History of Eastern Philosophy Essay Example | Topics and Well Written Essays - 1250 words

History of Eastern Philosophy - Essay Example They believe that religion and philosophy are mutually exclusive and drastically different (Carr, pp. 241-243). They have various arguments in this regard. First, the most important difference between these two is the fact that philosophy aims at uncovering the truth about the universe through a systematic and logical process of rational inquiry and even if any knowledge obtained from some other source or object cannot meet the rational requirements would be discarded. On the other hand, religion promotes rationality to the extent to which it does not collide or negate the existence of a supernatural force or its Holy books. Furthermore, the â€Å"knowledge† gained through the holy books or prophets, is also a consideration as the ultimate truth without testing it through any rational or logical means. Second, religion is not complete in the absence of rituals (Ram-Prasad, pp. 85-89). Every religion requires its followers to follow some practices, norms, ceremonies and others, which complete his followership. However, a philosopher can endorse philosophy without having to practice any ceremonies. Third, a closer look would reveal that philosophy is a thinking, which has a beginning but no end. Despite the fact that the whole premise has its basis on awareness the problem, that outweighs the search of a final answer (Bretzke, pp. 141-145). In fact, every answer in philosophy gives rise to new problems and questions. On the other hand, religion takes an approach, which aims at finding a specific answer that puts a full stop to all the discussion. This paper is an attempt to look at the various eastern philosophies such as Hinduism, Buddhism, Confucianism, and Taoism. The paper will explore these religions and the link with the philosophies, which they have founded over the period. Discussion Taoism, also known as â€Å"Daoism, is an eastern religion and philosophy† (Bretzke, pp. 141-145), which is more than two millenniums old. Statistics reveal tha t there are more than 225 million followers of this religion; however, the numbers is doubtful since many of its followers accept it as a philosophy and associate himself or herself with Confucianism or Buddhism as well at the same time. The founder of this school of thought, Loa Tzu lived a few years before Confucius (Bretzke, pp. 141-145). A comparison of Confucianism and Taoism would reveal that Confucius has actually build upon many of the teachings of Lao Tzu has many of his teachings are an evolved form of Taoists ideals. Loa Tzu believed that the best way of achieving happiness is to stop complaining about the way thing are going, sit back and let nature take care of things (Bretzke, pp. 141-145). His way of doing things is not by doing anything. He believed that everything in the nature has a life and shared a force in the total universal force. Therefore, humans should align their forces and power with that of the universe to achieve satisfaction. Taoism believes that every person has a Yin (the dark side) and Yang (the light side). The best way is to keep them balanced in order to lead the best life. Furthermore, Taoism also appears to be in line with anarchism which believes that there should be no rules or regulations formed by the government. Some Taoists have gone to say that there should be no governments at all since it is against the principle of â€Å"doing by doing nothing† (Leaman, p. 74-76). People should have the right to decide everything for themselves.

The Significance Of The Creatures Speech Essay Example for Free

The Significance Of The Creatures Speech Essay Frankenstein: The Significance of the Creatures Speech. Hideous monster! You wish to eat me and tear me to pieces! You are an ogre. Victor Frankenstein has created life. Out of nothing he has constructed a being that can think for itself, make decisions for itself and sustain itself as if it were any of gods creations. When the creature confronts its maker it clearly presents an autobiographical narration of its life, it is this speech that raises several significant issues. These many issues can best be categorised into three broad areas, the development of the creatures basic capabilities and desires, the acquisition of morals and their further development and finally the duties that a creator has to those upon which it bestows life. A strange multiplicity of sensations seized me, and I saw, felt heard and smelt, at the same time Children rely on the first few years of life to develop their senses and their ability to survive on their own; they are cared for and raised by adults and those that are completely abandoned die. Frankensteins creation, in many ways similar to a new born child, in its age, lack of education and inexperience in the world, is totally abandoned and survives. It is during his speech that this significant issue of self-sustainment, even from birth, is raised. Frankenstein gives life to an inanimate object, this object however, from the first instant of life is capable of thought and well within its first week is able to sustain itself. When the creature gets hungry it finds food and seeks shelter, a most basic instinct, but how far do these instincts go? Does one from birth desire language, and companionship? The creatures speech answers many of these. Frankensteins creations rate of self-education far outstrips a human child who in the same situation would almost certainly perish. (Many Greek, Roman and Jewish stories involve children surviving on their own for certain periods and it is quite possible that Shelley has been influenced by the stories of, Oedipus, Romulus and Moses. Upon awaking in the woods on his second day of existence natural instinct takes over and the creature sets about procuring food and shelter. These are the most basic impulses for a creature and given an infant mind in a very apt, physically capable frame, his story gives a detailed insight to the extent of what knowledge and desires a new being has from birth. Several changes of day and night passed when I began to distinguish my sensations from each other Given no education other then what he can teach himself the creature sets about the task of mental development and survival. On its first night of existence the monster feels cold and damp from night, not understanding what these are it weeps in despair. Without any concept of what pain is other then first hand experience the creature knows nothing of how to end it, only upon the discovery of fire is the pain of cold abated. This important discovery however, as with the discoveries of Victor and the mythological Prometheus, have negative effects, all three tampered with the unknown, and all three suffered. Sweeter then the voice of the thrush or the nightingale Another issue focusing around basic instincts that is raised is the question of what a being is born with and what it acquires during life. The above quote indicates the creature, from the early stages of its life was able to compare and make decisions based upon, two entirely different things. It also soon develops the desire for the mastery of language and writing, which is very symbolic of how mankind for many thousands of years has relied upon writing and speaking to convey thoughts and desires form person to person, generation to generation. The creature also, from the first time it views its reflection refers to itself as hideous, having never been educated in beauty and deformity the creatures statement implies that all self-aware beings are born with a concept of beauty. I learned from the social life which it developed, to admire their virtues and depreciate the vices of mankind.

Creative Writing Example- Cinderella Story

Creative Writing Example- Cinderella Story 1st act (After mother death, Cinderella’s father did his second marriage. She has two daughters.) Father: My dear little daughter. Now this’s your mother and these are your sister’s. Go †¦Ã¢â‚¬ ¦. Get know them. (While smiling) Cinderella: Okay father (She was happily went near her sisters and said, let’s share my room all of us. She took them off the stage showing them love) Father: (While looking his new wife) I do hope that you will love and take care of my daughter like your own daughter. I grew up her like a flower. So, please take care of her after I leave. You understand? (She was smiling like make – believing) Step Mother: O key, Now I have not two but two children†¦I’ll take care of them, you. (To herself) Well lest see that after you leave, because I’m the one who ruling the house. Father:-Well, then I’m believing in you. My dear Cinderella†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Cinderella entering to the stage with her two sisters from left side.) Cinderella: Yes†¦..Father†¦.. Father: My dear I’m leaving now. It’ll take even a One month to come back home. Be good with your step mother and sisters till I come. Okay†¦.. Cinderella: (With a pompous smile) Okay father†¦ Take care of yourself and come back soon. (After short silent of stage) Step Mother:- ( come nearby Cinderella and put her arm around her) Oh†¦.dear why are you crying†¦Ã¢â‚¬ ¦..? Don’t cry†¦..now we are here for you. He’ll be back soon. (Cinderella smiled bit) Father: (come nearby Cinderella and touched her head) Then, I’m leaving. Please take care (After short silent, he’s leaving stage from right side) (Two sisters were sitting on a bench, on stage) Elder sister: Hey†¦. Cinderella enough of crying†¦. Now come here†¦ Do and set aside our things properly. You understand? Younger sister: Yes, after that bring us tea†¦. (Even that Cinderella was silent at the right Conner on the stage) Elder sister: (Got up from the bench and come near Cinderella and Pulled from her shoulder) Can’t you hear†¦..? Go†¦Ã¢â‚¬ ¦ do what I said. (She was trying to leave the stage with sadness) Step mother: (To Cinderella) Hold it†¦Ã¢â‚¬ ¦ Can’t you hear Cinderella†¦Ã¢â‚¬ ¦. (Came near her and†¦..) We are not hear to pet you†¦ Keep it in your mind. Do what we are telling and don’t let us remind you twice†¦. Understand? Cinderella:- ( Slowly waved her head) Step Mother:- Okay†¦.. Now go bring tea for us. Go†¦.. (Cinderella leaving the stage silently) Step Mother:- ( Turn to her daughters and†¦.. ) We should not pet this lass. Elder Sister:- Yes Yes†¦ She thinks she’s a princess†¦. Hmmm†¦. Younger Sister:- Tell us mother†¦. Aren’t we pretty than her..? Step Mother:- Why not†¦. You two my daughters are the pretty ones. (After short silent) Cinderella†¦. Where are the tea? What are the tea? What are you doing out there†¦.. Still trying to pet by us? (Cinderella enters the stage with the tea) Step Mother:- Where have you been lass? What take this long to prepare tea? Now hurry up†¦ (Cinderella slowly preparing tea†¦. And a voice raised from back stage from back stage) A invitation from royal prince for all the young women for Royal ball ceremony. Today evening at the royal palace, all the young women are welcome by the Prince†¦ Step mother:- Hear that? Younger sister:- yes yes mother†¦.. Can we both also can go†¦.. Isn’t it..? Step Mother:- Yes why not†¦ You both also prettiest ones†¦. Let’s go†¦. Prepared each of yours best cloths.. Go†¦ prepare for the Evening†¦.. (Two daughter’s happily run away from stage) Cinderella:- I also like to be there†¦ Can I go also go the Evening†¦.? Step Mother:- What†¦.? What for you are going†¦? Hm†¦.Do you thinking that you’re pretty to be there..? See..You look like servant†¦ oh†¦ and you are one of.. at this place. Cinderella:- Please mother let me go†¦ Step Mother:- No†¦. You’re not going anywhere†¦ (She pulled Cinderella showing her ill hummer and left the stage) (Cinderella alone at the stage and crying. dropped down to the stage..end of the first act) 2nd act (Background of a room. One side there is a dressing table and two sisters in front of it. They are preparing for the ceremony. Their mother helping them. Cinderella was looking at them sadly) Elder sister:- Mother how is my hair Do you think it enough that I put flowers on my hair? Step mother:- No Its enough.. here.. Put same more powder to your face. Younger sister:- (loudly) Mother. there is a one broken thread come out from my frock.please take it off. Step mom:- Cinderellawhat are you doing.. Dont you have any other work except staring at us. come here and help this child. (Cinderella was silent for a while and come near here younger sister and cut the thread.) Elder sis:- Cinderella.. Where are my slippers. Where.? (She was silent) Where.? Where you kept it? Go. find it I think its in cuberd. (There is coberd corner of the stage, she went there and took those shoes and gave it to his sister.) Elder sis:-   ohh. It is dirty. cant you seeclean it properly. (She is silently doing the work.) Younger sis:- Tell me.how do I lookAm I pretty? Step mom:- YesYou both are pretty my dear daughters. Younger sis:- (while looking at the mirror) Mother. Do you think that prince will like us? Elder sis:- (With angry face) No. prince will like meisnt it mother Myself pretty than her.Isnt it mother Younger sis:- (Giving a hit to her sisters solder) No. I think I am. Step mom:- O kay enough enough. Both of you look pretty Prince will like both of you. (Three of them are fashion their selves. In a dark corner of stage, Cinderella was watching them.) Step mom:- Hurry girls. Time to go Elder sis:- Wait Wait Younger sis: Oh lord Wait.. Step mom: see coach came come hurry up lets go (She led her daughters to the coach. They are leaving the stage. Cinderella was sad and looking around) Cinderella: (Its seems shes sad) Oh I wish that I can be there. (Cinderella is crying. Suddenly the fairy godmother appears to the stage with smoke) Godmother: Oh my dearwhy look very sad.. Cinderella: who are you? Godmother: (came nearby Cinderella) I came here to help youTell me.. Why you look sad? Cinderella: There is a Royal Ball at the royal palace..All the young ladies are going.. (She is thinking) God mother: So Cinderella: So.. My sisters and step mother went there..But they did not allow me to come.. Godmother:-Who? Cinderella: Step mother Godmother: But why..? Cinderella: (sadly) Shes telling that Im ugly. And look like servant. Godmother: (touched Cinderella’s head.) Oh poor I know you are diligent. No Youre the prettiest among them. They just jealous of you. Now. You dont worryIll send you to the ceremony Cinderella: (Surprisely) What.? How? Godmother: Can you bring one pumpkin from your garden..? Cinderella: A pumpkin.? Why.? Godmother: Bring quickly will you. (Cinderella left the stage form right side and come back with the pumpkin.) Godmother: Okkeep it from outside. Cinderella: why is that? Godmother: You do what I said dear (Cinderella took it away and kept outside. she left the stage from right side and came back to the stage.) Cinderella: OkayBut why did you ask me to do that.? Godmother: Just because.. (She was waving her magic staff) Cinderella: (With wondering face) Oh my lord Wow!! A coach wow Its wonderful. lots of horses Godmother: Thats for take you to the palace Cinderella:-For me? Godmother: Yes for you. Cinderella: (Sadly) But. (looking at her dress) Godmother: Why.? Cinderella: My dress is not matching for this occasion†¦ Godmother: Oh my†¦ I almost forgot†¦ wait (Again the fairy godmother waved her magic staff and places it into Cinderella’s hand) Now let’s go to your room†¦ come.. (Cinderella left the stage from left side and again returned back after few minutes†¦ Now she’s well-dressed prettily) Cinderella: (in astonishment happy face) Oh lord, what do I see†¦? A Beautiful dress and shoes for me†¦ you are so kind to me†¦ thank you.. Thank you very much. It’s perfect for me†¦ I’m so happy†¦ Godmother: My pleasure dear†¦ Now hurry up†¦ get into the coach†¦ they will take you to the Royal palace. (While Cinderella running to the coach) Godmother: Oh†¦ wait my dear†¦ Cinderella: Why..? What is it? Godmother: When it’s 12 o’clock you must be at home, dear†¦ Cinderella: But why †¦? Godmother: Otherwise your dress will disappear. Cinderella: (thought a little and) Okay†¦ Now I got it.. It’s clear. I’m leaving†¦ Thank you again for everything. Godmother: Okay my dear†¦ enjoy the Evening†¦ (Cinderella ran away from the stage. Curtain drops. End of the second act) 3rd act (At the King’s ball. The Queen and the King are opening the ball. The musicians are standing behind them with the musical instruments in their hands. When they play and sing the melody â€Å"Brother John† the guests will dance a polonaise.) (Lots of young ladies including Cinderella’s two sisters. They are waiting to move steps to the music) Prince: Minister†¦ did you invite all the young women of our region to the Ball†¦? Minister: Yes my Prince†¦ Prince: Do you think all of them came to the Ball today? Minister: Yes my Prince†¦ I do believe†¦ (From the other side of the stage) Elder Sister: Oh†¦ see the crown Prince.. Younger Sister: yes†¦ wow he looks fabulous†¦ isn’t it†¦? Elder Sister: hmmm (Prince walking around the stage and all the young ladies trying to take his attention) 1 Young Lady: Oh†¦ my dear prince†¦ (Waved her hand to the prince) 2 young Lady: My prince give me a chance to dance with you†¦ Elder Sister: My prince I’m the prettiest among them please take me†¦ (Rendering the royal horns to start the Royal Ball) Queen: (solemnly) the ball is on†¦ please dance and play! (All the young ladies trying to approach the Prince) 3 young Lady: Oh†¦ my prince Please take me take me†¦ 4 young Lady: Prince I’m the best one for you†¦ please choose me.. 5 young Lady: My prince I’ll do whatever you are ordering me to do†¦ please select me†¦ Royal Announcer: Listen†¦ Don’t rush the prince. Prince will select one of you to dance. And the selected one will be the Prince’s spouse. Now calm down†¦ 6 young Lady: please select me my prince (While that one young lady fainted down) Elder sister: My princes please, dance with me†¦ (Prince was laughing to himself) Prince: (secretly) Minister, where did you find these ladies†¦? Minister: Oh†¦ hmm (speechless) (Music and dancing Suddenly Cinderella appears from a corner and the music stops.) Queen: Who is that girl†¦? King: Oh†¦. She looks Beautiful†¦ (Prince was bored finding a girl to dance and suddenly Cinderella caught his eyes) Prince: Minister†¦ who is she She looks charming†¦ so elegant†¦ Minister: yes my price†¦ Ask her to dance with you.. Cinderella: (to herself) Oh.. It’s already begun†¦ (All the other young ladies are staring at Cinderella) Minister: Welcome to the Royal Ball†¦ come join with us†¦ Cinderella: Oh Thank you very much†¦ I thought I’m too late. (All the other young ladies are trying to approach the prince, but prince walk near Cinderella) Elder sister: Where she came from†¦? Younger sister: (irritated) I don’t know†¦ who is that? 1 young Lady: It seems prince going to select her†¦ 2 young Lady: Oh no†¦ (Prince was looking at Cinderella†¦ and she noticed that. She got blushed and turns her face to ground) Prince: Don’t be shy†¦ your fair face became blushed†¦ why†¦? Don’t you like to dance with me? Cinderella: No nothing like that†¦ Prince: Then what is it†¦? Cinderella: (Turned her head to ground with shyly) 1 Young Lady: (Irritated) She’s too much†¦ she’s giggling with the prince.. 2 Young Lady: Yes†¦ she’s trying to taming the prince†¦ Elder sister: Why the prince going to dance with her†¦ aren’t we also pretty†¦? Younger sister: true that†¦ Other Young ladies: (all buzzing together) hmmm†¦ Prince: May I dance with you†¦? What you say†¦? (Cinderella silently gave her hand to the prince) Prince: (with happy face) Let’s start†¦ (The prince and Cinderella started dancing polonaise to the music. They are moving their steps to the melody, romantically†¦ Other Men, Women are also dancing to the music) Prince: (looking at Cinderella’s face) what is your name†¦? Cinderella: Cinderella. Prince: Hmm†¦ it’s perfectly fits for such a pretty young woman like you†¦ Where do you live†¦? Cinderella: (shyly) in the same city†¦ Prince: -why are you shy†¦? Don’t look away†¦ (Prince moved her chin upwards) Look at me†¦ (She was very much blushed and again looked away) Elder sister: She’s trying to own the prince†¦ 1 Young Lady: I think prince also fell into her witchy spell†¦ Elder sister: Where did this witch came from†¦? 2 young Lady: But she’s so pretty†¦ Elder sister: I don’t think so†¦ 3 young Lady: You just jealous with her†¦ Elder sister: (Irritated) No†¦ She isn’t pretty†¦ that’s her witchy looks†¦ (The prince and Cinderella dancing perfectly to the music, also the prince trying to get Cinderella’s eye contact, but she’s still blushing) Prince: You are a dream of my heart now (Music again, they dance. Suddenly the music stops again, they dance. Suddenly the clock strikes 12 times.) Cinderella: It’s 12 o’clock and I have to run. Good-bye, I really had a great fun! (Her dress will disappear†¦ came to her mind†¦ Swiftly left prince hand and started to run impatiently.) Prince: (Astonished face) Cinderella†¦. What happened†¦? (She was like nowhere and ran away from the stage didn’t even answer the prince. While she was running dropped her one of shoes) Prince: (to himself) I cannot figure out†¦ what happened to her†¦ why she left me†¦ (Al the guests are buzzing about what happened) Prince: (falls on one knee) where have you run, the dream of my life†¦? I want to dance with you all night†¦ (He picks up the lost shoe and looks at it. End of the Third act) 4th act (Background of the King’s palace†¦ Prince was sitting on a chair, Cinderella’s shoe in his hand. It seems he’s still thinks about her) Minister: Oh†¦ Look at this†¦ he looks very sad about that incident†¦ May be of that pretty lady†¦ (to himself) I should talk to him†¦ My dear prince you didn’t have your meals properly†¦ What happened to you†¦? Why you look so sad†¦? Prince: (fetch a sigh) I want to find the owner of this shoe†¦ Cinderella†¦ Oh†¦ why she left me like that†¦ Minister: Oh†¦ My dear prince you fell in love with her†¦ Prince: (in a low voice) yes†¦ Minister: (to himself) hmmm†¦ So I have to find her†¦ Prince: Minister†¦ Minister: Yes my dear price†¦ Prince: We have to find her†¦ Because she’s the one who stole my heart. Minister: But how.. My dear prince†¦ There’re thousands of girls in our region†¦ Not only that there will be many girls named Cinderella†¦ Isn’t it my dear prince†¦ Prince: But she’s the one†¦ I need her†¦ It won’t be that difficult. Let’s try†¦ Minister: Hmmm.. (to himself) also won’t be easy†¦ Prince: (suddenly something came to prince’s mind†¦) Minister†¦ Take this shoe to each and every house and check who fits it perfectly†¦ I think we can find her†¦ take her to me†¦ Minister: Hmmm†¦ Okay my dear prince will try†¦ (Prince leaving the stage with lots of hopes and believability in his face†¦ End of the Fourth act) 5th act (Minister entering to the stage with his solders) Minister: This is impossible†¦ How it can be possible†¦ I think this prince is out of his mind†¦ But I’ve to answer him†¦ And he’s expecting a possible answer†¦ we searched half of the city†¦ (Turned to his solders) We’ve no any other option except searching more†¦ Let’s go One of solders: Minister didn’t search this part yet†¦ Minister: Okay then let’s search that way†¦ (The minister and solders are leaving the stage from Right side. Step mother and two sister’s approaches to the stage†¦) (The stepsisters and stepmother are talking. Cinderella is sitting aside, knitting something.) Elder sister: Mother it was a fantastic evening†¦ everything was perfect†¦ Younger sister: What use of that†¦ Step mother: WhyHow was the prince Heard that he’s the handsomest young man in the country†¦ Younger sister: Yes he was†¦ I couldn’t take my eye on him†¦ he’s that dashing†¦ Elder sister: I noticed that once he was looking at me†¦ Younger sister: No way†¦ He didn’t even notice you†¦ He smiled at me†¦ Elder sister: No he looked at me also†¦ (While the discussion Cinderella brought tea for them) Step mom: Oh.. Tea.. Keep it here and leave†¦ (Cinderella gave them tea and went to a corner of the stage and sat down on a bench and started thinking) Step mother: Tell me more†¦ what happened there†¦? Younger sister: What use of telling mother†¦ Step mother: why what happened? Elder sister: The prince was secretly looking at me†¦ but, suddenly one girl came into the Ball and destroyed everything†¦ Younger sister: His attention to me lost by that girl’s arrival†¦ (Sadly) But she’s pretty†¦ Elder sister: Not that pretty†¦ Younger sister: No†¦ she was the prettiest one among all of us†¦ So prince liked her in first sight†¦ Step mother: What†¦ (It seems Cinderella is still thinking) Elder sister: Yes mother†¦ Prince madly liked her†¦ Younger sister: He didn’t even look at us after her arrival†¦ Step mother: Then†¦? Younger sister: (sadly) He only danced with her†¦ Elder sister: Yes†¦ there were many good looking pretty ladies but he didn’t even pay attention to them†¦ (Cinderella was looking at them) Elder sister: Hey Cinderella†¦ what you are looking at†¦ Younger sister: I think she’s spying us†¦ listening to what we are talking†¦ Elder sister: Hey†¦ come here†¦ tell us what were u doing†¦? (Cinderella was silent and turned her head to ground) Cinderella: Nothing†¦ Step mother: Listen.. Listen†¦ someone is calling from outside†¦ Elder and Younger sisters together: Heralds from the Kings Palace†¦ Oh†¦ and Father†¦ Stepmother: But where are these heralds going..? (Heralds, the minister with his two solders enter the room accompanied by Cinderella’s father.) Minister: Please, try on this glass shoe. (Looking through the long list) We know you were at the ball. Elder sister: (trying the shoe on) oh†¦ It’s too small. This isn’t mine†¦ Younger sister: It’s small for me, too. What is the purpose of doing this†¦? Father: But look at my first daughter She has small feet†¦ Her name is Cinderella†¦ May be she’ll fit this.. O’†¦Cinderella†¦ Come here, my dear please take it and try it out will see whether it fits you or not.. (Gives her the shoe†¦ Cinderella was little scared and surprised) Father: Don’t worry dear†¦just try it out†¦ Step mother: But she didn’t go to the ball. She is Cinderella and that is all†¦ I don’t think that it’ll fit Cinderella†¦ Minister: Let’s see after she put it†¦ Cinderella: I want to try it on, Mother†¦. Besides, I’ve got another one of these†¦ (And suddenly she takes the other shoe out of the pocket in her apron) Elder sister: You were that wonderful pretty lady, I see now only I got the picture†¦ Oh†¦, Cinderella, pardon me. Younger sister: And me†¦ Step mother: And me†¦ Father: I knew it†¦ I knew it that one day you will be shine among all of them†¦ Oh†¦ Cinderella†¦ Best wishes to you, my dear daughter. Cinderella: Oh†¦ Father†¦ I love you†¦ Father: My dear you made your mother proud†¦ Even may be I wasn’t a perfect father for you†¦ Pardon me, too. I love you the most†¦ (Her father was crying and shading his tears) Father: But what could I do? Cinderella: No don’t say like that, father†¦ you were the only kindness to me†¦ don’t worry†¦ I am so happy today. Don’t cry father please Minister: Prince is desperately waiting for you dear†¦ you’ve to come with us now†¦ Cinderella: I forgive all of you. I didn’t mind anything. Good-bye father†¦ Good-bye all.. I’ve to go now! Minister: Be quick, let’s go†¦ He’s dying to see you. (All wave her good-bye. Cinderella leaves the room after the Minister and his two solders, also waving her hand.) The end.

Environment and Feminism - Ecofeminist Theory and Sustainable Developme

Ecofeminist Theory and Sustainable Development "People have to be able to work together if they are to realize the shared destiny and to preserve a habitable environment for generations to come." Albert Bandura, 1995 Bandura's words epitomize the spirit of environmental education and its challenges of community cooperation, trans-generational communication and sustainable development. The success of these challenges depends on the ability to pass on knowledge about the environment to future generations in order for them to better understand how to maintain a sustainable relationship with nature. In this era of globalization and neo-liberalist policies, maintaining a sustainable relationship with the environment needs to be examined not just from an ecological perspective, but also from political and social angles. Since environmental issues are often connected to social and political concerns, a theoretical framework that encompasses a wider ideology may facilitate an understanding of the interconnectedness of ecological issues. Deep ecology, institutional environmentalism, green political theory, and possibly other schools of thought forge connections between environmental, political and social concerns. Ecofeminism emerges as an alternative theory for framing the issues and answers of sustainable development. An ecofeminist perspective more fully describes the connections between environmental degradation and the social inequalities that plague the poverty-stricken victims of pollution, urbanization, deforestation, and other by-products of over-development. Finally, it is important to include ecofeminist theory in a discussion of sustainable development, because "in a patriarchal society, failure to recognize the int... ...w. Milbrath, Lester. (1989). Envisioning a Sustainable Society. Learning Our Way Out. Albany: SUNY Press. Pomeroy, Robert S. (1987). "The Role of Women and Children in Small Scale Fishing Households: A Case Study in Matalom, Leyte, Philippines." Philippine Quarterly of Culture and Society. v.15, 1987, pp.353-360. Salleh, Ariel K. (1988). "Epistemology and the Metaphors of Production: An Ecofeminist Reading of Critical theory." Studies in the Humanities. 5(2), pp. 130-39. UN Chronicle. (1995). "Empowering Women: More Education, Better Health Care, Less Poverty." United Nations Chronicle. v.32 (June '95) p.46-47. New York: United Nations Department of Public Information. Warren, Karen. (1996). "Ecological Feminist Philosophies: An Overview of the Issues." In Karen Warren (Ed.), Ecological Feminist Philosophies. Bloomington, ID: Indiana University Press.

Anh Van

So tourism is considered smokeless industry is more profitable. In addition, traveling solve a part of unemployment. According to World Tourism and Travel Council, in Vietnam. Employees directly involved in the tourism sector Is 1. 397 million people, about 3% of the total national labor. Thus one large labor is not unemployed, save some pressure for the government. Finally, traveling contributed to introduce the country and people of Vietnam. When more people travel to Vietnam, they will realize that Vietnam Is a country with many beautiful sign and safety.Then, they'll introduce Vietnam to their friend, their relatives†¦. , and the more people will travel to Vietnam. In short, solving a part of unemployment, increasing economic profit and contributing to Introduce the country and people of Vietnam are three reason of the impact of traveling. So we should invest more for traveling to boost economy. Topic: what are some factor causing stress and how to cope with stress. Today, s ociety is growing, and more and more workload. And human usually face stress. There are many causes of stress such as continuous working, environmental illusion. O we should take measures to cope with stress as regular exercise, participate In one of the entertainment activities. Continuous working Is a major cause of stress. Works which have the specific characteristics require employees to work continuously as nurses, soldiers, police . In addition, a number of people waning to make more money so they should work continuously such as teachers, information technology, business. So, unintentional, we create stress for ourselves. Besides, environmental pollution also contribute to our stress. Many of our very t OffSo that coping with stress, firstly we need to exercise regularly. This helps us to relax after work, and help us calm down when we encounter difficult situations. Furthermore, we should participate in one of the entertainment activities such as playing computer game, watch ing TV†¦ Sometimes, we can go out or go drinking with friends. In short, continuous working and environmental pollution are major cause of stress, so we should regular exercise or participate in one of the entertainment activities which can help us to cope with stress. Naturally, in each case, we will have suitable measure.

Evolution Outline essays

Evolution Outline essays Geographic distribution of living things Homologous structures of organisms Similarities in early development Darwin proposed that Earth was millions of years old, not thousands. During those millions of years, many different forms of species appeared, lived for a time, and then vanished leaving behind remains, or fossils. One can examine fossils and view the changes of each one; observe the changes in offspring. Each species is slightly different on Island A. Far away, on Island B, the species were also slightly different. The species had changed over time as the populations in different places adapted to local environments. The species had descended with modifications from a mainland ancestor when Island A and Island B were combined as a contiguous land mass. Different species exist on Island C and Island D. Similar structure and behavior were found in different animals which roamed similar environments. As a result, one can conclude that the species now living on different islands had descended from different ancestors. Some species, however, are similar because they were living under similar ecological conditions and thus exposed to similar pressures of natural selection. - Different animals ended up evolving certain striking features in common. Look at mammals, reptiles, and birds; each of those creatures has backbones. There are striking similarities, like limbs. - Some limbs are arms, some are legs; they can also be wings, or even flippers. Each limb has a different form and function, but all are composed of the same basic bones. Each limb had adapted in ways so the organism can survive in different conditions. Despite the different functions, limb bones all developed from the same clumps of cells in growing embryos; these are called homologous structures. - Homologous structures prov...

Aftermath of World War 1 - Treaty of Versailles

Aftermath of World War 1 - Treaty of Versailles The World Comes to Paris In the wake of the November 11, 1918 armistice which ended hostilities on the Western Front, Allied leaders gathered in Paris to begin negotiations over the peace treaties that would formally conclude the war. Convening in the Salle de lHorloge at the French Foreign Ministry on January 18, 1919, the talks initially included leaders and representatives from over thirty nations. To this crowd was added a host of journalists and lobbyists from a variety of causes. While this unwieldy mass took part in the early meetings, it was President Woodrow Wilson of the United States, Prime Minister David Lloyd George of Britain, Prime Minister Georges Clemenceau of France, and Prime Minister Vittorio Orlando of Italy who came to dominate the talks. As defeated nations, Germany, Austria, and Hungary were prohibited from attending, as was Bolshevik Russia which was in the midst of a civil war. Wilsons Goals Arriving in Paris, Wilson became the first president to travel to Europe while in office. The basis for Wilsons position at the conference was his Fourteen Points which had been instrumental in securing the armistice. Key among these was freedom of the seas, equality of trade, arms limitation, self-determination of peoples, and the formation of the League of Nations to mediate future disputes. Believing that he had an obligation to be a prominent figure at the conference, Wilson endeavored to create a more open and liberal world where democracy and liberty would be respected. French Concerns for the Conference While Wilson sought a softer peace for Germany, Clemenceau and the French wished to permanently weaken their neighbor economically and militarily. In addition to the return of Alsace-Lorraine, which had been taken by Germany following the Franco-Prussian War (1870-1871), Clemenceau argued in favor of heavy war reparations and the separation of the Rhineland to create buffer state between France and Germany. Furthermore, Clemenceau sought British and American assurances of aid should Germany ever attack France. The British Approach While Lloyd George supported the need for war reparations, his goals for the conference were more specific than his American and French allies. Concerned first and foremost for the preservation of the British Empire, Lloyd George sought to settle territorial issues, ensure the security of France, and remove the threat of the German High Seas Fleet. While he favored the formation of the League of Nations, he discouraged Wilsons call for self-determination as it could adversely affect Britains colonies. Italys Goals The weakest of the four major victorious powers, Italy sought to ensure that it received the territory that it had been promised by the Treaty of London in 1915. This largely consisted of the Trentino, Tyrol (including Istria and Trieste), and the Dalmatian coast excluding Fiume. Heavy Italian losses and a severe budget deficit as a result of the war led to a belief that these concessions had been earned. During the talks in Paris, Orlando was constantly hampered by his inability to speak English. The Negotiations For the early part of the conference, many of the key decisions were made by the Council of Ten which was comprised of the leaders and foreign ministers of the United States, Britain, France, Italy, and Japan. In March, it was decided that this body was too unwieldy to be effective. As a result, many of the foreign ministers and nations left conference, with talks continuing between Wilson, Lloyd George, Clemenceau, and Orlando. Key among the departures was Japan, whose emissaries were angered by a lack of respect and the conferences unwillingness to adopt a racial equality clause for the Covenant of the League of Nations. The group shrank further when the Italy was offered Trentino to the Brenner, the Dalmatian port of Zara, the island of Lagosta, and a few small German colonies in lieu of what was originally promised. Irate over this and the groups unwillingness to give Italy Fiume, Orlando departed Paris and returned home. As the talks progressed, Wilson was increasingly unable to garner acceptance of his Fourteen Points. In an effort to appease the American leader, Lloyd George and Clemenceau consented to the formation of the League of Nations. With several of the participants goals conflicting, the talks moved slowly and ultimately produced a treaty which failed to please any of the nations involved. On April 29, a German delegation, led by Foreign Minister Ulrich Graf von Brockdorff-Rantzau, was summoned to Versailles to receive the treaty. Upon learning of the content, the Germans protested that they had not been allowed to participate in the talks. Deeming the treatys terms a violation of honor, they withdrew from the proceedings. Terms of the Treaty of Versailles The conditions imposed upon Germany by the Treaty of Versailles were severe and wide-ranging. Germanys military was to be limited to 100,000 men, while the once formidable Kaiserliche Marine was reduced to no more than six battleships (not to exceed 10,000 tons), 6 cruisers, 6 destroyers, and 12 torpedo boats. In addition, production of military aircraft, tanks, armored cars, and poison gas was prohibited. Territorially, Alsace-Lorraine was returned to France, while numerous other changes reduced Germanys size. Key among these was the loss of West Prussia to the new nation of Poland while Danzig was made a free city to ensure Polish access to the sea. The province of Saarland was transferred to League of Nations control for a period of fifteen years. At the end of this period, a plebiscite was to determine whether it returned to Germany or was made part of France. Financially, Germany was issued a war reparations bill totaling  £6.6 billion (later reduced to  £4.49 billion in 1921). This number was determined by the Inter-Allied Reparations Commission. While Wilson took a more conciliatory view on this issue, Lloyd George had worked to increase the demanded amount. The reparations required by the treaty included not only money, but a variety of goods such as steel, coal, intellectual property, and agricultural produce. This mixed approach was an effort to prevent hyperinflation in postwar Germany which would decrease the value of the reparations. Several legal restrictions were also imposed, most notably Article 231 which laid sole responsibility for the war on Germany. A controversial part of the treaty, its inclusion had been opposed by Wilson and it became known as the War Guilt Clause. Part 1 of the treaty formed the Covenant of the League of Nations which was to govern the new international organization. German Reaction Signing In Germany, the treaty provoked universal outrage, particularly Article 231. Having concluded the armistice in expectation of a treaty embodying the Fourteen Points, Germans took to the streets in protest. Unwilling to sign it, the nations first democratically-elected chancellor, Philipp Scheidemann, resigned on June 20 forcing Gustav Bauer to form a new coalition government. Assessing his options, Bauer was soon informed that army was not capable of offering meaningful resistance. Lacking any other options, he dispatched Foreign Minister Hermann Mà ¼ller and Johannes Bell to Versailles. The treaty was signed in the Hall of Mirrors, where the German Empire had been proclaimed in 1871, on June 28. It was ratified by the National Assembly on July 9. Allied Reaction to the Treaty Upon release of the terms, many in France were displeased and believed that Germany had been treated too leniently. Among those who commented was Marshal Ferdinand Foch who predicted with eerie precision that This is not Peace. It is an Armistice for twenty years. As a result of their displeasure, Clemenceau was voted out of office in January 1920. While the treaty was better received in London, it ran into strong opposition in Washington. The Republican chairman of the Senate Foreign Relations Committee, Senator Henry Cabot Lodge, worked vigorously to block its ratification. Believing that Germany had been let off too easily, Lodge also opposed the United States participation in the League of Nations on constitutional grounds. As Wilson had intentionally excluded Republicans from his peace delegation and refused to consider Lodges changes to the treaty, the opposition found strong support in Congress. Despite Wilsons efforts and appeals to the public, the Senate voted against the tr eaty on November 19, 1919. The US formally made peace through the Knox-Porter Resolution which was passed in 1921. Though Wilsons League of Nations moved forward, it did so without American participation and never became an effective arbiter of world peace. The Map Changed While the Treaty of Versailles ended conflict with Germany, the Treaties of Saint-German and Trianon concluded the war with Austria and Hungary. With the collapse of the Austro-Hungarian Empire a wealth of new nations took shape in addition to the separation of Hungary and Austria. Key among these was Czechoslovakia and Yugoslavia. To the north, Poland emerged as an independent state as did Finland, Latvia, Estonia, and Lithuania. In the east, the Ottoman Empire made peace through the Treaties of Sà ¨vres and Lausanne. Long the sick man of Europe, the Ottoman Empire was reduced in size to Turkey, while France and Britain were given mandates over Syria, Mesopotamia, and Palestine. Having aided the aided in defeating the Ottomans, the Arabs were given their own state to the south. A Stab in the Back As the postwar Germany (Weimer Republic) moved forward, resentment over the end of the war and the Treaty of Versailles continued to fester. This coalesced in the stab-in-the back legend which stated that Germanys defeat was not the fault of the military but rather due to a lack of support at home from anti-war politicians and the sabotaging of the war effort by Jews, Socialists, and Bolsheviks. As such, these parties were seen to have stabbed the military in the back as it fought the Allies. The myth was given further credence by the fact that German forces had won the war on the Eastern Front and were still on French and Belgian soil when the armistice was signed. Resonating among conservatives, nationalists, and former-military, the concept became a powerful motivating force and was embraced by the emerging National Socialist Party (Nazis). This resentment, coupled with the economic collapse of Germany due to reparation-caused hyperinflation during the 1920s, facilitated the rise of the Nazis to power under Adolf Hitler. As such, the Treaty of Versailles may be seen as leading to many of the causes of World War II in Europe. As Foch had feared, the treaty simply served as a twenty-year armistice with World War II beginning in 1939.

Life of a slave girl by Harriet Jacobs essays

Life of a slave girl by Harriet Jacobs essays Harriet Jacobs whose pen name was Linda Brent, was born into slavery. In her experience as a slave she encountered many problems with race and with gender. Harriet Jacobs was a slave who had a happy childhood. As a child her mother taught her many traits that would later prove to be useful. Her mother taught her to never give up without a fight. Jacobs was six years old when her mother died, but it wasn't until the death of her kind mistress that Jacobs began to feel the real sting of slavery. In the house of her mothers mistress she was taught to read and write. When the mistress died Jacobs was willed to a three year old niece, where Jacobs endured cruelty from the Mrs. Flint and sexual harassment from Dr. Flint. Around the time Harriet turned 15, Mr. Flint began his relentless efforts to bend the slave girl's will. At first he whispered "foul words" in her ear. As time went on his tactics became more overt. Still Harriet refused to give in. To get Harriet away from h is wife, who was suspicious of her husband's intentions, he built a cottage for the girl slave four miles from town. Harriet had previously asked Mr. Flint for permission to marry a free black man, and Mr. Flint had violently refused. Determined to fight the advances of her master and eventually obtain freedom, Jacobs entered into a relationship with an unmarried, white neighbor who was attracted to her. The relationship produced two children. In desperation to escape Dr. Flint, Jacobs planned escape, first for herself, and then for her children. In June of 1835, after seven years of mistreatment, Harriet escaped. For a short time she stayed with various neighbors, both black and white. Then she moved into a tiny crawlspace above a porch built by her grandmother and uncle. The space was nine feet long and seven feet wide. Its sloping ceiling, only three feet high at one end, didn't allow her to turn while laying down without hitting her sho...

Portion Pac.Business Study Case Example | Topics and Well Written Essays - 750 words

Portion Pac.Business - Case Study Example The conservation and preservation of natural resources become vital part of survival because sustenance of population dynamics depends on the available resources. Indeed, human threats to the environment incorporate significant factors that are intrinsic part of development process. Moreover, various drivers of climate change contribute towards sustenance of life forces and unprecedented increase in population dynamics has put more burden on the natural resources and adversely impacted the availability of fresh water, clean air and land. Sustainable business practices promote environment conservation through innovative measures like carbon footprint, using energy saving methods and devices, tree plantation, reducing waste, using green technologies etc. Thus, PortionPac’s business practice is therefore, highly recommendable. Answer 2 The most important and influential stakeholders for Portion Pac are employees who make them and the end users of its products which are designed for cleaning with least use of chemicals. Its end users are janitors, housekeepers and food service professionals. All people are important for it and therefore so far as stakeholders are concerned, they are all influential factors in its decision making process. The least important issues in its decision making is the owners’ profitability which comes at the bottom of the issues in its business strategy. Its products are non toxic that provide maximum safety for their employees who facilitate in its production and packaging. They are also highly effective cleaning material with the added feature of string disinfectant. They can be easily used by janitors, housekeepers and food service professionals. Cleaning detergents that are safe and chemical free serve dual purpose for its clients. They are chemical free and support environment as chemical waste does not pollute environment. The other important feature is that they are safe to use and their disinfectant property ensures better health and cleaner environment. These properties are hugely beneficial for its various stakeholders. The owners’ profits are not considered important part of decision making because their primary concern is the sustainability of resources for people at large. It is wise order of stakeholders because sustainable business practice provides them with unique capabilities to innovate and preserve environment for posterity and thereby giving them competitive advantage which results in greater revenue. Answer 3 The company’s environmental focus is good for company because its eco friendly products had provided it with distinct advantage in the industry which was still in the infancy stage to adopt sustainable business practice. The various paradigms of environment sustainability serve as powerful agents of innovation and disco veries which are designed towards gaining leverage in the market (Barney, 2002). The organizational culture of constant learning and resources based strategy provides it with attributes to gain competitive advantage. Most importantly, in the contemporary environment of competitive business, sustainable business practices facilitate proactive approach to meet the challenges of environmental imperatives. The business operations at all levels of interaction are carried out within the broader precincts of sustainable development framework. Hence, the company defines its business policies vis-a-vis sustainable development and ensures that functional coordination cuts across the departments, organizational structure and operational efficiency. Thus, it greatly enhances its credibility and ensures long term success. Answer 4 Yes, I would like to work for a company that works

The Different Aspects of Reality Essay Example | Topics and Well Written Essays - 1000 words

The Different Aspects of Reality - Essay Example Obviously, this is all fantasy as a falling star cannot be caught, and mandrake roots and mermaids are purely mythological. This fantastic imagery helps to reveal the imaginary and impossible theme of Donne’s poem. Nevertheless, such impossibility teaches the reader to be realistic and to realize that there is no perfect lover in the world. Although it is the fantasy that masks John Donne’s realism in â€Å"Song,† Frederick Nims’ â€Å"Love Poem† is downright honest in saying that perfect love does not exist and that if one loves another then one has to embrace all of his or her lover’s shortcomings. Nims uses the imagery of an unskilled and disorganized woman in revealing the reality of imperfections in relationships. In the first stanza, Nims describes his lover as his â€Å"†¦clumsiest dear, whose hands shipwreck vases† and someone â€Å"at whose quick touch all glasses chip and ring† (Nims 366). Such a woman, as depicte d by the imagery, is always making mistakes. She is also known as an â€Å"unpredictable dear, the taxi driver’s error† as well as a â€Å"Misfit in any space/ And never on time† (366). She is, therefore, lacks finesse and punctuality. Nevertheless, although she is â€Å"Forgetting [her] coffee spreading on [their] flannel,† the poet and she are â€Å"so gaily in love’s unbreakable heaven† (366). This means that no matter how careless and imperfect she is, the point is that they love each other so much. Love, therefore, can bloom despite the imperfection, and this is real love. One should, therefore, love his or her lover despite all his or her shortcomings. The imagery in the final stanza reveals a rather exaggerated form of acceptance of one’s lover: â€Å"Smash glasses/ I will study wry music for your sake† (366). This means that no matter how clumsy the lover is, as long as there is love, there is a necessity to wholehearte dly embrace all his or her imperfections. The exaggerated imagery of the last two lines then ultimately reveals that one’s happiness even depends on such an imperfection: â€Å"For should, your hands drop white and empty/ All the toys of the world would break† (366). This simply means one thing – without such lover’s hands, no matter how imperfect the labor that they produce is, nothing would be done at all, or without such an imperfect lover, there would be no happiness at all for the person who loves him or her. Although happiness is derived from imperfect reality, sometimes such reality is boring and one needs to make himself happy from his daydreams.  

Research Assignment Essay Example | Topics and Well Written Essays - 750 words - 1

Research Assignment - Essay Example This paper will look at the two pieces of art, the two murals, found in a knight library of the University of Oregon in the United States of America and their significance in the art industry. The two murals found in the knight library of the University of Oregon bear a lot of significance to the university as well as to the people who sees the murals. A lot can be learnt from the murals concerning the historical development of the human society as thinking and creative and expressive organisms. As is argued by Teague the murals are drawn in an ascending manner depending on their levels of complication and sophistic look that can be interpreted at two distinct but related levels in human development and advancement in capability, that is, the two murals can be viewed as the developmental advancement at the university of Oregon since its inception as well as the entire human race as a creative and communicative of being (Teague, 2006). As has been mentioned earlier in this paper, art works are sources of information that portray the message they bear in a very secretive and hidden manner that only those who makes them understand better. One cannot be able to understand wha t information art works always communicate to the other people unless a second thought is given to these with regard to the interpretation capability of the persons involved. The interpretations of the kind of information passed around by these two murals can be differently interpreted in different ways other than the two levels mentioned above depending the persons doing the interpretation as well as the perspectives taken by the interpreter (RiverFront Research Park, 2006). Apart from the two murals being designs that meant for increasing the aesthetic values of the university library, they also communicate with various people who visit the university library at different levels. The murals fitted in the knight library have been very instrumental in

Personality disorder and depression Essay Example | Topics and Well Written Essays - 2000 words

Personality disorder and depression - Essay Example Abnormal psychologists and psychopathologists incorporate and believe the fact that these abnormal behaviors can be brought about by several factors, which can function individually or correlate with each other: heredity, physique, cognitive abilities and socialization. For a more systematic and fact-based study on abnormal behavior, there are several theories which abnormal psychologists conform to in explaining the occurrence of such behaviors. Some theories flourished from well-renowned psychologists of all time while some aroused from years of study and observation. These theories, often referred to as perspectives, help in attempting to explain the causal factors of these abnormal behaviors. Furthermore, these theories not only help in identifying and explaining why such disorders happen but also assist in determining the method and treatment which should be done upon the patient. There are primarily five perspectives related to abnormal behavior but there are several sources which sites in more theories- all of which will be explained individually in the course of this research paper. PSYCHODYNAMIC THEORY. ... The unconscious is the prime mover of the psychodynamic theory which contends that these disorders ascend from the unresolved conflicts inside a person's mind. Because of these inconsistencies, anxiety occurs within a person, which in turn leads to unconscious conflicts. In this certain perspective, the treatment method focuses on identifying that certain conflict inside a person's mind through counseling or therapy sessions. After it has been identified, the next focus would be on solving that certain conflict which entails pretty much effort from both the counselor and the client. BEHAVIORAL THEORY. In behavioral theory, the behaviorism school of thought in psychology is taken into consideration. Abnormal psychologists who embrace the behavioral perspective stand by the idea that psychological disorders and abnormal behaviors arise from wrong conditioning earlier in the foundation age of an individual. The person suffering from abnormal behaviors is believed to have learned the same abnormal behavior during his childhood or in cases when that certain behavior has been falsely introduced to his mind. Aside from faulty conditioning, futile learning and comprehension may also be considered on the part of the person suffering. The course of treatment as to this theory is through redesigning the abnormal behavior of a person. He or she can recover from these disordered behaviors through counseling and learning procedures which could help him or her eliminate those unwanted behaviors and learn new and more appropriate actions in exchange. One example of therapy would be what we usually call the behavior therapy which is done by non-reinforcing negative behavior

Manufacturing and Production Enterprises Essay Example | Topics and Well Written Essays - 250 words

Manufacturing and Production Enterprises - Essay Example CIM involves use of other independent technologies like the computer in all sections of the business making it easier to monitor the progress of each section and monitor process flow. Information sharing to any employee demanding it for effective decision-making if made easier. On implementation, businesses implement it differently and use tools that are dependent on diverse factors affecting the business (Markert & Backer, 2009). This makes it more of a manufacturing philosophy than a technology since it is adopted differently by different organizations to suit their demands. CIM does not include a specific implementation process or predetermined structure that is to be adopted by any organization intending to use the strategy. There are no specific technologies that are identified to be part of the setup. With no specific implementation structure, CIM is more of a management strategy that intends to assist businesses integrates their existing technologies to achieve quality products. An integration of electrical, information and mechanical subsystems makes it possible for management personnel in design and manufacturing to communicate with each other using computer workstations (Markert & Backer,

Summary of I Am Because We Are pg 338-pg356 Essay

Summary of I Am Because We Are pg 338-pg356 - Essay Example Woodson claims that more than fifty years ago at his time, something was wrong with the path that the African American were being educated, and this provided an impetus for the Afrocentric approach to the education in America. In this article, Molefi examines the scope and nature of this approach by Woodson. He shows its necessity and further suggests how it can be developed and disseminated all through the levels of education (340). The two guide propositions that this article makes use of are the definitions of education and school. Education is defined as a fundamentally social phenomenon that purposes to socialize a learner. School is a reflexive of societies and develops from them. Afrocentricity is defined as a frame of reference that enables someone particularly a researcher to develop of phenomena in regards of the African person. Molefi emphasizes that the afrocentricity should not be mistaken to a black version of Eurocentricity. Eurocentricity is generally based on the notion of white supremacist that purposes to protect white privilege and the importance in economics, education and politics among others (347. The issue of Multiculturalism has also been featured illustrating that education must begin with a proposition that diverse people have contributed to the development of education. The American education does not include the African ethnic groups showing how the systems have victimized the teaching force (344). However, Afrocentricity gives the Americans an opportunity to examine the African person perspective in the society and globally. Afrocentricity is not anti-white like some people claim but is pro-human. The Afrocentric curriculum aim is not to divide America, but to make it flourish. 348. In the second article, Learning to talk the race, Cornel west talks about an event that happened in Los Angeles explaining why it is neither a race riot nor a rebellion associated with a

Personality disorder and depression Essay Example | Topics and Well Written Essays - 2000 words

Personality disorder and depression - Essay Example Abnormal psychologists and psychopathologists incorporate and believe the fact that these abnormal behaviors can be brought about by several factors, which can function individually or correlate with each other: heredity, physique, cognitive abilities and socialization. For a more systematic and fact-based study on abnormal behavior, there are several theories which abnormal psychologists conform to in explaining the occurrence of such behaviors. Some theories flourished from well-renowned psychologists of all time while some aroused from years of study and observation. These theories, often referred to as perspectives, help in attempting to explain the causal factors of these abnormal behaviors. Furthermore, these theories not only help in identifying and explaining why such disorders happen but also assist in determining the method and treatment which should be done upon the patient. There are primarily five perspectives related to abnormal behavior but there are several sources which sites in more theories- all of which will be explained individually in the course of this research paper. PSYCHODYNAMIC THEORY. ... The unconscious is the prime mover of the psychodynamic theory which contends that these disorders ascend from the unresolved conflicts inside a person's mind. Because of these inconsistencies, anxiety occurs within a person, which in turn leads to unconscious conflicts. In this certain perspective, the treatment method focuses on identifying that certain conflict inside a person's mind through counseling or therapy sessions. After it has been identified, the next focus would be on solving that certain conflict which entails pretty much effort from both the counselor and the client. BEHAVIORAL THEORY. In behavioral theory, the behaviorism school of thought in psychology is taken into consideration. Abnormal psychologists who embrace the behavioral perspective stand by the idea that psychological disorders and abnormal behaviors arise from wrong conditioning earlier in the foundation age of an individual. The person suffering from abnormal behaviors is believed to have learned the same abnormal behavior during his childhood or in cases when that certain behavior has been falsely introduced to his mind. Aside from faulty conditioning, futile learning and comprehension may also be considered on the part of the person suffering. The course of treatment as to this theory is through redesigning the abnormal behavior of a person. He or she can recover from these disordered behaviors through counseling and learning procedures which could help him or her eliminate those unwanted behaviors and learn new and more appropriate actions in exchange. One example of therapy would be what we usually call the behavior therapy which is done by non-reinforcing negative behavior

Summary of I Am Because We Are pg 338-pg356 Essay

Summary of I Am Because We Are pg 338-pg356 - Essay Example Woodson claims that more than fifty years ago at his time, something was wrong with the path that the African American were being educated, and this provided an impetus for the Afrocentric approach to the education in America. In this article, Molefi examines the scope and nature of this approach by Woodson. He shows its necessity and further suggests how it can be developed and disseminated all through the levels of education (340). The two guide propositions that this article makes use of are the definitions of education and school. Education is defined as a fundamentally social phenomenon that purposes to socialize a learner. School is a reflexive of societies and develops from them. Afrocentricity is defined as a frame of reference that enables someone particularly a researcher to develop of phenomena in regards of the African person. Molefi emphasizes that the afrocentricity should not be mistaken to a black version of Eurocentricity. Eurocentricity is generally based on the notion of white supremacist that purposes to protect white privilege and the importance in economics, education and politics among others (347. The issue of Multiculturalism has also been featured illustrating that education must begin with a proposition that diverse people have contributed to the development of education. The American education does not include the African ethnic groups showing how the systems have victimized the teaching force (344). However, Afrocentricity gives the Americans an opportunity to examine the African person perspective in the society and globally. Afrocentricity is not anti-white like some people claim but is pro-human. The Afrocentric curriculum aim is not to divide America, but to make it flourish. 348. In the second article, Learning to talk the race, Cornel west talks about an event that happened in Los Angeles explaining why it is neither a race riot nor a rebellion associated with a

“Examine the reasons for changes in the patterns of marriage, divorce and cohabitation over the past 40 years.” Essay Example for Free

â€Å"Examine the reasons for changes in the patterns of marriage, divorce and cohabitation over the past 40 years.† Essay The patterns of marriage, divorce and cohabitation over the past 40 years has varied quite significantly. In 1972, the highest ever number of couples (480,000) since the Second World War got married. Now, obviously there is a reason for this. According to the Office for National Statistics (ONS), this was due to the baby boom generation of the 1950s reaching marriageable age and these people choosing to marry at a younger age compared with previous generations. However, after this period, the number of marriages in England and Wales then went into decline. Most recently, marriages reached an all-time low in 2005 when only 244,710 couples got married. Some people would say that it reached so low because people are rejecting marriage and are no longer bothered about it. But in fact, statistics reveal that many people are actually delaying marriage. It is said that most people will marry at some point in their lives, but people are deciding to marry later in life, most likely after a period of cohabitation. A reason for this is probably because couples want to â€Å"Test the water† before they make any commitments. Evidence to support the â€Å"marrying later in life† view is that the average age for first-time bridges in 2003 was 29 years and for all grooms 31 years, compared with 22 for women and 24 for men in 1971. In particular women may want to delay marriage so they can advance their career prospects. As well as a decline in the total number of marriages, there is also a decline in marriage rates (the number of people marrying per 1000 of the population aged 16 and over). In 1994, the marriage rate was 11.4 but this had declined to 10.3 by 2004. The male rate declined from 36.3 in 1994 to 27.8 in 2004 whilst the female rate declined from 30.6 to 24.6. Once again, even though there is a decline, British Social Attitude Surveys indicate that most people, whether single, divorced or cohabitating, still see marriage as a desirable life-goal, and therefore will most likely will get married at some point in the future, particularly if they are having children, because they believe that this is best done in the context of marriage. Another change in the patterns of marriage is that two fifths of all marriages are remarriages, in which one or both partners have been divorced. These people are obviously committed to the institution of marriage despite their previous negative experience of it. The reason for this trend could possibly because their first marriages were empty-shell marriages. This is where there is no love or intimacy between them, but the marriage persists for the sake of the children until they are old enough. They then might have wanted to start a new life, including a re-marriage. Despite the decrease in the overall number of people marrying, married couples are still the main type of partnership for men and women in the UK. In 2005, seven in ten families were headed by a married couple. In terms of Divorce – the legal ending of a marriage, this has increased rapidly since 1969 due to a piece of legislation that granted divorce on the basis of â€Å"irretrievable breakdown† – the Divorce Reform Act of 1969. In addition, since 1984, couples have been able to petition for divorce after the first anniversary of their marriage. This law made the Divorce rate shoot high because it generally made it easier and cheaper to end marriages. In addition, people were finally able to legally to end all connections, as previously when divorce was either too expensive or difficult to obtain, separation was very common, which was when a couple decided to live away from each other. To go into more detail of the trend of increased divorces, in 1993, the number of divorces peaked at 180,000. By 2000, this figure had fallen to 154,000, although the years 2001 – 2004 have seen a gradual rise to 167,100. There are now nearly half as many divorces as marriages and, if present trends continue, about 40% of current marriages will end in divorce. An acceptable reason for this increasing trend of divorce is that it is no longer associated with stigma and shame. Britain’s culture is based upon Christian religion, and Christians believe that marriage is for life (‘till death do us part’). However, over years, changes in attitudes and secularisation have emerged, and the view that divorce can lead to greater happiness for the individual is more acceptable. A third reason which could explain the increasing divorce rates is down to women wanting to improve educational and career opportunities. In 1870, the Education Act passed by Gladstone’s government meant that every child between the ages of five and fifteen had the opportunity for elementary education. Not only did this produce a large literate generation of people, but it also improved the girls reading and writing ability, which previously was much lower than boys. Now, women have their own stable careers with a good wage, and thus do not have to be unhappily married because they are financially dependent on their husband. Feminists note that women’s expectations of marriage have radically changed, compared with previous generations. In the 1990s, most divorce petitions were put forward by women. This may support Thornes and Collard’s (1979) view that women expect far more from marriage than men and, in particular, that they value friendship and emotional gratification more than then do. If husbands fail to love up to these expectations, women may feel the need to look elsewhere. This would also support the fact that, on average, the number of divorce proceedings started by women is about 70%. Finally, functionalist sociologists argue that high divorce rates are evidence that marriage is increasingly valued and that people are demanding higher standards from their partners. They believe that couples are no longer prepared to put up with unhappy, empty-shell marriages, as people want emotional and sexual compatibility and equality, as well as companionship. It is said that some are even willing to go through a number of partners to achieve these goals, and if they marry every time they meet a new partner, then obviously they are going to contribute a lot more to the rising divorce rates. The final area of the diverse family is cohabitation. The basic trend of cohabitation is that it is on the increase and has been for the last decade. The proportion of non-married people cohabiting has risen sharply in the last 20 years from 11% of men and 13% of women in 1986 to 24% and 25% respectively. In 2007, the Office for National Statistics (ONS) suggested that cohabiting couples are the fastest growing family type in the UK. In fact, around 2.2 million families are cohabiting couples with or without children. This family type has grown by 65% since 1997, and really, the numbers are likely to be higher than this because the ONS data did not include same-sex couples living together. In addition, the ONS data suggested that a third of teenagers in 2007 were destined to cohabit rather than marry, compared with one in ten of their grandparents. As we gathered that the general trend is on the increase, it’s good to know the reasons why. One of the first reasons, which I mentioned earlier on, is that people like to cohabit to â€Å"test the water.† During this period, they will assess whether they (the couple) are compatible with each other and whether they will be able to live with each other before making any sort of commitments. After all, cohabitation on average lasts for 5 years, which then 60% of cohabitees will then marry. Another reason for the said trend is that there are a significant number of people who live together whilst waiting for a divorce. For example, in 2005, 23% of cohabiting men were separated from a pervious partner whilst 36% were divorced. So although a person may be married, they may have separated and moved into another house to live with a person they have met. They will then be counted as a cohabitee. A third reason for the increased rate of cohabitation could be because people are put off the cost of marriage. According to Wedding Guide UK, the average cost of a traditional wedding in the UK is around  £11,000. In addition to the price, some people are also put off because of the religious ceremony of marriage. This is because overtime we have become a more secular society. Both of these factors to some people will refrain them from marrying, because in their eyes they see it as long as they are with each other in a happy and loving relationship, they don’t need a ring or a piece of paper with their names on it.

The growth of the banana market in Australia

The growth of the banana market in Australia The bananas market in Australia has been expanding since 1993 to 2008. In 20 March 2006, a Tropical Cyclone Larry has caused a damage in banana industry and affected the bananas market. The explanation of effects happened will be provided by looking into price equilibrium, price elasticity of demand and supply and price ceiling imposed by government. In a perfectly competitive market, there is no government intervention in the market. The price is usually established when the equilibrium price and quantity is achieved (Jackson,J Mclver.R 2007). Equilibrium means that consumers are willing to buy at this price and producers are willing to supply. By referring to the graph Figure 1, we can see the equilibrium is at the intersection point between demand curve and supply curve. Pe means the price equilibrium and Qe means quantity equilibrium. In an equilibrium state, problems like shortage and surplus will not happen in the market because the quantity demand and quantity supply are in balance. Shortage will usually happen when the price is below the price equilibrium, we can see that when price drops from Pe to P0, the quantity supply will decrease because suppliers are willing to supply at this price where they have low revenue while quantity demand will increase because consumers find bananas is really cheap and they should buy it. Demand exceeds supply. Surplus will happen when the price is above the price equilibrium. From the graph, when price increase from Pe to P1, the quantity demand drops because consumers find it very expensive and the bananas doesnt worth that price while quantity supply increase because the suppliers are willing to supply as much as they could as the high price of bananas would help them to generate more revenue. Demand exceeds supply. The natural disaster, cyclone has caused the supplies of bananas to decrease tremendously. The price elasticity of demand in bananas market is said to be inelastic when we look into the determinants. First of all, Bananas are Australias No.1 selling fruit, it means there is a huge demand for bananas in Australia.(ABGC n.d) Bananas industry appears to be one of the largest fruit growing industries in Australia and also an important contributor to the economies. Bananas are among Australias top 10 supermarket lines. First determinant would be the availability of substitute goods and for bananas, there is lack of substitutes for it. Apparently the demand would be inelastic when there is no substitutes. Second determinant is proportion of income. Bananas price has shot up from around $3 per kg to $15 per kg (ABCG n.d). Consumption of bananas would be still a small fraction of income although the price has increased. Therefore, consumers are not sensitive towards the price changing. Third is Luxury versus necessity. Bananas can be considered as a necessity in Australia because people still consume bananas although the price has increased. According to the Australia Banana Growers Council, they estimated that 28 million of bananas are consumed each week, which means a person consume 60-70 bananas and is around 13kg averagely (ABCG n.d). Fourth determinant would be time. The time would be in a short run because consumers are difficult to change income and preference immediately right after the cyclone. People would still think that the price is acceptable and they will still buy it in short run. It would be an elastic supply for bananas market because there are around 800 banana growers in Australia (mainly from Queensland and New South Wales) that are estimated to produce about 23 million 13 kilogram cartons of bananas (ABCG n.d). When there are a lot of supplies, its price elasticity of supply would be elastic and long run. However, the supply has decreased as the c yclone has caused a critical damage on banana farms. The price has shot up because there is a shortage in bananas market. Banana consumers will tend to compete and bid up the market price for bananas. As the supply curve shifted to left, it shows that the price has gone up from P0 to P1 and quantity demanded has decreased from Q0 to Q1.(refer to figure 2) It then moves to the new price equilibrium from e0 to e1 and it shows that a large change in price has resulted a small proportionate change in quantity. Quantity demanded falls means many customers cant afford the new equilibrium price. Total expenditure on bananas is equal to total revenue gained by sellers. From the graph, the R1 shaded area means revenue gained, R2 shaded area means revenue loss. Since the demand is inelastic, the revenue gained will be more than revenue loss when the price increases. Therefore, the total revenue of sellers increased. In economy, whenever the supplies is found limited and couldnt satisfy all the demands in market, suppliers would tend to increase the price as high as possible to maximize their profit. It would be a benefit to suppliers but a disadvantage for the consumers. In such situation, government intervention is needed to set up a price ceiling in the market of bananas. Price ceiling means a maximum legal price level that suppliers can set for the goods they are selling Jackson,J Mclver.R 2007). Price ceiling for this case would be a protection for the consumers as they dont have to pay for unreasonable high price set by suppliers. However, putting a ceiling price in the market doesnt settle the problems. It may cause a bigger shortage. The shortage would cause difficulty in rationing the limited supply of bananas. From graph Figure 3, we can see that quantity supply is falling further from Qe to Qs and Quantity demand has increased from Qe to Qd. Apparently, the quantity supply contributed more to shortage compare to consumers. Besides that, black market price will increase further. Setting a ceiling price is actually encouraging black market. All these consequences such as black market and shortage will cause the market efficiency to become inefficient. Supplier will not be happy to supply because they have low income selling bananas at ceiling price. The government will receive less sales tax from banana industry as well. In conclusion, there are pros and cons if government intervenes the market by implementing price ceiling. However, the price ceiling would only have short-term effects because the supply could recover in within 6months to 12 months period. Reference Lists Australian Banana Growers Council Inc. (ABCG) n.d, Media Kit, available through www.australianbananas.com.au/public/media/downloads/media_kit.pdf, viewed at 2 September 2010. Jackson,J Mclver.R 2007, Microeconomics , 8th edn, McGraw-Hill, Australia.

How Coal Is Formed :: Research Essays

How Coal Is Formed Coal is a very important fossil fuel. Without coal, steel would never have been invented and could have changed my life dramatically. The reason for this is because I am from Pittsburgh. At one point in time Pittsburgh was the leading producer of steel, and even had the nickname â€Å"The Steel City.† During the early 1900’s, steel factories were the main source of an income for people living in Pittsburgh. Working in these steel factories has been a part of my family’s past, since three generations of my family have been part of the steel industry. Therefore coal is somewhat a part of me and learning about what coal and how it is formed fascinates me. The first step in the formation of coal is the build up decomposed plant debris known as peat. Peat is a complex hydrocarbon that is the building block for coal. There are several factors that influence the formation of peat. The first two factors are â€Å"the evolutionary development of plant life† and the climate conditions. Conditions have to be warm enough to produce plants, and have a sufficient amount of moisture to allow plants to decompose and protect the peat. The last factor consists of the physical circumstances of the area, which include locations of bodies of water and â€Å"rates of subsidence or uplift† (Coal 2005). During a particular humid climate of the Carboniferous Period (360 to 286 million years ago), large tropical trees, ferns, and other plants constructed the great amount of areas that make up the coal beds of today (Peat 2005). The best conditions for coal to form are slow, constant subsidence, levees, beaches, and bars which give protection, and a limited supply of sediments that would stop peat formation (Coal 2005). With these conditions, the plant matter is able to build up. Bacterial decay through microorganisms begins to occur and peat is formed. Note that much of plant matter that lies on the surface of the Earth is never converted to peat because of organic decomposition and natural fires (Coal 2005). When this occurs closer to the surface and oxygen is available, an aerobic process occurs producing gaseous and liquid products.

Short History of Gangs :: essays research papers

Since the beginning of time, youth groups or gangs have been in existence. These groups have had many negative effects on society for many years. These youth groups or gangs, as they are commonly called, have participated in many criminal and illegal acts that have plagued society. They have been stereotyped with such negative names as rowdies, bad kids, troublemakers, and many other mischievous names. Some of the earliest records of gangs date back to the fourteenth and fifteenth century in Europe. Some of the activities that these youths had been recorded as partaking in have been theft, robbery, extortion, and rape. At the same time in London, some of the names these gangs had were the Mims, Hectors, Bugle, and Dead Boys. These gangs did many types of vandalism to the city. Some of the recorded vandalism that had taken place was various buildings with broken windows, taverns that had been destroyed by the gangs, and assaulting the watch. And if the violence on the public was not enough, these deviant groups also had fights with themselves. When there would be a fight, the separate groups or factions would dress up with different colored ribbons so that they could tell who was with what faction or group. There were also other places where gang violence had been recorded. During the middle ages in France, there were factions that started fights with other factions that were from other places. In Germany during the seventeenth and eighteenth centuries, gangs were a part of the society. Gangs did not appear to have spread to the United States until the early 1800’s. Many Europeans migrated to the United States, mainly the east coast; in seek of a better way of life. After coming to the United States, the money that many of the Europeans had quickly became depleted. Many of these people had to take out loans to survive with local merchants. Seeing how many of the others had little to no money at all, they also had very little chance for any health care whatsoever. People were dying due to poverty and disease all over. Many people could not take care of there children. It was very common to see children wandering the streets in search of food, shelter, and clothing. These youths that roamed the streets were mainly in the New England areas like New York, Boston, and Philadelphia.

Planning and enabling learning

Rationale The following is research that I carried out Is relating to four mall points. The first being Negotiating with learners, when we first meet with a learner we conduct an Minimal assessment and a on line test for functional skills, this allows us to check on previous learning and any under planning knowledge they already have, thus allowing us to make sure the learning will be set at the right level for that particular learner.When we are sure we know this we can discuss with the learner what targets we are going to set them, this would Include goals and actions we want them to reach, we want the learner to achieve so would make the targets SMART so they are achievable to the leaner, in turn this would help to keep the learner motivated in the learning environment. Having started with the internet I looked at various sites detailing the reasoning and methods of negotiating with learners in respect of initial assessments and agreeing goals and actions.During my research I foun d a site detailing how negotiating with learners has changed over time in regards to higher education. This can, however, be considered for other areas of education. The website (www. Hacked. AC. UK) looks at a publication by Mac McCarthy for ‘Higher Education for Capability. (Originally from Lack et al 1992) Within in this it is considered how learning contracts are used.McCarthy considers the factors affecting negotiating with learners and believes the ability to negotiate is affected by: * the established view of education within an organization the established view of how the organization operates * personal factors which influence the extent to which the teacher feels comfortable negotiating with learners * the demands of the course which defines the limits of what can be negotiated and to what extent. Inclusive learning Is the next subject for research one that I conducted a micro teach for, this Is a huge subject area that I will try to condense Into a few words.Deliver y methods I consider these to be valid and Interesting points but wanted to discover more ethos of negotiation, I therefore looked towards the Learning Skills Council for further information regarding the starting point of initial assessment. Wanting to gather more information on methods and reasoning for initial assessment I discovered a useful publication from them (Initial assessment, Learning Skills council. They state that a good initial assessment must be done early on Planning and enabling learning By precociousness's STALLS Assignment Unit 2 Jerry Tyler.The following is research that I carried out is relating to four main points. The first initial assessment and a on line test for functional skills, this allows us to check on previous learning and any under pinning knowledge they already have, thus allowing going to set them, this would include goals and actions we want them to reach, we what can be negotiated and to what extent. Inclusive learning is the next subject for re search one that I conducted a micro teach for, this is a huge subject area that I will try to condense into a few words. Delivery methods I consider these to be valid and interesting points but wanted to discover more Planning and enabling learning Rationale The following is research that I carried out Is relating to four mall points. The first being Negotiating with learners, when we first meet with a learner we conduct an Minimal assessment and a on line test for functional skills, this allows us to check on previous learning and any under planning knowledge they already have, thus allowing us to make sure the learning will be set at the right level for that particular learner.When we are sure we know this we can discuss with the learner what targets we are going to set them, this would Include goals and actions we want them to reach, we want the learner to achieve so would make the targets SMART so they are achievable to the leaner, in turn this would help to keep the learner motivated in the learning environment. Having started with the internet I looked at various sites detailing the reasoning and methods of negotiating with learners in respect of initial assessments and agreeing goals and actions.During my research I foun d a site detailing how negotiating with learners has changed over time in regards to higher education. This can, however, be considered for other areas of education. The website (www. Hacked. AC. UK) looks at a publication by Mac McCarthy for ‘Higher Education for Capability. (Originally from Lack et al 1992) Within in this it is considered how learning contracts are used.McCarthy considers the factors affecting negotiating with learners and believes the ability to negotiate is affected by: * the established view of education within an organization the established view of how the organization operates * personal factors which influence the extent to which the teacher feels comfortable negotiating with learners * the demands of the course which defines the limits of what can be negotiated and to what extent. Inclusive learning Is the next subject for research one that I conducted a micro teach for, this Is a huge subject area that I will try to condense Into a few words.Deliver y methods I consider these to be valid and Interesting points but wanted to discover more ethos of negotiation, I therefore looked towards the Learning Skills Council for further information regarding the starting point of initial assessment. Wanting to gather more information on methods and reasoning for initial assessment I discovered a useful publication from them (Initial assessment, Learning Skills council. They state that a good initial assessment must be done early on Planning and enabling learning By precociousness's STALLS Assignment Unit 2 Jerry Tyler.The following is research that I carried out is relating to four main points. The first initial assessment and a on line test for functional skills, this allows us to check on previous learning and any under pinning knowledge they already have, thus allowing going to set them, this would include goals and actions we want them to reach, we what can be negotiated and to what extent. Inclusive learning is the next subject for re search one that I conducted a micro teach for, this is a huge subject area that I will try to condense into a few words. Delivery methods I consider these to be valid and interesting points but wanted to discover more

An Introduction to Sociology Essay

Philip Vernon carried out research studies into contributions of environmental and genetic factors into intellectual development in the 1940s and 1950s. He believed that Western IQ tests were unsuitable for non-Western people; he also applied the same argument to the use of Western IQ testes within different subcultures and social classes within Western Societies. He stated that â€Å"There is no such thing as culture-fair tests, and never can be† (Haralambos p. 747). Vernon developed a hierarchical model of IQ testing in the 1950s, which broke down the test into many subcategories. He concluded that social class differences have some genetic basis. He based this conclusion on evidence that intelligence of adopted children relate more to the social class of their biological parents than to their adopted parents. Vernon believed that social mobility allowed individuals with high IQ levels to rise to the socially high classes’ whilst those with low IQ levels would fall to socially lower classes. Cultural rules play a profound role in our society today, and through education we have learnt what is right and what is wrong. However, could somebody who has not been brought up knowing these rules be able to interact with other humans? There are many cases where children in particular have had no social interact with other humans in the early stages of life, where primary socialisation should take place. And the outcome has been that they have no facial expression, incorrect movement, and have no human speech. The most popular example of this is the feral children. Feral Children are children who have been nurtured in the wild by animals, children that were raised in a non-human, inhuman or sub-human environment and because of it did not learn how to communicate or behave in a human manner. Two particular cases of child deprivation that argue the case of nurture particularly well are Amala and Kamala and Genie. Amala and Kamala were two sisters aged approximately eight and one and a half who were brought up by wolves in the 1920 in Bengal, India. When captured they were taken to an orphanage where they were looked after by the reverend Singh and his wife. Singh described them as â€Å"wolf like† in appearance and behaviour. They walked on all fours and had calluses on their knees and palms from doing so. They preferred to eat raw meat and stole it when ever they could. They licked water with their tongues and ate their food in a crouched position. Their tongues permanently hung out of their mouths, and they panted just like wolves. They never slept after midnight and howled at night. They could move very fast on all four’s. They turned away from human society altogether. If approached, they made faces and sometimes bared their teeth. Their hearing was very acute and they could smell meat at a great distance. They could also orientate themselves very well at night. In September 1921 both girls became ill, and Amala, the younger, died. Probably the most famous case of a feral child is that of Genie. She spent nearly 13 years in almost total isolation and was fed only on milk and baby food. She was eventually found and placed in a children’s hospital. At that time she could not stand straight, chew or see beyond 10 feet. She was inquisitive though and after 7 years her IQ had increased from 38 to 74 although she never developed the normal use of language. Many Psychologists believe that a child will have permanent difficulties in learning a language unless they start from an early age. Others argue that children could be mentally retarded from such abuse. So Genie’s case does not resolve the nature-nurture controversy surrounding human development. In 1977, the last time Genie was filmed, scientists found that without constant teaching Genie had regressed. She now barely said a word. In other cases of feral children, some, who were discovered at a much younger age than Genie, learnt language and were eventually able to speak reasonably well. Genie however was unable to do more than string a few words together. Genie failed to learn any kind of grammar, and this is what distinguishes the language of humans from that of animals. Genie could not grasp the difference between various pronouns or between active and passive verbs. In that sense she appeared to have passed the critical period. The critical period is a hypothesis that states that the first few years of life are a crucial time in the development of a first language providing that a sufficient stimulus is present. If the acquisition of language is not achieved during this time then it will never be fully achieved. Socialisation is a major sociological concept that provides the link between the individual and their Society. Socialisation is the ongoing social learning process that is necessary for human existence and development. There are two types of socialisation, primary and secondary. Those factors that are involved in primary socialisation are usually small, involve face-to-face interaction and communication and allow the individual to express the whole self, both feelings and intellect. Usually, those factors are the family, peer groups, of close friends. Within these groups, through personal experience, the individual learns ‘primary values’ such as love, loyalty, justice, sharing, etc. In contrast, secondary groups are usually large, more impersonal and formally organised, and exist for specific purposes. In the secondary stage, the individual learns more values and norms which are to be applied for the individual to fit in. This includes learning how to organise and conduct themselves in formal contexts (backgrounds) and how to behave towards people who have different degrees of status and authority. One of the crucial aspects of secondary socialisation is school. The effects of growing up in unsocial conditions in these and other cases seem consistent. When the children emerged immediately into society, they were generally described by observers as ‘primitive’ and ‘hardly human’. None of the children developed social and communication skills beyond a basic level, in spite of attempts to re-socialise them. Above all, their absence or limited ability to learn language prevented them from functioning fully within society. These cases, also, suggest that human development, especially those of gaining basic social and communication skills, needs considerable contact with others. These stories do more than just confirm the important role of education, and that not just nature plays an important role in growth and development but also the environment in which you grow up in. They show that a human being not only can, but must be educated or learn to become a human being. Even when isolated from birth, animals usually retain clearly recognisable instincts. A cat that is raised among dogs, will still behave like a cat. Humans, however, enter the world very poorly equipped. The knowledge a child needs to become fully human is not complete. Everything the child eventually knows, or can do, must be learned. With the exception of natural body functions, such as breathing, as well as the reflexes, everything else must be learned. That is why feral children are an excellent source of evidence in the nature and nurture debate, because they cannot walk, talk or even socialise. They cannot show any emotions nor have empathy. This is due to them growing up in isolation and not having humans to human interaction so that they can learn the basic skills of life. This also proves that its not only nature that play a big role in child development but the environment you grow up in makes an impact to child development or the upbringing of a person because that is where you learn to be what you will become. To conclude, culture is a very important idea in Sociology and without it, we would have no language, we would not be able to express ourselves, and our ability to reason and think would be severely restricted. Through the process of Socialisation, children learn the way of life or culture of their society. If culture did not exist, then society would not exist and vice versa. Bibliography Anon (2006)  Empiricism. Available at:  http://en.wikipedia.org/wiki/Empiricism: (Accessed 2/11/2006) Anon (2006)  John Locke. Available at:  http://en.wikipedia.org/wiki/John_Locke: (Accessed 2/11/2006) Anon (2006)  Francis Galton. Available at:  http://en.wikipedia.org/wiki/Francis_Galton: (Accessed 1/11/2006) Anon (2006)  Critical Period. Available at:  http://en.wikipedia.org/wiki/Critical_period: (Accessed 1/11/2006) Devlin, D., Daniels, M., & Roeder K., 1997. The heritability of IQ.