Does It Essay Example | Topics and Well Written Essays - 250 words

Its Wrong, But Everybody Does It - Essay Example The participants are not so much in agreement about the most acceptable kinds of cheating because the standard deviation is higher. 11 Males report higher tolerance of cheating because of need to pass the class, fear of being put on academic probation and needing a good grade to maintain athletic eligibility. These are all status related factors. 12 Males report higher tolerance of cheating both in terms of copying homework and copying an exam. This shows they are willing to take more risk. It is interesting also that males show significantly more willingness to let others copy their homework. They support each other to achieve male status. 15 The results suggest that students cheat for different reasons, and that they rate various motives differently. This suggests that more research is needed to understand why some types of motive are seen as more acceptable than

Reflective Paper Assignment Example | Topics and Well Written Essays - 1250 words

Reflective Paper - Assignment Example The following discussion is how the concepts in the book helped our group negotiate areas that might have led to a breakdown of communication or worse. Discussion Process Elements The first concept that will be explored will be the concept regarding process elements. Young et al. states that group members may interact in different ways to create new elements that might affect problem-solving. One of the process elements is participation, and Young et al. is careful to note that, while communication between group members is crucial, also crucial is that time-wasters and conversational bullies are kept to a minimum within the group. He also notes that there is a multi-cultural element to participation, in that certain group members from certain cultures will be less likely to participate in group discussion than would other members from different cultures. For instance, some individuals may come from a culture that respects elders and leaders, and would be, therefore, less likely to ch allenge the group leader or to play devil's advocate with members of the group. One thing that I did notice in my group, which was a four member group of three undergraduate students, and one graduate student, me, was that the three members of the group deferred to me a great deal. ... So, my ideas were less challenged than were the other members of the group. I also did not really deal too much with conversational bullies and time-wasters, although there was one person in the group who enjoyed gossiping and talking about subjects off-topic. I was usually able to steer the conversation back to what we were working on, which was a children's book, so our group was successful in this regard. I was able to take a procedural role in the group, which is another aspect of process elements. Everybody was assigned a role, although our overall group was collaborative. Young et al. states that everybody in the group should have a role, which is what makes the group run smoother. Rather this role consists of organizing the work, leading the group, or managing interpersonal relationships, everybody should take a role that helps the group run. My role was administrative; another person's role was time-keeping, in that this person would ensure that our group was on-task for the minutes that were allotted to each task; another member was the unofficial diplomat of the group, and that person smoothed out conflicts, while discouraging any kind of group behavior that might undermine the group, such as egocentric and attention-seeking behavior; and other members of the group were more like the creative directors, people who were able to facilitate our creativity on the project, and keep us on task for every element of the project. Active Listening Another aspect of the group process was that all of us were taught to actively listen. Young et al. states that this is a process that is crucial to group development and cohesion. Following the rules that Young et al. states

Religious Teachings and Business Ethics Essay Example | Topics and Well Written Essays - 3000 words

Religious Teachings and Business Ethics - Essay Example The Utilitarian approach holds to the idea that societies should strive for the best for the most people. Jeremy Bentham eighteenth-century philosopher wrote, "The greatest happiness of the greatest number is the foundation of morals and legislation" (Fisher & Lovell 2003, p. 95). The writer/philosopher John Stuart Mills also wrote extensively on Utilitarianism (Daft 2005). Individualism is viewed as the essentially opposite of Utilitarianism. The Individual approach maintains that right moral choices lead to what is in the best long-term interest of the individual. German economist and sociologist Max Weber's influential essays on capitalism emphasized individual efforts and the accumulation of personal wealth (The Free Encyclopaedia 2007). The Moral Right approach values fundamental human rights and identifies six moral subcategories; free consent, right to privacy, right to freedom, of conscious, right to free speech, right to due process and the right to life and safety (Daft 200 5). Finally, the Justice approach promotes the idea of moral decision making and is based on standards of equity, fairness, and impartiality. Daft identifies three distinct forms of justice(2007). Distributive justice governs the right of people to be treated fairly without discrimination based on arbitrary characteristics. Procedural justice proscribes that rules should be applied consistently and compensatory justice argues that people should be compensated for injury and loss (Daft 2007). Certainly, all four of these perspectives can be identified in most major world religions. In order to set a proper stage for the discussion of religion and its place in business ethics, it is important to provide an overview of the historical influences on the matter. One of the first moral codes to impact mankind stemmed from the religious society of Judaism. In the books of the Bible, there are plentiful references as to how the faithful should conduct themselves in relation to their neighbors, family, and friends. The figures in the Old and New Testaments of Bible; Solomon, David, Moses, and Jesus of Nazareth; were most certainly well known for their ethical teachings. Important philosophers and ethical teachers can be identified throughout human history.  Ã‚  

Its Wrong, But Everybody Does It Essay Example | Topics and Well Written Essays - 250 words

Its Wrong, But Everybody Does It - Essay Example The participants are not so much in agreement about the most acceptable kinds of cheating because the standard deviation is higher. 11 Males report higher tolerance of cheating because of need to pass the class, fear of being put on academic probation and needing a good grade to maintain athletic eligibility. These are all status related factors. 12 Males report higher tolerance of cheating both in terms of copying homework and copying an exam. This shows they are willing to take more risk. It is interesting also that males show significantly more willingness to let others copy their homework. They support each other to achieve male status. 15 The results suggest that students cheat for different reasons, and that they rate various motives differently. This suggests that more research is needed to understand why some types of motive are seen as more acceptable than

Religious Teachings and Business Ethics Essay Example | Topics and Well Written Essays - 3000 words

Religious Teachings and Business Ethics - Essay Example The Utilitarian approach holds to the idea that societies should strive for the best for the most people. Jeremy Bentham eighteenth-century philosopher wrote, "The greatest happiness of the greatest number is the foundation of morals and legislation" (Fisher & Lovell 2003, p. 95). The writer/philosopher John Stuart Mills also wrote extensively on Utilitarianism (Daft 2005). Individualism is viewed as the essentially opposite of Utilitarianism. The Individual approach maintains that right moral choices lead to what is in the best long-term interest of the individual. German economist and sociologist Max Weber's influential essays on capitalism emphasized individual efforts and the accumulation of personal wealth (The Free Encyclopaedia 2007). The Moral Right approach values fundamental human rights and identifies six moral subcategories; free consent, right to privacy, right to freedom, of conscious, right to free speech, right to due process and the right to life and safety (Daft 200 5). Finally, the Justice approach promotes the idea of moral decision making and is based on standards of equity, fairness, and impartiality. Daft identifies three distinct forms of justice(2007). Distributive justice governs the right of people to be treated fairly without discrimination based on arbitrary characteristics. Procedural justice proscribes that rules should be applied consistently and compensatory justice argues that people should be compensated for injury and loss (Daft 2007). Certainly, all four of these perspectives can be identified in most major world religions. In order to set a proper stage for the discussion of religion and its place in business ethics, it is important to provide an overview of the historical influences on the matter. One of the first moral codes to impact mankind stemmed from the religious society of Judaism. In the books of the Bible, there are plentiful references as to how the faithful should conduct themselves in relation to their neighbors, family, and friends. The figures in the Old and New Testaments of Bible; Solomon, David, Moses, and Jesus of Nazareth; were most certainly well known for their ethical teachings. Important philosophers and ethical teachers can be identified throughout human history.  Ã‚  

Discussing the character of Charles Darke Essay Example for Free

Discussing the character of Charles Darke Essay Charles Darke is a character of huge importance in the novel because he embodies so many of the novels themes and is key to Stephens recovery after his loss of Kate and future journey. Events involving Charles Darke are not only significant to the plot but also teach the reader a lot about the movement of time and the confusion and issues surrounding childhood. The readers introduction to Darke shows him as a successful man in his publishing firm who has managed to acquire respect and power (New York and Frankfurt were on the line) however as the introduction continues the reader begins to see that under the surface he has a more childish side to him as he relishes receiving attention: making expansive remarks to a young writer was one of the more desirable perquisites to his profession. Even before his breakdown his youthful nature is evident for example choosing his political career is described as a parlour game. Darke is one of the characters that McEwan uses to present the major theme of childhood and adulthood, there is a constant conflict present within Darke of being a child and of being an adult. His successful political career shows that he must have debating skill and great intellect however at the same time his juvenile personality also breaks through. Having acted as a parental figure after the loss of Kate it is tragic that he should regress so rapidly away from reality. It is not only Darkes contrasting personality which warns the reader of what may occur later, he is obviously unsettled as shown by his rapid career moves and house move from Eaton Square to the countryside. Thelma also describes to Stephen how he lost his mother and had a cold upbringing with his father suggesting that Darke did not experience childhood at all. Charles Darke also jumped straight into being a successful and married businessman therefore missing out on important lessons that many adults learn through their mistakes. Just before the reader is introduced to Darke there is even a subtle echo of what will happen later as Stephen describes a picture: a grim-faced crow with a stethoscope round its neck taking the pulse of a pale young boy who appeared to have fallen out of a tree. Darke shows the reader a disquieting reaction to time because instead of moving forwards he moves backwards, the reader sees personal and sometimes eerie moments involving Darke, these help McEwan to show the reader what a precious state childhood is and how time cannot be manipulated. Darke also embodies the theme of politics. Not only does he move the political plot forward by getting Stephen onto the committee but he is also the reason that Stephen meets the Prime Minister. The novel was written during the Thatcherite era of the 80s and this is clearly reflected in the tone of the book and McEwans opposition to this right-wing rule. Stephen Lewis is cynical about the Conservative views that Darke has decided to take on and the short, abrupt syntax that McEwan uses emphasizes his suspicions of the government in power. It is a cruel irony that, like the Beggar Girl, Charles eventual death is a result of his political career and the harsh culture surrounding him. Different opinions can be taken on what Darkes specific role is within the novel. He clearly is important for McEwan to carve in the political aspect of the novel and McEwans own political views however his regression back into childhood carries a much more complicated message. The title of the book The Child in Time at first may seem to describe simply Stephens loss of Kate however one can go much deeper and find that perhaps what McEwan is trying to show the reader is Stephen and Darkes search for their own child in time. While Stephen searches constantly for the physical Kate he also looks for her in time through memories and visions of her growing up. Darkes search for the child in time is different, he has had no childhood of his own so he searches for it and eventually finds it by regressing into boyhood. On the surface McEwan presents this as a natural step but it is actually quite disturbing and this is shown by the smile on his face at death. The conflicts within Darke show the reader the bitter sweet nature of childhood, while Darke is happy and carefree he also believes himself invincible and this eventually causes his death. Charles Darke is also important for the readers understanding of Stephen Lewis. It is because of Darke that Stephen meets Thelma who is important as she looks after both of the characters and gives the reader another way to look at time. The reason that Thelma chooses Stephen as the one person who she allows to see Charles after his breakdown is because she knows that he will not judge or condemn and it is important for the reader to know this feature of his character. Stephen has experienced loss and thought endlessly about childhood and is therefore understanding about Darkes regression. The reader also learns about Stephen through the contrast of the characters. Darke becomes part of the right wing government while Stephen is saddened by the two tribes in the Supermarket. Stephen sees Charles Darkes death first hand and this may help him reach an understanding about his loss of Kate because he has to come face to face with the reality that she too maybe dead. The fact that Darke dies with a smile on his face may remind Stephen that if Kate is dead then she has at least died in a happy part of her life and has not yet lost her innocence. Darkes relationship with Thelma can also be contrasted with Stephens relationship with Julie. As the novel progresses Thelma becomes more and more of a mother figure to Darke and her older age implies that it has never been a marriage of passion and deep love but one of a mutual understanding, acceptance and care. In contrast to Darkes seemingly sexless marriage Julie and Stephen have a much more real and natural relationship where there high points and low points are kept private and by the end their genuine love for one another is clear. Darke offers McEwan the means to show the reader his themes of time, childhood and politics but he also has deeper significance. Darke shows the reader how childhood, or the lack of it, effects ones whole life and how reaching adulthood is a continuous process that may never end. The search for The Child in Time by Darke is an emotional and metaphorical journey that eventually liberates him from the stresses and pressures of his hectic work life even if it does ultimately cause his death.

The Relationship between Science and Technology

The Relationship between Science and Technology The word science comes from the Latin scientia, meaning knowledge. How do we define science? According to Websters New Collegiate Dictionary, the definition of science is knowledge attained through study or practice, or knowledge covering general truths of the operation of general laws, esp. as obtained and tested through scientific method [and] concerned with the physical world. What does that really mean? Science refers to a system of acquiring knowledge. This system uses observation and experimentation to describe and explain natural phenomena. The term science also refers to the organized body of knowledge people have gained using that system. Less formally, the word science often describes any systematic field of study or the knowledge gained from it. What is the purpose of science? Perhaps the most general description is that the purpose of science is to produce useful models of reality. Most scientific investigations use some form of the  scientific method. You can find out more about the scientific method  here. Science as defined above is sometimes called pure science to differentiate it from applied science, which is the application of research to human needs. Fields of science are commonly classified along two major lines:     Ã‚  Ã‚   Natural sciences, the study of the natural world, and     Ã‚  Ã‚   Social sciences, the systematic study of human behavior and society. Due to the nature of contemporary society, the relationship between the domains of science and technology has never been stronger. Science and technology have different purposes, ways of viewing and knowing the world, and thus their relationship is often tense and complex. However, they serve to inform and extend each other in both intended and unexpected ways. Student learning in science and technology can be enhanced through their mutual study. By understanding the differences and relationship between these two domains, students in educational settings will gain an appreciation of the nature of each at a more philosophical level. This is important to the development of a both scientific and technological literacy that will allow for informed citizenship. Technology  is the usage and knowledge of  tools, techniques,  crafts,  systems  or methods of organization in order to solve a problem or create an artistic perspective. The word  technologycomes from the  Greek  technologà ­a  (à Ã¢â‚¬Å¾ÃƒÅ½Ã‚ µÃƒ Ã¢â‚¬ ¡ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ¿ÃƒÅ½Ã‚ »ÃƒÅ½Ã‚ ¿ÃƒÅ½Ã‚ ³ÃƒÅ½Ã‚ ¯ÃƒÅ½Ã‚ ±)   tà ©chnÄâ€Å"  (à Ã¢â‚¬Å¾ÃƒÅ½Ã‚ ­Ãƒ Ã¢â‚¬ ¡ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ·), an art, skill or craft and  -logà ­a  (-ÃŽÂ »ÃƒÅ½Ã‚ ¿ÃƒÅ½Ã‚ ³ÃƒÅ½Ã‚ ¯ÃƒÅ½Ã‚ ±), the study of something, or the branch of knowledge of a discipline.[1]  The term can either be applied generally or to specific areas: examples include  construction technology,medical technology,  information technology, or  high technology. Technologies significantly affect human as well as other animal species ability to control and adapt to their natural environments. The human species use of technology began with the conversion of natural resources into simple tools. The  prehistorical  discovery of the ability to control  fire  increased the available sources of food and the invention of the  wheel  helped humans in travelling in and controlling their environment. Recent technological developments, including the  printing press, the  telephone, and the  Internet, have lessened physical barriers tocommunication  and allowed humans to interact freely on a global scale. However, not all technology has been used for peaceful purposes; the development of  weapons  of ever-increasing destructive power has progressed throughout history, from  clubs  to  nuclear weapons. Technology has affected  society  and its surroundings in a number of ways. In many societies, technology has helped develop more advanced  economies  (including todays  global economy) and has allowed the rise of a  leisure  class. Many technological processes produce unwanted by-products, known as  pollution, and deplete natural resources, to the detriment of theEarth  and its  environment. Various implementations of technology influence the  values  of a society and new technology often raises new ethical questions. Examples include the rise of the notion of  efficiency  in terms of human productivity, a term originally applied only to machines, and the challenge of traditional norms. Philosophical debates have arisen over the present and future use of technology in society, with disagreements over whether technology improves the  human condition  or worsens it.  Neo-Luddism,  anarcho-primitivism, and similar movements criticise the pervasiveness of technology in the modern world, opining that it harms the environment and alienates people; proponents of ideologies such astranshumanism  and  techno-progressivism  view continued technological progress as beneficial to society and the human condition. Indeed, until recently, it was believed that the development of technology was restricted only to human beings, but recent scientific studies indicate that other  primates  and certain  dolphin  communities have developed simple tools and learned to pass their knowledge to other generations. Introduction Due to the nature of contemporary society, the relationship between the domains of science and technology has never been stronger. Both domains are recognised as key forms of human activity, and stand alongside the arts and social sciences as fundamental to human achievement and expression. Essential to recognising the strength of the relationship between science and technology, is the acknowledgement that neither holds a subservient position. Rather, science and technology work together for the mutual benefit and/or growth of each domain in both intended and unexpected ways. In order to understand the complexity of the relationship between science and technology, it is first important to establish how the two domains differ, particularly given it is these differences that provide the strength of their current alliance. The differentiation between science and technology can be characterised by three key factors: the domains core business (its purpose); its view of what exists in the world (its ontological stance); and how it defines and validates knowledge (its epistemology). The following provides an overview of how these factors are articulated within current understandings of science and technology. Science a brief overview The overriding purpose of science is to explain the natural world through iterative intellectual and investigative practices that involve observations and controlled manipulations of that world. In support of this, science can be most comfortably argued today in terms of a critical realist stance. This reflects a view that things exist in the world and are as they are (Lopez and Potter, 2001). As such, the role of scientists is to interrogate the real things of the natural world in order to construct explanations of them. In keeping with the view of science as a human activity, resulting explanatory texts are embedded in the sociocultural world and as such will be human-mediated representations of the real things. Scientific knowledge therefore, is that which has real things as its referent. For new knowledge to be validated within the domain of science, this knowledge must adhere to logical reasoning and be internally coherent within the dominant paradigm. Alternatively, it must pro vide a substantiated challenge to the paradigm, while still operating within the tolerance levels of the wider domain. It must withstand peer review in order to be represented as a truth. Truth therefore, is not viewed as an absolute within science. Rather scientific truths are, in keeping with pragmatic theory, that knowledge that gains the consensus of experts within the domain. In contrast to traditional views of the existence of a scientific method, contemporary views of scientific methodologies include an understanding of their diversity and flexibility to meet the task at hand. Therefore, investigate methods employed both between, and often within, different subsets of science can differ markedly. Technology a brief overview The purpose of technology is to intervene in the world to produce something other to that which currently exists. It achieves this through iterative intellectual and design-based practices that involve multiple sources of input. These input sources include a mixture of that defined as natural, material, simulated, conceptual, emotional, and imagined. Technologists also draw from the past, current and a range of possible and probable futures. The stance that has been argued as best supporting an understanding of the domain of technology, is that of aprocess ontology. This stance challenges the critical realist notion that things exist as such, and instead argues that processes are what exist, and it is our interaction in process which allows the opportunity to categorise, and thus objectify, things as such (Neuman, 2003). Therefore, from such a technological viewpoint, we are both creators of the material world of technology in clear and tangible ways, and also symbolic creators of th e natural world. Technological knowledge does not attempt to make claims to truth in the same way as scientific knowledge does. Instead it has as its referent, the process of function. What validates technological knowledge therefore is success not truth. However, like science, the success of technological knowledge is determined within technological practice by experts within the domain of technology. Technological practices are situation specific, and therefore are as diverse and varied as the contexts and people involved in the endeavour. How do they relate? Scientific knowledge and methodologies themselves provide a major source of input into the development of technological practices and outcomes. They are also key tools in the establishment of explanations of why technological interventions were, or were not, successful. In short, science can provide powerful explanations for the why and why not behind technological intervention. However, as these interventions rely on more than an understanding of the natural world, they can only provide partial justification for technological practices and outcomes. Technological practices, knowledge and outcomes can provide mechanisms for science to gain a better view of its defined world, and in fact can provide serious challenges to the defining of that world. For example, the development of the technological artefacts that extend the observation capabilities of humans (such as the telescope and microscope), made visible and available new worlds for science to interrogate and explain. The Relationship Between Science and Technology Science, technology and innovation each represent a successively larger category of activities which are highly interdependent but distinct. Science contributes to technology in at least six ways: (1)new knowledge which serves as a direct source of ideas for new technological possibilities; (2) source of tools and techniques for more efficient engineering design and a knowledge base for evaluation of feasibility of designs; (3) research instrumentation, laboratory techniques and analytical methods used in research that eventually find their way into design or industrial practices, often through intermediate disciplines; (4) practice of research as a source for development and assimilation of new human skills and capabilities eventually useful for technology; (5) creation of a knowledge base that becomes increasingly important in the assessment of technology in terms of its wider social and environmental impacts; (6) knowledge base that enables more efficient strategies of applied research, development, and refinement of new technologies. Middle school students struggle with differentiating between science and technology. Engineers, architects, and others who engage in design and technology  use scientific knowledge to solve practical problems. They also usually have to take human values and limitations into account. This quote comes from Benchmarks, a publication of the American Association for the Advancement of Science and an inspiration for the  National Science Education Standards  (NSES). The  NSESHYPERLINK http://www.nap.edu/readingroom/books/nses/6d.html#st  Science and Technology standard  has two parts: abilities of technological design and understandings about science and technology. The following resources will help students understand the relationship between science and technology and the differences between the two. Technology and the Environment In this publication, teachers will find resources they can use when building or freshening a unit about the environment. Units about technology and the environment provide excellent opportunities for teachers of technology, science, and mathematics to collaborate. Students to assess the risks and benefits of individual and industrial uses of technology. The converse impact of technology on science is of at least equal importance: (1)through providing a fertile source of novel scientific questions and thereby also helping to justify the allocation of resources needed to address these questions in an efficient and timely manner, extending the agenda of science; (2) as a source of otherwise unavailable instrumentation and techniques needed to address novel and more difficult scientific questions more efficiently. Specific examples of each of these two-way interactions are discussed. Because of many indirect as well as direct connections between science and technology, the research portfolio of potential social benefit is much broader and more diverse than would be suggested by looking only at the direct connections between science and technology. Science and technology is the best thing society could ever ask for. Since the industrial revolution in the 18th century science has been in progress. Some sectors that have been boosted by science and technology are energy, physical sciences, information and communication. The society has greatly gained with the invention of technology. Infrastructure in the society has grown with the help of science and technology. Modes of transport like electronic railway lines were realized and these actually benefited the society by offering them a better means of transport. In the past, almost everything was analog but thanks to the science and technology we are now being digitalized by the day. The invention of the telephone and radio services has broadened human communication. Without society then there would be no science and technology and that is why the invention of certain tools and equipment have helped achieve big things. Society can not do without the industries we have today. The society needs science and technology. The creation of computers is work of art by individuals was a milestone that would come a long way in helping the society. A computer helps us to leverage ourselves by gaining valuable information that we can use to enrich our lives. The impact of science and technology can seriously be recognized. Many people around the world take for example scholars in colleges and universities have taken the lead examining the relationship between science and technology. The evaluation of this relationship has emerged as an important area of research. Public interest groups and academic organizations throughout the world are recognizing the importance of STS. The reason is that people need to recognize that there are people who are affected by the science and technology. Controversies such as modified foods, stem cell research are the issues that have brought policy makers and scientists together to have a way forward on this. Science and technology has actually largely contributed to the vision of man about himself. Science has been modified the opinion about the origin of man and place of origin too. Through the results of scientific discoveries the perception of man about his behavior and his place of origin has been modified diversly. Experiments in science today are in one way or another affecting the society.Take for example the experiment on cloning a human being. The experiment brought a lot of controversy since the society was skeptical about it. How is science and technology related to society: The developing world has a long tradition of participatory action research, popular education and community organization joining up to solve some science and technology issues that affect the society. How is science and technology related to the society is something that is calling even for the government intervention. Science and technology related issues are actually been discussed worldwide today. Progress in this has resulted to the ability to produce diverse types of material items. Answering the question how science and technology is related to society. Implications for Education in New Zealand From the above, it can be seen that science and technology have a fundamentally different purpose, and different ways of viewing and knowing the world. Just as science and technology work in mutually beneficial ways in the wider contexts of scientific and technological endeavours, within the context of education, their relationship can be profitably explored to enhance learning in both areas. Scientific knowledge and methodologies are useful, and in many cases critical, to students successful undertaking of technological practice and in the development of technological knowledge. Technological knowledge, practices and outcomes in turn can provide useful, and again in many cases critical, tools (both conceptual and material) for scientific practice and the development of scientific knowledge. Technological practices and outcomes can also provide authentic contexts which enable students to develop deeper more meaningful understandings of scientific knowledge and methodologies. However, perhaps even more significantly, exploration of the nature of both science and technology can provide fertile grounds for developing deeper understandings of both through reflecting on the differences between these key areas of being human. The converging boundaries between that perceived as the made and the natural world, the real and simulated, the currently impossible and future probable, all demand students develop such relational cross domain knowledge, in combination with in-depth understandings within both science and technology. This in turn allows for the development of a critical frame essential to the development of scientific and technological literacy that supports students towards informed citizenship.

My Philosophy of Teaching Essay -- Philosophy of Education Teachers Es

My Philosophy of Teaching I didn’t grow up wanting to be a teacher. I went to college after high school and studied Journalism, International Studies, and Psychology. Teaching was not a career I ever thought about pursuing. Then, I had the opportunity to spend time in the classroom and the teacher pointed out to me that I was a natural. I have had extensive experience volunteering with young people through school and church activities. I coach a high school track team. It is through this involvement and interaction with these young people that it has become clear to me that I need to be a teacher. I have a great rapport with kids and teens. I like them, they like me, and there is a mutual respect. Finally, I know I want to teach! I want to incorporate teaching something positive, something meaningful and helpful into the required curriculum. I want to teach the classics in a non-classic way. I will teach my students to learn about themselves. I want to enable them to realize what they can achieve. I will strive to build character in my classroom. I want my students to learn, interpret, and express! I don’t want to dictate. I don’t want to stand over them and lecture. I want the learning/teaching method to be one of interaction and feedback. I want to constructively correct mistakes without being critical or judgmental. I want to teach my students to teach themselves so they will be able to think for themselves and... My Philosophy of Teaching Essay -- Philosophy of Education Teachers Es My Philosophy of Teaching I didn’t grow up wanting to be a teacher. I went to college after high school and studied Journalism, International Studies, and Psychology. Teaching was not a career I ever thought about pursuing. Then, I had the opportunity to spend time in the classroom and the teacher pointed out to me that I was a natural. I have had extensive experience volunteering with young people through school and church activities. I coach a high school track team. It is through this involvement and interaction with these young people that it has become clear to me that I need to be a teacher. I have a great rapport with kids and teens. I like them, they like me, and there is a mutual respect. Finally, I know I want to teach! I want to incorporate teaching something positive, something meaningful and helpful into the required curriculum. I want to teach the classics in a non-classic way. I will teach my students to learn about themselves. I want to enable them to realize what they can achieve. I will strive to build character in my classroom. I want my students to learn, interpret, and express! I don’t want to dictate. I don’t want to stand over them and lecture. I want the learning/teaching method to be one of interaction and feedback. I want to constructively correct mistakes without being critical or judgmental. I want to teach my students to teach themselves so they will be able to think for themselves and...

The Giver: Analysis of Jonas :: Free Essay Writer

The Giver: Analysis of Jonas On the surface, Jonas is like any other eleven-year-old boy living in his community. He seems more intelligent and perceptive than many of his peers, and he thinks more seriously than they do about life, worrying about his own future as well as his friend Asher’s. He enjoys learning and experiencing new things: he chooses to volunteer at a variety of different centers rather than focusing on one, because he enjoys the freedom of choice that volunteer hours provide. He also enjoys learning about and connecting with other people, and he craves more warmth and human contact than his society permits or encourages. The things that really set him apart from his peers—his unusual eyes, his ability to see things change in a way that he cannot explain—trouble him, but he does not let them bother him too much, since the community’s emphasis on politeness makes it easy for Jonas to conceal or ignore these little differences. Like any child in the community, Jonas is uncomfortable with the attention he receives when he is singled out as the new Receiver, preferring to blend in with his friends. Once Jonas begins his training with the Giver, however, the tendencies he showed in his earlier life—his sensitivity, his heightened perceptual powers, his kindness to and interest in people, his curiosity about new experiences, his honesty, and his high intelligence—make him extremely absorbed in the memories the Giver has to transmit. In turn, the memories, with their rich sensory and emotional experiences, enhance all of Jonas’s unusual qualities. Within a year of training, he becomes extremely sensitive to beauty, pleasure, and suffering, deeply loving toward his family and the Giver, and fiercely passionate about his new beliefs and feelings. Things about the community that used to be mildly perplexing or troubling are now intensely frustrating or depressing, and Jonas’s inherent concern for others and desire for justice makes him yearn to make changes in the community, both to awaken other people to the richness of life and to stop the casual cruelty that is practiced in the community. Jonas is also very determined, committing to a task fully when he believes in it and willing to risk his own life for the sake of the people he loves. Although as a result of his training Jonas possesses more wisdom than almost anyone else in his community, he is still very young and knows little about life in the community itself.

Om Strategy Analysis

OM analysis of Jordan Grand Prix With the recession periods coming of the global economy, it even increases the competition pressure for sponsorship money with more and more competitiveness. So it becomes more and more significant for every corporate to takes some effective measures in the operational management for a better operational performance. In this thesis, the author analyzes the case of Jordan Grand Prix in the aspect of planning and Control, Quality Management, Project Management and operational improvement.Specifically, it points out the measures and strategies Jordan takes in the process of advantage pursuit in competitiveness. For the success of Jordan Grand Prix, who want to test their capacity and future ability for new challenges, its main operational skills and change can be summarized as the formula one brand, three unique objectives, team work and more than five deep dives for a better management. Planning and Control The Planning and Control in OM of Jordan Grand Prix can be analyzed from Sequencing, Scheduling, Inventory and Queuing.In sequencing, since the aim of Jordan Grand Prix is to keep and pursue the competitive advantage, so the relevant lap factors should be optimized and controlled, like reducing and minimizing lap times in qualifying and racing, streamlining its key processes. While it is a consulting company but not a designing or building firm, several management measures are taken. The new design works are ? nished as quickly as possible firstly. Then the examining designs and discussed management processes are also done quickly. Thirdly, every part and skill on the ? or can effect change once change happens, which is improved. Moreover, as it increases the speed, it also has a right direction to go. Before it proposes a plan for working together with other team, it should know exactly where the machine is going, and how it could be made to run more smoothly. In scheduling, an interconnected network of people is allocated wor ks. people like car design,manufacture, test engineers, sales businessmen, and even the investors and the sponsors form a vast web, and they work together with the same objectives in different parts.In Formula One, money is thought of time from the aspect of the queuing. Jordan Grand Prix demands the focus in driver and engineer, which could have some effect on faster lap times and the ? rst sight of the ? nishing line.. In the second deep dive, it is the parts and supplies team in inventory. The supplier for outside materials seem be not in? uenced by the team, which is hardly controlled. In Deep Dive 4, there is an understanding for Jordan Grand Prix in detail and ground-up, including in the aspect of operations and resources. These operational strategies are expressed as the Jordan business strategy.Here, Jordan ? rstly finds ways to get higher efficiencies, and profit. It concentrates as the financial generation, which is the best ways to for keeping valuable personnel. Secondly , Jordan integrates the knowledge gathered at the beginning of the Deep Dive. These strategies are found out according to the Jordan Grand Prix’s overall strategy, which is the winner’s circle of the World Championship, a success in ? nance and being a family for workers. Quality Management In Formula One, every constructor and driver can understand their own performance exactly.Since the decisions of the business and companies execution can be judged according to that leader board, there is no permission for wrongdoing. On the other hand, Jordan is a quick developing firm with small scale, so it demands visible results in the competitive racing at once; so the more fast of each stage work is finished, the better the car is for the race. In the first deep dive, better communication can bring the pattern makers lots of information and organize better suppliers to stop the selection process ,which can get a more, better and quick work.Finally, achievable goals were analy zed and established for the practical result. A system is designed to set up a better idea exchange and provide a path for the necessary information which is good for the decisions based on the fact. Decisions are made, implemented and reviewed more quickly in the situation of the right data at right time. It increases the form and structure at the same time the ? air and ? exibility are not taken away. Senior staffs are also given the fresh ways for getting the information performance at different stage.The challenge of the first deep dive is to retain the style of the best parts and get rid of the key trouble at the same time, and build up a clear road for managers to express their idea freely and in the organization. The goal focuses on every worker in Jordan, so that a sense of unity and pride in its successful results forms. Since Jordan does not like the immediate solutions, so every engagement is specially designed for the targets. These Deep Dives in further ahead are thus g iven, informed by the need of Jordan Grand Prix with an quite deepening understanding. Therefore, a good quality is arrived at.Operations Improvement Improvements can be made for better, which have relationship with the systematic change, and it is often throughout the whole factory and organizations. In Ian Clarkson and Eddie Jordan’s discussions, Ian expressed that the potential advantages of a partnership is quite clear; since the speed of the cycle dictates the speed of its bene? cial effects are brought. So each change are put together to make the car performance better. For Jordan Grand Prix, it has three inextricably linked objectives; and the performance is measured the expression of the car in each race.Specifically, it is the time cost to finish e each lap in race. Jordan does not copy that success of other successful corporations in the same industry, but put forward its three objectives. They are the goals of the championship in the world, a success in ? nance and a family to work. Those objectives are working together: the win or loss is related with everyone in the firm. With new working ways, which is aimed at getting the best results of every team member, Jordan can harmonize its results and plans.For its business process reengineering process, an approach for progress that try to redesign the operations along the customer was thought of, who focused on improvement but not the function traditionally. For the Deep Dive 3, it further focuses on the design process of the new car and the design improvements way during and after the Formula One. Project Management In this part, the tools and techniques used to make project management successful will be introduced. Jordan Grand Prix appreciates the role of project planning in project management, which can be understood from several aspects.For Formula one, it is a measure for success as well a brand. The interest and spread renders it a world brand, with the cars smooth lines and their speed p otent associations; Formula One is also a pure competition. The decision of Eddie Jordan is to find outside help to improve the performance of this business; moreover, Jordan Grand Prix also should get a better organized and quicker to change. Jordan Grand Prix and its partner work together and the combing progress yields. For this great progress, it needs good communication, low cost and teamwork.Jordan would not just move the success experience of Eddie Jordan, and it ranked the ? fth place in the 1991 Championship. After then, it sets up three objectives aims to get the ? rst in every contest. Since all people want Jordan to become a fast growth and success in ? nance; so Jordan Grand Prix starts with a family feeling and a great place to work. For Jordan, it has a family relative good atmosphere so that the deep dive 2 can be carried out better. ‘Family values’ is overhauled, to get rid of the weakness and does not worse its strengths.A network of friends inside and outside the team is useful if they add to the corporate strength and performance of Jordan Grand Prix. Process identi? es what needs to be done and systems tell how things are done. Structure concerns who does things, and how they are done within management. In the structure, the process work stream cares about how Jordan can reduce the time for parts operation with more and fast work. It also cares about the priorities, and Jordan’s experience to on the most important design. So management structures change.An understanding and practical management structures is built up, with clearly roles that allow person to spread more effectively in and out the organization, to make the senior management be the heart place of the decision-making process. Every process structure is viewed inside from Jordan and a wider whole part, to make sure each task’s accountability clear. The restructure is also done during the project. The design office restructure wants to save time and mo ney for Jordan. To reduce the lead times, the joint customer and staff team is put forward for the potential improvements. .

Cowboys and Indians †Clara Madsen Essay

1) Resume The story â€Å"Cowboys and Indians† is about a girl, who is at her grandmothers funeral. She doesn’t feel very comfortable, so she calls her cousin David to come and rescue her. He is a real rebellion and he picks her up on his motorcycle. Their first stop is at a bar where they drink a couple of shots and a beer. Then they drive of again. At the second stop they smoke a joint and talk about their grandmother, and how David feels stuck in his life. Then they gets hungry and decides to eat at a little takeout stand. There are sitting two old women. They tell that the wind brings devil spirits and they think that David and the narrator brought it with them. Then they drive home, and says their goodbye outside the house. David doesn’t want to deal with the family. 2) Characterize The Narrator is a girl with two personalities. She have learned to behave so she can fit in the society, but she is an outlaw. Almost like David. She hasn’t found her right identity yet, so she is living a kind of double life? Already in the beginning she knows that she is old enough to help ind the house and talk to people, but she just want to escape. â€Å"Our grandfather, the patriarch of the family, despised us both†. (l. 57) The grandfather also thinks that she is different even though she tries to hide it. The narrator is also an little naive, because she believes in almost everything David tells her. She wants to be tough and cool, when she is around him but she is often a little insecure.

John Berger's Comparison of Fine Art to Commercial Art Essay

John Berger's Comparison of Fine Art to Commercial Art - Essay Example This is because fine art is often esoteric and ultimately meaningless. Art critics might be able to find meaning in certain works of art, but they would be the only ones. The common man would have great difficulty understanding the meaning of a man's urinal used as artwork. On the other hand, commercial art is supposed to be understandable and accessible or, at the very least, evoke powerful emotions. For this reason, commercial art is more successful in conveying messages to mass audiences then is fine art. Discussion John Berger states that abstract art has been adopted by corporate capitalism, which is causing these aesthetics to become emblems of economic power. He says that, through this process of reducing the aesthetics of fine art into something that is used to increase economic power for the entity that uses this art, the lived experience inherent in the art work is eliminated from the image of the art. This results, in his view, in a reduced area of experience, even though it claims to be universal (Berger, 2001, p. 296). This process of commercializing fine art, and the subsequent way that this transformation has robbed the art work of meaning is particularly anathema to Berger, as he feels that art comes from a primitive part of the artist, and that it comes from the lived experience of the artist (Berger, 2001, p. 296). For Berger, drawing and art is about discovery within the artist himself (Berger, 2001, p. 10). The power of the art comes from this lived experience, the faith that this experience can produce the art, and this is typically coupled with a skepticism of the society in which the artist finds oneself (Berger, 2001, p. 297). Thus, in transforming art in commercialism, it robs the art of this lived experience which is the essence, the very heart of the artwork. The meaning of the artwork is dead, at least the meaning that the artist intended, and the meaning is instead transformed into whatever the particular advertisement is attempting to sell. Berger was also highly critical of the fact that paintings have become so commodified. He states that no work of art may survive without becoming a valuable piece of property, and that this spells the death of the painting and sculpture, as â€Å"property, as once it was not, is now inevitably opposed to all other values. People believe in property, but in essence they only believe in the illusion of protection which property gives. All works of fine art, whatever their content, whatever the sensibility of an individual spectator, must now be reckoned as no more than props for the confidence of the world spirit of conservatism† (Berger, 2001, p. 215). Thus, the fact that paintings and sculptures must be commodified to survive in the long term spells the end of the art as we know it, in Berger's eyes. According to Papastergiadis (1993), Berger's issue with the commercialization of art would stem from the fact that Berger contends that art must give meaning to human e xperiences. In particular, art works to increase our understanding of the gap between freedom and alienation in everyday life. He also states that Berger is a combination of a Marxist, in which the art is integrated with the political, thus is an