Describe and evaluate the accounts of depressive realism that can be Essay

Describe and evaluate the accounts of depressive realism that can be derived from associative and rule-based theories of learning and memory - Essay Example Associative theories of learning and memory maintain that a psychological process is involved in conditioning. Very much a behavioral account (similar to classical conditioning) and causal in nature, associative theories submit that people forge judgments based on their experience of the pairing of two stimuli and based on the strength of these associations. The delta rule can be used to explain this account of contingency and causality judgment. The cue precedes the second event, the outcome, in a consistent manner and if the outcome is consistently regular, associations are formed between cue and outcome so that the two become synthesized together. It is necessary, Price and Yates believe (1995), that the cue precedes the outcome for associative learning to be achieved, although others opine that, regardless of whether cue does or does not precede outcome, it is sufficient for participants to believe it as causal to the outcome for judgment to ensue. Models such as the expectancy-v alue model (Fishbein, 1963) and the association model (Bowers, 1986) are examples of associative accounts. The expectancy-value model argues that attitudes are a total sum of evaluative beliefs towards attitude objects, whilst Bower’s association model, although taking a cognitive stance, maintains that cognition and affect are linked through evaluative memory-based mental nodes that, via spreading activation, instigate perception. The stronger, or more intense the experience, the more instinctive and pronounced the bias. Rule-based theories on the other hand maintain that people arrive at contingency judgments by a sort of mental schema that encodes the events, categorizes them, and employs some mental logic to arrive at inferences and deductions. This it does by summing the frequency of events, and by employing a heuristic, referred to by Price and Yates (1995) as â€Å"blocking†, where perceivers

Ethnic Marketing in Indonesia Essay Example for Free

Ethnic Marketing in Indonesia Essay Indonesia’s national slogan  « Bhinneka ika tungat.  » that means unity and diversity, is a strong local motto that celebrates differences, specially the demographic one. This slogan was adopted at independence in 1945. This can indicate in a first approach a strongly united population, a country where people are allowed to practice and conserve their ethnic Identity. But this never was the general case in Indonesia. There is this insidious ordinary racism in the country that takes place in their everyday living. Because this sacred diversity is however limited to ethnic groups with claims to a territory: this includes the Javanese, the Sundanese and the Madurese. There are other local groups that are not as significant. For the other groups that can not have the same claims, it is another story especially when it comes to the Chinese Indonesian. Being migrants with powerful and strategic positions, they are often excluded by the population or they exclude themselves. If this is how the Indonesian society can be perceived, it isn’t the same when it comes to the marketing approach. It can be said that it is not that simple to talk about ethnic marketing in Indonesia when it is related to physical characteristics. If the comparison was made with Singapore, It is much easier to identify that a person belongs to a certain ethnic group when she is shown in an advertisement. It becomes more delicate when the ethnic groups have a lot of similarities. Even if Chinese, Indo or Arab origins Indonesians are not accepted everywhere or not recognized as true Indonesian by a part of the society, they still have their place and are represented for marketing purposes. We can give an example of Western Union: For the first Ad, adressed to the chinese Indonesian poulation, the person is an office working man, we would rather think that he has a good salary and is educated. The emphasis here is about the importance of the speed of the transaction. For the second Ad, more adressed to Indonesians with claims of territory, The main character is a little girl that due to the received money, could go to school. It shows the importance that is taking girls education in those groups. When it comes to the language, companies that operate at a national level generally use Indonesian or English for their advertisement campaigns. The use of a specific language related to a group is more likely to stay in the frame of small companies that operates in very restricted areas.

Essay --

INTRODUCTION TO POLITICAL SCIENCE ASSIGNMENT II 016201300090 IR-1 / 2013 2013 I. System Theory – David Easton System theory was first announced by David Easton, a Canadian political scientist in 1965. He is most well-known for his proposal of applying the theory in the world of political science. System theory basically explains about how the environment and social life as well give contribution and affect the political system around them, and the process goes on cyclically. Firstly, there are demands or supports from the surrounding environment of the present time (demands of changes from people/citizens, for example: rise of salary, changes of policy, better welfare and public facilities). These demands are to be said by Easton as inputs, which then will be taken into account to the political system. Secondly, after going through considerations in political system, the received inputs leads the political system into making decisions and or actions, called as outputs given to the social environment (for example: new policy, new rules, new facilities). Thirdly, the ‘outputs’ are given to the environment and the political system lets them interact. If the outputs given resulting in some changes or improvement, it means there are outcomes. Lastly, after some time the environment interacts with the new outputs, there might be some more changes demanded to the outcomes (for example, the new policies/rules are too strict, the facilities needs be tter management). These new demands towards the outcomes are called feedbacks. Feedbacks will once again be taken into account by the political system, which we can consider as the new inputs - in other words it’s back to the first time, hence called a cyclical process. For example... ... utilitarianism could be done in a wrong way. For example, an act of stealing from the rich to give the benefits to the poor, will still be considered a good action. Even though the process could be considered as a crime, the purpose or result however, is to promote the happiness of the poor people; for what matters to utilitarianism is the results only, not the motives nor the methods – hence the questions arise about utilitarianism being unjust. However, according to Mill arguments regarding the protests, justice actually preserves peace among people, and that is the implementation of the definition of utilitarianism itself. Utilitarianism theory can also be implemented in government nowadays in case of creating rules and policies and especially in making decisions, in means that the decisions made can bring out the best results which will actually benefit people.

The Pleasure Of Meaning :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites Abstract People often confuse satisfaction or pleasure with meaning. It is one thing to ask "How" (what Science does), another to seek an answer to "Why" (a teleological quest in most cases) and still different to contemplate the "What for". For instance: people often do something because it gives them pleasure or satisfaction – however this does not endow the act with meaning. Meaningless things can be – and many times, are – pleasant and satisfying. A prime example is human games. Games are structured, they are governed by rules and represent the results of negotiations, analysis, synthesis and forecasting. They please and satisfy. Yet, a few will dispute their meaninglessness. Games are useful. They teach and prepare us for real life situations. Sometimes, they bring in their wake fame, status, money, the ability to influence the real world. And even this does not make them meaningful. It is easy to answer HOW people play games. Specify the rules of the game or observe it long enough, until the rules become apparent – and you have the answer. It is easy to answer WHAT FOR do people play games. Pleasure, satisfaction, money, fame, learning, simulating real life experiences in anticipation and preparation for them. But al this does not draw us an inch closer to the answer to the question: WHAT IS THE MEANING OF GAMES? For meaning to exist, we must have the following (cumulating) elements: A relationship between at least two distinctive (at least partially mutually exclusive) entities (space-time is the result of such a relationship) This relationship must manifest itself as the ability to map important parts of the entities unto each other ("Important" – without which the entity is not the same, an identity element) That one of the entities should be larger than the other in some important sense. One of the entities must be physically bigger, older, more encompassing, mappable to more entities, etc. That there be an interpreter to discern and understand the relationship between the entities (therefore, an "intelligent" interpreter) That such observations would lead the interpreter (potentially) to explain and to predict an important facet of the identity and of the behaviour of one of the entities (usually, in terms of the other, within the context and while using the laws of mathematical logic) That the understanding of a "Meaning" will provoke in a human observer an emotional reaction and in a non-human observer, an alteration in its information content and / or in its behaviour The Pleasure Of Meaning :: essays research papers <a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites Abstract People often confuse satisfaction or pleasure with meaning. It is one thing to ask "How" (what Science does), another to seek an answer to "Why" (a teleological quest in most cases) and still different to contemplate the "What for". For instance: people often do something because it gives them pleasure or satisfaction – however this does not endow the act with meaning. Meaningless things can be – and many times, are – pleasant and satisfying. A prime example is human games. Games are structured, they are governed by rules and represent the results of negotiations, analysis, synthesis and forecasting. They please and satisfy. Yet, a few will dispute their meaninglessness. Games are useful. They teach and prepare us for real life situations. Sometimes, they bring in their wake fame, status, money, the ability to influence the real world. And even this does not make them meaningful. It is easy to answer HOW people play games. Specify the rules of the game or observe it long enough, until the rules become apparent – and you have the answer. It is easy to answer WHAT FOR do people play games. Pleasure, satisfaction, money, fame, learning, simulating real life experiences in anticipation and preparation for them. But al this does not draw us an inch closer to the answer to the question: WHAT IS THE MEANING OF GAMES? For meaning to exist, we must have the following (cumulating) elements: A relationship between at least two distinctive (at least partially mutually exclusive) entities (space-time is the result of such a relationship) This relationship must manifest itself as the ability to map important parts of the entities unto each other ("Important" – without which the entity is not the same, an identity element) That one of the entities should be larger than the other in some important sense. One of the entities must be physically bigger, older, more encompassing, mappable to more entities, etc. That there be an interpreter to discern and understand the relationship between the entities (therefore, an "intelligent" interpreter) That such observations would lead the interpreter (potentially) to explain and to predict an important facet of the identity and of the behaviour of one of the entities (usually, in terms of the other, within the context and while using the laws of mathematical logic) That the understanding of a "Meaning" will provoke in a human observer an emotional reaction and in a non-human observer, an alteration in its information content and / or in its behaviour

David the King

David the King of Israel and the 21 Irrefutable Laws of Leadership After two thousand years of being scattered around the world, the Israelites, God’s chosen people were finally able to come back to their historic home. When they finally settled in and formed a new government, they decided to have as their national symbol a flag with the Star of David prominently displayed in the center. One has to ask, of all the great and mighty leaders that have come and gone in the history of ancient Israel, they opted to have David as the symbol of unity, strength, resiliency, courage and above all integrity for the newly formed nation. This paper will look into the life of David and how he has risen from anonymity and transformed himself to become the most effective general and political leader Israel has ever known. Introduction Based on what can be gleaned from the Bible, David did not come from royalty. But his family could not also be considered as dirt poor since his grandparents according to the Book of Ruth owned land. Nevertheless, David had to work as a shepherd boy to help augment the income of his family. They also have no servants because when it was time to seek news and provide supplies to his brothers in the war front, David’s father asked his youngest son to travel instead of asking a trusted male servant to the job. The above-mentioned information is very important because it must be established that David was not groomed as a leader. It also provides contrast to the current situation in the 21st century where people are more aware of leadership quality traits and that schools and leadership programs are being established to replicate good leaders. But it was not the case with David. It can be argued that David was thrust into the limelight so to speak and he did not plot his way to the throne of Israel. When he visited his brothers, he witnessed and heard and unusual sight – the people of God cowered in fear against a man-giant called Goliath. The 8-foot plus warrior was taunting and blaspheming the Israelites and Yahweh respectively. His young heart could not take the insults and so he decided to do something about it and the rest as they say is history. 21 Laws of Leadership The fact that David did not consciously desired to be king and the fact that his family did not actively encouraged him to set his sights so high can be a very good starting point for studying the 21 laws of leadership. If Maxwell was right then even ancient peoples practiced these principles. If this study provides proof that an ancient leader such as David did indeed – consciously or unconsciously – sought out the benefits of these principles then at the end of this study one can conclude that John Maxwell was right to say that these principles are indeed irrefutable. The following pages describes Maxwell’s laws of leadership as seen in the life of David: A. The Law of the Lid- Leadership ability determines a person’s level of effectiveness David did not enroll in leadership school. His was a training program found in the wilderness. It was not formal but he desired to perfect the little talent that he had and from here he accelerated faster than the others did. During this time all he knew was three skills. The first one was to tend sheep; the second one is the ability to ward off predators using a slingshot and stick; and finally the ability to play the harp B. The Law of Process- Leadership develops daily, not in a day There were others who probably knew the same skills set as David but he became an expert in the little things on a daily basis he practiced the playing of the harp and the dead aim of a slingshot-shooter able to scare away lions and bears. He kept plugging on it until his fame grew as a young boy eager to please his father and also as a budding musician skillful with the harp. Because of constantly desiring excellence even in the little things, David was rewarded in his efforts. The news of a good musician skilled in the art of providing happiness to a gloomy heart reached the ears of a depressed King Saul. This was the beginning of an accelerated development process for David. On the part of David, it is very probable that he was not there absentmindedly fiddling with the harp but actively soaking it in learning all that he could. Now, the young is not only learning about the ways of sheep, lions, and bear he is also beginning to get an insight into the ways of a leader in the times when he was called into the palace. During this time, David had insider information as to how a government should be run. There were only a few young men given the privilege of doing so. C. The Law of Intuition- Leaders evaluate everything with a leadership bias There were many examples in his life when one can see this principle regarding intuition is in full display. The first one is when he faced Goliath. David did not grandstand or acted foolish as was suggested by his brothers. God knew what was going on, David was prompted by something so profound that no one in the whole camp was able to understand except this young man. The leader’s intuition was first displayed here when David refused to back down from a blasphemer and instead asked permission to go to battle with the giant. The second time this intuition was on display was when David refused to glory in humiliating Saul and finally when his enemy was killed he did not gloat and showed tremendous restraint choosing instead to mourn the former ruler of Israel. In this way David demonstrated a leadership bias and not merely someone following the dictates of emotions. D. The Law of Influence- The true measure of leadership is influence When David decided to become a dutiful son he immediately became an influence in his region. He was well known and it is the reason why he was brought to the palace of the king. Yet his influence grew even more in his association with the king. Finally his capacity to influence others grew exponentially when he destroyed Goliath. This capability was in full display when was able to convince the King that the whole nation should put their trust in him, knowing fully well that if he failed then Israel will be enslaved by the Philistines. His ability to influence grew as he was considered as Israel’s new hero. The Adult Years In the second phase of his life, David finds himself married, a successful career in the military and serving a delusional king, severely depressed and jealous of his success. It was at this time when he was driven out of the palace and he survived by living in caves. It is also at this point in his life when one can observe the following leadership principles come into play: 1. The Law of E.F. Hutton- When a real leader speaks, people listen 2. The Law of Respect- People naturally follow leaders stronger than themselves 3. The Law of Magnetism- Who you are is who you attract 4.The Law of Solid Ground- Trust is the foundation of leadership 5. The Law of Empowerment- Only secure leaders give powers to others 6. The Law of Connection- Leaders touch a heart before they ask for a hand The people that he met – during the time when he was Public Enemy No. 1 – were acknowledged to be fugitives like David. Many were the dirty dregs of society and the Israeli military would love nothing but their capture. Yet it was from this group that David handpicked his future leaders and used it as the core to create one of the most feared armed forces in the history of ancient warfare (1 Sam. 22). This could only happen if David was able to practice the 8 leadership principles listed above, including those mentioned previously. The desperate men gathered in the caves listened to David because they believe in him and they respect him because they sense that he is a man of inner strength. They probably heard that he was the one who had slain the giant while he (David) was still in puberty. They may have also figured out that Saul is hunting him down though he is innocent. So they were attracted to him because like them he has full of potential but circumstances conspired to make him a lesser man. It is also because of David’s loyalty to Saul – in spite of the king’s ingratitude – that made the people feel that they can trust this young man. So by training them and teaching them how to behave like a disciplined military unit, he was able to touch their inner being and he was able to empower them. Reigning King The following principles are evident even before he was making a push to ascend the throne of Israel. But it was only when he reached manhood when David was mature enough to display the following: E. The Law of Navigation- Anyone can steer the ship, but it takes a leader to chart the course For many years, David was living in a remote outpost far from Saul. But when Saul was dead he knew that the best step is to go to the capital and claim what was rightfully his according to the late prophet Samuel. F. The Law of The Big Mo- Momentum is a leader’s best friend David allowed his organization, his small band of men to gather momentum. There is no use charging a fortified target if the group is not yet ready. Momentum was building for years and when he was ready he made it known that it was time to go to Jerusalem. G. The Law of Timing- When to lead is as important as what to do and where to go Those who are eager enough to seize power and those who are foolish enough to charge in without being sensitive to what is happening all around him is not a good leader. David demonstrated his knack for timing when he did not immediately enter Jerusalem after Saul’s death. He waited until he has gathered enough support – until his army is ready to face whatever it is that the enemy can throw against them. H. The Law of Production- It takes a leader to raise up a leader One of the main reasons why David was able to establish a strong government can be attributed to his ability to raise up leaders. He was able to train former fugitives who used to have no direction in life until he stepped in and intervened in their behalf. The result was awesome, a multitude of military leaders were equipped and made ready for battle. I. The Law of Buy-In- People buy into the leader and then the vision Aside from leading a band of former fugitives to capture Jerusalem and other key areas in the Promised Land, the vision that David provided for his men were almost impossible to achieve. The men who went with him in pursuit of the dream have to believe first in David before they could follow him into harm’s way. J. The Law of the Inner Circle- A leader’s potential is determined by those closest to him It is important to note that David’s capability can also be determined by the caliber of people that he surrounds himself with. According to 2Sam 16 it was not only efficient military commanders that comprise David’s inner circle but also religious men who are also an important component of Israel society. K. The Law of Victory- Leaders find a way for the team to win David, it seems, can find the solution to his problem in just the nick of time. He saw the weakness in Goliath’s armor and he was well aware of his enemies weaknesses and strength allowing him to become Israel’s’ most victorious military strategist. L. The Law of Priorities- Leaders understand that activity is not necessarily accomplishment When Absalom, David’s son decided to rebel against his father and tried to usurp the kingdom, David did the unthinkable. He retreated and crossed the Jordan. He saw no reason to fight Absalom and engage him head on. He was criticized by this act but he demonstrated that it is not only ruthless action that can win wars. M. The Law of Sacrifice- A leader must give up to go up It is too many to count the times when David decided to sacrifice something in order to win. The first time that he demonstrated this is by obeying his father and doing all the tedious work needed to support his family. The second incident is when he decided to run away rather than to stage a coup against his King Saul. N.The Law of Explosive Growth- To add growth, lead followers-to multiply, lead leaders In the earlier part of his reign David was able to grow the army in size and potency in warfare. David has at least thirty chiefs responsible for hundreds of men. On top of this there are many that defected to David to increase further the strength of his army. O. The Law of Legacy – A leader's lasting value is measured by succession Before he died, David left the Kingdom of Israel into the hands of capable men. One of them is Solomon who grew up to lead Israel into its golden age. But there is perhaps no other legacy that David left behind than to prepare a bloodline from which Jesus Christ will come from. Conclusion Even though the 21 laws of leadership was a modern take at leadership principles and values; it is clear to see that ancient men were able to observe and practice them. One of the ancient rulers who benefited greatly from the wisdom of the 21 laws is a young man called David. He was once a shepherd boy who grew up to become one of the most beloved and one of the most accomplished military general and ruler of Israel. References Maxwell, J. (2007). The 21 Irrefutable Laws of Leadership. Retrieved from: Â  Accessed 17 September 2007. Holy Bible. (2005) Today’s New International Version. CO: International Bible Society. Â  

Life Did Get Better for Many Americans in the 1930s Essays

Life Did Get Better for Many Americans in the 1930s Essays Life Did Get Better for Many Americans in the 1930s Essay Life Did Get Better for Many Americans in the 1930s Essay The New Deal was put into place in 1933; it was a government scheme to create jobs, by spending money on work schemes such as building roads and dams, and also to help the unemployed and poor. The scheme was based on the idea that once people were earning wages, they would begin to buy goods, businesses would begin to revive, they would then employ workers, theses workers in turn would earn money and therefore spending it in the economy, and so on. Thus meaning that the downward spiral caused by the depression would be changed into an upwards spiral, boosting the lives of U.S. citizens. The New Deal helped many Americans; the Federal Emergency Relief Act (FERA) provided $500 million in benefits to the poor and the unemployed. Another scheme, the Civilian Conservation Corps (CCC) helped the economy revive in two ways, it employed young men and some women between the ages of 18 25. The money they earned helped to revive the economy when they re-invested in it, as well as this, the work they did helped the agricultural market, since it included things such as planting trees to stop soil erosion. Another way in which the New Deal helped the Agricultural economy was through the agricultural Adjustment Act (AAA) of 1933, it meant that crops were destroyed and animals slaughtered, in order to make prices rise, therefore enabling farmers to sell at a profit again, thus improving the conditions of farmers lives. A further technique by which the New Deal helped farmers and people living in farming valleys was via the Tennessee Valley authority. The scheme was intended to provide cheap electricity, stop floods and make the soil fertile. The scheme worked, by 1943, 80% of valley farms transferred from kerosene lamps to electricity. The Second part of the new Deal, which began in 1935 greatly worked to improve the lives of ordinary U.S. citizens. It included the Social Security Act (SSA), this began the first national system for helping old citizens through a pension scheme, it also provided benefit for the unemployed, and this improved the lives of ordinary citizens. Other policies of the New Deal which improved the lives of many Americans during the 1930s were the Works Progress Administration (WPA) which provided employment, by schemes such as building schools, hospitals and roads, as well as finding assignments for writers artists and photographers. This improved lives by providing jobs, and therefore money to citizens, as well as good schools and hospitals to increase their living standards. Also the Wagner act of 1935 improved lives for workers living in the 1930s, it gave every worker the right to join a union, in order to enhance their working standards. The act also set up the National Labour Relations Board to punish employers who did not recognise workers rights. Still, despite this there were many limitations to the New deal, which refrained the lives of many Americans from getting better. Despite authorities such as the CCC, TVA and WPA helping in getting Americans back to work unemployment still remained high and women and black workers were not given as fair a chance as white male workers. This was mainly due to the fact that the majority of black workers were neither skilled nor unionised, so the policies of the New Deal did not affect them very much, though the black workers it did affect, it mainly did so in a negative way. For example when crops were destroyed through the AAA the compensation given only reached the people at the top the land owners, the workers mainly blacks lost their jobs in exchange, since the less crops there were the less work their was to be done. 20, 000 blacks lost their jobs due to taking land out of production. Also black people, and women were still paid less than men, even if they did the same job as men . They were only used because they received a lower pay. Another example of the limitations of the New Deal was that despite the Emergency Banking ACT (EBA), which helped to re-open banks, trust in banks was not yet fully restored, and investment still only reached 75% of former levels. The greatest limitation of the New Deal was the opposition to its policies, it received opposition from campaigners for States Rights, which objected to schemes like the TVA that forced them to co-operate in the Federal Governments plan to build dams across seven states, it believed that the right of states to make their own laws was being taken over by the state government. Opposition such as this slowed down the policies of the New Deal from coming into place. Other objection came from the Supreme Court, it decided that many of Roosevelts deals were unconstitutional this meant they were illegal. When Roosevelt threatened to retire judges even the general public turned against him, they thought he was interfering too much, so the idea was abandoned. Fortunately for the New Deal some judges retired anyway, and new younger judges supported Roosevelt. This delayed many policies, but it was overcome eventually. One major group, which made a strong barrier against policies of the New Deal, was rich business men such as Al Smith and John Davis and wealthy organisations such as the American Liberty League, they did not like the interference of the New Deal, they opposed it for giving support to workers, and also for choosing to help the poor although he was rich himself. Although Roosevelt challenged big business it remained very powerful and was able to undermine the policies of the New Deal. The consequences of opposition groups were that after the problem with the Supreme Court in 1936 Roosevelt became more cautious, and in 1937 since prosperity seemed to be returning Roosevelt cut the New Deal budget, this was exactly what Conservatives wanted. Many workers employed by the New Deals own organisations were laid off, this cut in spending triggered cuts throughout the economy, and the downward spiral in the economy began once again. This recession meant that Roosevelt was badly affected, in the1937 congressional elections the Republicans did well, this meant that it became much harder for Roosevelt to push his reforms through congress. Still, Roosevelt was still popular with ordinary elections, he was re-elected with a big majority in 1940, but now Americas attention became focused on the outbreak of war in Europe. The war helped to improve peoples lives and the economy through providing jobs to a large majority of Americans, men to fight in the war and women to work in factories making ammunition, this helped greatly to reduce unemployment and revive the economy For those people whose lives did change in the majority of the 1930s it was due to the New Deal, although the new Deal did not help everybody. Still it was not the only factor contributing to the improved living standards, the war played an important role in improving the economy and the lives of US citizens towards the late 1930s, and in the early 1940s.

A Guide to Dantes 9 Circles of Hell

A Guide to Dantes 9 Circles of Hell Dante’s Inferno (14th C) is the first part of a three-part epic poem, followed by and Paradiso. Those approaching the La Divina Commedia (The Divine Comedy) for the first time might benefit from a brief structural description. This first part is Dante’s journey through the nine circles of Hell, guided by the poet Virgil.  At the beginning of the story, a woman, Beatrice, calls for an angel to bring Virgil to guide and aid Dante in his journey so that no harm will befall him. The nine circles of Hell, in order of entrance and of severity   Limbo: Where those who never knew Christ exist. Dante encounters ​Ovid, Homer, Socrates, Aristotle, Julius Caesar and more here.  Lust: Self-explanatory.  Dante encounters Achilles, Paris, Tristan, Cleopatra, Dido, and others here.Gluttony:  Where those who over-indulge exist.  Dante encounters ordinary people (i.e. not characters from the epic poems or gods from mythology) here.  Boccaccio takes one of these characters, Ciacco, and later incorporates him into The Decameron (14th C).Greed: Self-explanatory. Dante encounters more ordinary people, but also the guardian of the circle, Pluto.  Virgil discusses the nation of â€Å"Fortune† but they do not directly interact with any inhabitants of this circle (the first time they pass through a circle without speaking to anyone – a comment on Dante’s opinion of Greed as a higher sin).Anger: Dante and Virgil are threatened by the Furies when they try to enter through the walls  of Dis (Satan). This is a  further progression in Dante’s evaluation of the nature of sin; he also begins to question himself and his own life, realizing his actions/nature could lead him to this permanent torture.   Heresy: Rejection of religious and/or political â€Å"norms.†Ã‚  Dante encounters Farinata  degli  Uberti, a military leader and an aristocrat tried to win the Italian throne, convicted of heresy in 1283. Dante also meets Epicurus, Pope Anastasius II, and Emperor Frederick II.  Violence:  This is the first circle to be further segmented into sub-circles or rings. There are three of them, the Outer, Middle, and Inner rings, and each ring houses different types of violent criminals.  The first are those who were violent against people and property, such as Attila the Hun.  Centaurs guard this Outer Ring and shoot its inhabitants with arrows.  The Middle Ring consists of those who commit violence against themselves (suicide).  These sinners are perpetually eaten by Harpies.  The Inner Ring is made up of the blasphemers, or those who are violent against God and nature. One of these sinners is  Brunetto  Latini, a sodomite, who was Dante’s own mentor (n ote that Dante speaks kindly to him). The usurers are also here, as are those who blasphemed not just against â€Å"God† but also the gods, such as Capaneus, who blasphemed against Zeus. Fraud: This circle is distinguished from its predecessors by its being made up of those who consciously and willingly commit fraud.  Within the 8th  circle, there is another called the Malebolge  (â€Å"Evil Pockets†) which houses 10 separate Bolgias  (â€Å"ditches†). In these exist different types of frauds, including: Panderers/Seducers (1), Flatterers (2), Simoniacs  (those who sell ecclesiastical preferment) (3), Sorcerers/Astrologers/False Prophets (4), Barrators  (corrupt politicians) (5), Hypocrites (6), Thieves (7), False Counsellors/Advisers (8), Schismatics (those who separate religions to form new ones) (9), and Alchemists/Counterfeiters, Perjurers, Impersonators, etc. (10).  Each of these Bolgias  is guarded by different demons, and the inhabitants suffer different punishments, such as the Simoniacs who are stood head-first in stone bowls and forced to endure flames upon their feet.Treachery:  The deepest circle of Hell, where Satan reside s.  As with the last two circles, this one is further divided, this time into four rounds. The first is Caina, named after the Biblical Cain who murdered his own brother.  This round is for traitors to kindred (family).  The second is named Antenora  and comes from Antenor of Troy who betrayed the Greeks.  This round is reserved for political/national traitors. The third is Ptolomaea (for Ptolemy son of Abubus) who is known for inviting Simon Maccabaeus and his sons to dinner and then murdering them.  This round is for hosts who betray their guests; they are punished more harshly because of the traditional belief that having guests means entering into a voluntary relationship (unlike the relationships with family and country, which we are born into); thus, betraying a relationship you willingly enter is considered more despicable.  The fourth round is Judecca, after Judas Iscariot who betrayed Christ. This is the round reserved for traitors to their lords/benefactors/m asters. As in the previous circle, the subdivisions each have their own demons and punishments. 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Thoreaus Biography What distinct character trait emerges from this mans life and writings essays

Thoreaus Biography What distinct character trait emerges from this man's life and writings essays Perhaps the most attractive aspect about the life of Henry David Thoreau to a modern reader is the fact that the man actually lived the type of life and philosophy that he preached. Thoreau disdained the industrialized, modern urban life of the modern intellectual. His entire life illustrates how he lived, not simply as a great thinker, but as one who embodied the living principles of the Transcendentalist movement. Thoreau did not simply tell others to live. Rather he sought to discover, and then to embody his own principles in the text of lived experience, as First of all, rather than attempting to secure a job as a minister or academic after graduating from college, Thoreau embarked upon a period of study in the real world, to determine what was the best path for himself. On this quest, he worked as, among many other menial' occupations and pursuits, as a handyman for the esteemed essayist and Unitarian minister, Ralph Waldo Emerson. By working with his hands, Thoreau was able to gain a better sense of the importance of lived experience, rather than living in books. However, the literary climate at this most famous Transcendentalist's house enabled the emerging writer in Thoreau to remain immersed in this movement's literary scene and its ideas. The importance of working with one's hands, as a path to true self- reliance, in Thoreau's philosophy was next put into practice in his most famous experiment, that of his time of living in the woods in Walden, Massachusetts. Thoreau recoded in his journals and in the book that bears the location's name, his practical daily difficulties of dealing with ordinary individuals in the community, as well as his many successes and failures in dealing with harsh environmental conditions. Unlike Emerson, Thoreau does not sentimentalize the natural world. Having come to grips with its harshness in a very real and vi ...

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China. Economic Analysis - Essay Example Amongst the top three economies of the world, and just after United States has more stable condition after the international recession as the world recovers from it five years after the biggest slump hit the entire globe. The trade partners stretch far and wide and its industries are strong enough to manufacture all kinds of stuff, with specialization in electronics in modern times. China has the largest population bench in the world, and thereby resources are needed to accommodate the citizens. Energy sources are a serious concern, for this purpose the government in recent years has started focusing on energy sources besides the conventional sources. Nuclear power plants and other renewable energy sources are in line for this purpose. Only recently did China become the world’s largest exporter to all parts of the world. This despite being the recession that has hit the entire world with its storm. While the period from 2008 to 2011 marked severe lows in the world market, chin a has shown better performances in terms of their economic growth, their exports and other variables. They have devised policies that ensure minimizing the deficit and losses due to recession. Though it would be a biased statement to say that it was not hit by the recession, it’s wise and safe to say that the policies crafted by Chinese helped resisting the global recession in a better and organized manner. Government has contributed in the field of state owned organizations and with its efforts has aimed at revamping the entire structure to strengthen this sector. In recent times, the G.D.P growth has come down slightly to a single digit value (Mundi). This has to do with the international recession, the domestic demand increase and various other factors. Still considering the nature of recession all over, this is considerable resistance with regard to the G.D.P decrease. Down slide on Chinese graph of economy and G.D.P will definitely effect the other pats of the world and their economies since its economy, exports and investments are spread are spread all over in the local markets(The Economist Online). Chinese exports find a large market in Europe and considering the inter dependence, with Europe still strangled deep into the economic crisis and with Euro issues looming dark over their markets, being a global player China is, it is bound to feel the heat from the Europe side and this could impact its G.D.P and overall economy’s progress. China’s success can be attributed to its separation of currencies on local and international front. Without any surprise people are advocating this form of approach for the euro crisis as well. After the policy change from 1980s, China’s policy depended largely on the private sector organizations, however having stabilized that pole, their forte in recent times has been the governmental organizations. They have regularized them, brought about necessary changes and provided them with the necessar y security that would be demanded for the investors who are willing to invest in the state owned organizations. This is aided by the incentives attached to the investments in the government sector by both the local investors and the foreign investors. Having identified the achievements and the pluses that are there, there are obstacles at the same time that are being faced by the Chinese government and economy. One of these is the small domestic demand; this has largely got to do with the low capita income in domestic. The per capita income zone has the margin for improvement as it is relatively lower compared to other parts of the world and especially those countries that are in the rank and have some say and command over the international markets. Other problems and challenges faced include the handling of the large number of immigrants

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Identify an up and coming or a new business, identify the strengths and weaknesses or challenges, and your forecast of the company's success - Research Paper Example The business will gain from a corporation since all profits, losses and taxes are presented to the federal administration, and all the personnel as well as the owners file their individual income duties. The corporation can attract more financiers to the enterprise for development, and therefore, all losses, liabilities, and profits can be shared. Furthermore, lenders and vendors will award more prospects to a corporation. One of the limitations of the company is the double taxation since the owner has to pay taxes for the company as a distinct entity and the stockholders must file for the taxes too. This may prove tasking since the company has just been established and it is still trying to find its ground (Internal Revenue Services, par 3). Another challenge facing the company is keeping up with the marketplace since business settings change continually. The company must keep up with the market to meet its customers’ needs. The company can obtain information sources that afford insights on market trends and conditions (Internal Revenue Services, par 8). The other challenge is that the company does not have the right systems to delegate tasks and responsibilities. Financing the right systems such as quality control can improve the company’s productivity and convince clients that the firm can be trusted (Bizoffice par 2). Another challenge is welcoming change. Change can be overwhelming for a new company since change demands adequate resources and time, which the company may not have, and the company might not have the capacity to incorporate change (Internal Revenue Services, par 7). A change like personnel dismissal or changing suppliers can be dangerous for the business. Change demands coaching and developing personnel and being updated about the new technologies, which can be costly for a new company (Bizoffice par 3). The other challenge facing the company is the challenge of

System of Inquiry Case Study Example | Topics and Well Written Essays - 1750 words

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Naturalism in Stephen Crane’s “A God in Wrath” Essay Example for Free

Naturalism in Stephen Crane’s â€Å"A God in Wrath† Essay The 1880s to the 1940s marks a period in American Literature known as Realism and Naturalism. This was the time when most literary works reflected the ideas of pessimism and determinism, and where events and even God oppose human free will or remain indifferent to human desires. One author and poet of this era was Stephen Crane. Crane published â€Å"A God in Wrath† in 1905 in a collection of poems called The Black Rider and Other Lines. The poem, which is about a god torturing a man, reflects the recurring theme of naturalism with instances of pessimism, determinism, and detachment. Naturalism in â€Å"A God in Wrath† Pessimism. Pessimism, or the seeming inevitability of the occurrence of negative events, fills every line of the â€Å"A God in Wrath. † In the poem, the very fact that a god is punishing the man is perhaps the greatest indication of pessimism considering that no man can ever be greater than a god. Therefore, no man can ever escape a god’s wrath and so a man who is suffering from it will surely suffer till the end. Indeed nothing can be more pessimistic than that. One particular line, â€Å"He cuffed him loudly† (Crane), indicates that the man is bound and has no chance of escape ever. Moreover, one should take note that these cuffs are put by a god and therefore impossible to get rid of. Also, the cuffs are in the form of â€Å"thunderous blows that rang and rolled over the earth† (Crane). This means that these are not just simple shackles that simply require a key to remove but that they are as complicated as they are difficult to detach. Perhaps one more indication of pessimism in the poem is the presence of a crowd of people who are not shown to help the man, or are portrayed as helpless creatures that do nothing but observe and add to the man’s injury by saying â€Å"Ah, what a wicked man! † (Crane). The man in â€Å"A God in Wrath† is already in deep suffering when â€Å"All people came running† (Crane). Nevertheless, although he â€Å"screamed and struggled† (Crane), the crowd, instead of helping him, condemns him more by calling him wicked. In real life, one can see people who not only ignore those who ask for their help but even regard them as evil. Such is the picture of the society that Crane may have wanted to show through the element of pessimism in the poem. Determinism. Determinism in â€Å"A God in Wrath† centers around the idea that the man has no choice but to accept the wrath of god and eventually his own fate. The whole poem is a testament to the absence of free will as indicated in the man’s useless struggle to escape. Man’s free will is figuratively strangled when the god â€Å"cuffed him loudly† (Crane) and that although he â€Å"screamed and struggled† (Crane), which means that he wants to assert himself and his free will, no help arrives and there is no escape. Perhaps the man’s last chance of escape is the people who â€Å"came running† (Crane), and maybe he smiles at the fact that all of them seem to come to his aid. Unfortunately, it seems that he is predestined to suffer and perhaps even die of his suffering when he finds out later on that the people who come running actually do nothing but say â€Å"Ah, what a wicked man! † (Crane). Crane here shows that no amount of screams and struggles from the man, or every man in general, can change the course of nature, the will of a god, or man’s destiny to suffer. Detachment. The stone-cold objectivity in Stephen Crane’s tone is felt in the poem in his use of such nameless characters as a god, a man, and all people. The absence of a capital â€Å"g† in â€Å"god,† except perhaps in the title, clearly indicates that this god is not necessarily the Christian God but perhaps any form of deity considered to be a symbol of cruel and inhuman dictatorship. It can even be religion itself which is shown here that makes man suffer. One can also see that in the poem, the man is unnamed, which means that it can represent any human being particularly those who seem to be experiencing a hopeless struggle. Lastly, the phrase â€Å"all people† (Crane) may represent everyone else in the world of the man who suffers. Also, the fact that all of them â€Å"came running† (Crane) tells us that they are united in their action, and that when they all together â€Å"cried, Ah, what a wicked man! † (Crane), one can see that people in general are wicked and often express their ridicule and cruelty in unison. On the whole, the element of detachment in Crane’s â€Å"A God in Wrath† tells us that the situation portrayed in the poem and its painful events are not exclusive to the characters in it but also to every suffering human being. Conclusion Stephen Crane’s â€Å"A God in Wrath† is a poem that portrays the elements of the era of Literary Realism and Naturalism, which include pessimism, determinism and detachment. Pessimism is reflected by man’s seemingly unending struggle with a god that is impossible to conquer and with people who are brutally indifferent to his suffering. Determinism is present in the lines that show that his fate seems inevitable and that no amount of struggle and will to survive may seem enough to free the man in the poem from his suffering. Finally, a sense of detachment is expressed by the fact that the characters in the poem are unnamed. Hence, this makes the particular literary work a mirror of what actually goes on in the life of every human being who suffers and how much pain he has to bear with the wrath of a cruel god and the inaction of his indifferent fellow humans. Works Cited Crane, Stephen. 2010. â€Å"A God in Wrath. † Stephen Maria Crane. Poemhunter. com. May 24, 2010. http://www. poemhunter. com/poem/a-god-in-wrath-2/ Crane, Stephen. â€Å"A God in Wrath. † Withered Arm and Other Stories. Ed. George Bess. New Jersey: Viking Penguin, 1999. Print.

Cognitive theory of Jean Piaget four stages

Cognitive theory of Jean Piaget four stages Cognitive theory of Jean Piaget includes four stages of development that children move through during which the explanatory behaviors of infants transform into the abstract, logical intelligence of adulthood. There are three important specific characteristics of Piagets theory of which the first one is being a general theory, that is, cognitions all aspects undergo a similar course of change. Another characteristic is that children move through the stages in an invariant sequence. Piaget believed that there is a same order that children follow. Third, the stages are universal. Stages in cognitive theory assume the theory to include all children everywhere (Berk, 2003). Biological concepts are used in a limited way in Piagets theory. However, he stated the importance of genetic and environmental factors on the way that children move through the stages (Crain, 2005). He emphasized that the speed of children while passing those stages is affected by differences in genetic and environmen tal factors. Jean Piaget used the term scheme while explaining human beings organized way of making sense of experience (Mark, 1969). Traill (2008) explains that the term scheme used by Piaget is different from peoples everyday usage of scheme. The term can be any pattern for exploring and learning from the environment and it has three different intellectual structures. Piaget calls first intellectual structures to emerge as behavioral schemes, ones that appear after 2 years as symbolic schemes, and structures that appear after 7 years as operational schemes (Piaget, 1972, as cited in Traill 2008). For instance, dropping scheme of an 8 month old baby and a 25 months of will not be the same, as sooner it will become more deliberate and creative. Toddlers, different from infants, begin to think before acting and Piaget identifies that transition from sensorimotor to cognitive approach to the world which depends on mental representations. (Piaget, 1926, as cited in Berk 2003) Images and concepts are the two powerful mental representations. Especially, the shift from sensorimotor to cognitive approach is accounted for two processes; adaptation, consisting assimilation and accommodation, and organization. Interpretation of new structures into already existing schemes is called as assimilation and modification of existing schemes into adaptation of new experiences is called as accommodation. Cognitive adaptation aims to adjust to the environment and is a result of the equilibrium between assimilation and accommodation (Block, 1982). While trying to grasp an object, a baby is experiencing the assimilation process, while removing an obstacle and grasping an object, a baby now accommodates the scheme (Crain, 2005). During the organization process more complex intellectual structures are combined with existing schemes by children. For instance, after the baby experienced and covered dropping movement, then he/she will relate it with throwing movement as well as understanding the concepts of near and far (Berk, 2003). The Sensorimotor Stage (Birth to 2 Years) Jean Piaget observed his children during their developmental period and constructs the stages based on his observations. His books mostly involve many examples from his dialogues and interactions with his children. The sensorimotor stage consists of six substages. (Santrock, 2004) That stage starts with the use of reflexes from birth to 1 month. Newborn reflexes take important place in sensorimotor stage. According to Piaget inborn reflexes are consisted from first schemes. He states that as children use inborn reflexes and experience assimilation, they desire to put them to active use (Crain, 2005). After one month, children begin to repeat their chance behaviors and primary circular reactions period (one to four months) starts. A baby experiences the thumb sucking by bringing her hand to her mouth by a chance, when the hand falls she wants to get it back and experiences many failures until she gets it back (Crain, 2005). At that example the child organizes the hand movement and sucking which is a kind of circular reaction. Piaget also states that children at that period indicate the first efforts at imitation (Berk, 2003). The next substage is secondary circular reactions and is observed between fourth and eighth months. Infants start to experience motor achievements that encourage them to play attention to their environment. Infants begin to get enjoyment from the response of the environment to their attempts and they repeat their movements that get reaction from their surrounding (Santrock, 2004). Coordination of secondary schemes substage takes place during eight to twelve months. At this stage infants begin to coordinate tow or more actions to achieve simple objectives. In addition with an intentional purpose, babies try to imitate behaviors after watching a person. One may be able to observe a baby at this stage trying to stir with a spoon. In addition, a baby may begin to cry when she sees her mother wearing her coat in order to stop her mother leaving (Berk, 2003). In substage 5, tertiary circular reactions (twelve to eighteen months), children are interested with different outcomes. Piaget had observed one of his children hitting on a table at different rates in order to listen different sounds that he creates (Crain, 2005). It should be noted that all experiences are results of childrens intrinsic curiosity about the environment around them that Piaget emphasizes within his cognitive development theory. The last substage of the sensorimotor period is named as beginnings of thought or internalization of schemes lasting from eighteen to twenty months. During that substage children have the capacity to remember the behaviors that are not present (deferred imitation). Their efforts on imitation also indicate progress and they experiment with actions inside their heads. Besides, children can be observed to engage in make-believe play during that period (Santrock, 2004). Object Permanence: Piaget and many researchers concluded that infants appreciate concepts of permanence objects. Up to four months, children do not make any attempt to an object leaving in front of their eyes. During secondary circular reactions stage children are more able to explore their surrounding and they have a better sense of permanence of objects. At stage four children have the ability to find the hidden objects. If an adult takes a toy behind a box, the baby will look at the behind of the box and find the toy. During the stages five and six children are able to follow displacements and follow invisible shifts (Crain, 2005). Beginnings of Categorization: Before the capability of mental representation children are not able to categorize objects. During the first year of their life, children experience perceptual categorization. For example they can categorize the legs of an animal. Conceptual categorization begins with the end of first year; they are now able to categorize similar characteristics and behaviors. Active categorization period starts with the beginning of the second year. It is stated that sorting objects into two classes can be observed in eighteen months babies. In the second year babies can group two different kinds of objects without grasping them (Berk, 2003). When the observed milestones of research and the description of substages of Piaget are compared from birth to two years, both similarities and differences are seen. There are points that seem to occur earlier than Piaget accepted such as categorization, deferred imitation, and analogical problem solving. Those differences are explained differently from many researchers. Some of the surveys indicate that some children born with different intellectual capacities and some of them with a set off limits which causes those differences. The latter argue the theory of Piaget in terms of biological considerations. The Preoperational Stage (2 to 7 Years) Preoperational stage is lasting from two to seven ages in which the child is more capable while dealing with the environment. Although the reasoning of child is still unsystematic and illogical, that is the period that children begin to use symbols and rapidly develop representation. One of the important symbols that indicate increase during that period is language (Santrock, 2004). Piaget believed that experience of internal images occurs before labeling words and he did not take language as an important tool in cognitive development of children. Berk (2003) argues that Piaget had misadjusted the role of language in early intellectual development. She proposes that conceptual abilities of children are highly affected from the dialogues of children with adults. Moreover, there are many psychologists that believe as children develop their language ability, they begin to think more logically. Children experience transductive reasoning during that stage which means shifting from one particular to another. Children place two unrelated situations into the same case as if they have a relationship. One of Piagets children had concluded that she hadnt had her nap yet so it wasnt afternoon (Piaget, 1924). Piaget (1924) explains that statement as an example of transductive reasoning, because the child did not catch the understanding that afternoons include many different events and having nap is only one of them. An important milestone of the increase in mental representation is make-believe play during preoperational stage. The differences in make-believe play between sensorimotor and preoperational stage can be clearly observed. By the middle of preoperational stage make-believe play of children indicate real life conditions. In addition, by preoperational stage children begin to engage in sociodramatic play, they coordinate variety of roles and story lines during their play. One of the criticized points of cognitive theory of Piaget is based on the belief of Piaget that play reflects childrens cognitive and social skills, however there are many recent studies indicating the contribution of play on those skills. Especially during sociodramatic play, children interact with their peers longer and they are more cooperative. Many psychologists believed the role of strengthening of make believe play on a wide range of mental abilities and logical reasoning (Berk, 2003). Egocentrism: Piaget stated that children look at their surrounding from their own viewpoint and they ignore perspectives of others. Three-mountains study is one of the famous observations of Piaget explaining egocentric behavior of children at preoperational stage. He had used a model of three mountains and taken a child for a walk around the model in order to give opportunity for the child to look at the model from different view. Piaget had placed the child from one point of the model and placed a toy to another place. The child had been asked what he/she saw while looking at the model and what the toy would be seen while looking at it. All the children could correctly explain what they were seeing, however children at preoperational stage gave the same answer with their own view (Crain, 2005). Studies emphasize on the relation between egocentrism and social communication. Children at preoperational stage, according to Piaget, fail to recognize the needs of their peers during verbal interaction (Rubin, 1973). As they look only from their own view, they are able to understand view of the person interacting with them. They think that they can be seen from everywhere, everybody see and hear them. An adult may observe a child at this period telling that nobody could see him/her while closing his/her eyes with hands. Animism: Piaget (1951) proposes that the child recognizes no limits between himself and the external world and it is expected that the child would see many nonliving and non acting things as living and conscious and he explains this phenomenon as animism. In his book The Childs Conception of World, 1951, he identifies the reason for him to use the term animisim. He accepts that animism was term used for primitive human beings and responds the criticisms by telling that he had used that term as a generic term and emphasizing on the different types of animism in psychological origins (Piaget, 1951). Children at preoperational stage have a belief that objects are alive because they move and grow. For example, a child may tell that there are not any cars on the road, because they are sleeping. Piaget described animism inside four stages. Initially children accepted useful things as living. At this first stage broken or damaged objects were not alive for them. At the second stage, moving objects, whether are moved by an external factor or by themselves, were considered as alive. In stage three, to be categorized as living, things should move by themselves. Lastly, at the fourth stage, adults know that plants and animals are living things only (Moriarty, 2005). Irreversibility: Going through a series of steps and after changing direction is difficult for children at preoperational stage. Another well known experiment of Piaget indicates that problem in a way that there are children shown 16 boxes, 6 of which are yellow and 10 of which are red. When children are asked whether red boxes are more or boxes, children at this stage responds as red boxes and fails to be aware of that both yellow and red boxes are boxes. In his book The Childs Conception of World, 1951, Piaget gives examples about irreversibility. There are dialogues indicating their inability such as, asking a child about her sister, the child responds that she has a sister named A, then Piaget asks the child whether A has a sister or not, the child responds that A has not a sister. (Piaget, 1951) Inability to Conserve: Piaget propounds preoperational childs lack of conservation by applying experiments of liquids and number. He shows two same size glasses to the children and fulls the glasses with water. He asks children which of the water was more. All the children respond that they were equal in amount. Then he puts the water in one of the glasses into a different size glass (wider or taller) and repeats his question. Children at preoperational stage tell that they are now different. They have not the capability to perceive that certain physical features of objects remain same, even their physical appearance changes. Based on experiments of Piaget, at the beginning of seven children begin to give the correct answer to the conservation tests. Before that age children indicates at conservation but not totally achieve it. They give answers like one is more because it is taller and then change their answers the other one is more because it is wider. Besides, irreversibility of the child can be concluded based on the conservation of liquid experiment. The child cannot understand the end result as a reverse of the original one. Jean Piaget also had thought about the failures of children from the linguistic point. Terms such as taller, more, wider takes time to be understood. He suggests ways to overcome that problem and tells adults to apply experiments by using different sentences and establishing questions by using different words within a particular case. Piaget experimented conservation of children also with using number.

Northern vs Southern States, Education :: essays research papers

It seems important to understand the similarities of the colonial regions in order to comprehend the implications they had. By comparing the Middle Colonies and New England, and by contrasting the future North to the South, it becomes relatively easy to draw patterns. In 1760, the population in New England counts 16,000 Africans, 29,000 for the Middle Colonies whereas the South populates 205,000 Africans. Slavery is then mainly concentrated in the South, involving more agrarian activities and land farmers. Life expectancy in New England and the Middle Colonies were higher while death rates were superior in the South. The cities mainly initiated in New England and then followed by the Middle Colonies. South colonies had smaller towns, more fields. Nevertheless, cities involve more social problems such as crime and vice. The rural exodus of poor people to the cities explains the reason Revolutionary crisis started in the cities. New England and the Middle Colonies (to a smaller degree) symbolized the industrial power where industries such as metal manufacturing, lumbering, mining and fishing were predominant in these regions. For the most part, they were white workers (artisans, crafters, silver working) and the trades would take place between the colonies. To the contrary of these two regions, the South would focus more on massive slaves work to grow tobacco and rice that they would sell to England. As we can notice, the two trading systems have different markets. New England and the Middle colonies would trade more internally, helping merchants with the Act of Navigation, whereas the South targets England as a market for more commercial trades. Concerning religion and education, New England primary had universities based on a religious belief (i.e., Harvard and Yale) but progressively went to a religious liberalism. The Middle Colonies were famous for their

The Death Penalty: In The Name Of Justice? :: essays research papers

The state murdering people because of their crimes simply does not equate to justice. It is real easy to hear about how the government is doing this wrong or that, but the death penalty is abounded with so many injustices and faults that it’s an embarrassment to our entire due process of law. Supporters of capital punishment subscribe to religious and ethical points of view rather than facts, and when they do offer facts it’s always the same argument: â€Å"It’s a deterrent.† The death penalty is extreamly flawed, most notably it comes with a very high price tag to an already under-funded correctional institution in America; no stable argument has been installed to warrant it as a deterrent; and the moral decay it establishes creates among other things a feeling of revenge and spite within society. Many people for and against the death penalty are under the proposed belief that capital punishment is a deterrent for crime. No study can offer a clear explanation of this theory. Almost a dozen states don’t offer a death penalty, and a dozen more haven’t executed in over fifty years that have one. Are their first and second-degree murder rates head and shoulders above the other states? Of course not. Some of these states include large metropolis’ such as Minnesota’s twin cites. Detroit has a high crime rate (in actual number not on a per capita basis) in Michigan, which doesn’t offer a death penalty, but Birmingham has one of the highest crime rates per capita in the nation. What has Alabama’s electric chair not done in Birmingham that life in prison has done in St. Paul? Deter crime, particularly murder. Studies have shown that, all evidence in view, long prison terms punish just as effectively as capital sentences. The flaws of capital punishment become too many shortly after they total one. This is because of the focus of the death penalty that being human life. Innocent people being sent to death or being released within weeks of execution are becoming frequent stories on the nightly news. The legal system is disturbingly unable to correctly administer the death penalty. Every day individuals who can’t afford a lawyer have to have one appointed to them under the constitution. Almost thirty percent of Americans can’t afford health care, how are they supposed to afford a lawyer? These lawyers, who are on average paid 5 dollars an hour, have little to no incentive to gather all the precious materials to adequately support the accused.

Conditional Love †How to Love Essay

Do you feel the sting of being rejected? Do your closest friends and even family push you away or mistreat you? I think that every emotionally healthy person wants to love and to be loved. We want people to love us as we are. We want to feel accepted no matter what we may say or do. When we make a mistake, we want to be forgiven and we don’t want to experience rejection. We want to be loved unconditionally. A problem comes though when we do not reciprocate unconditional love. For example, there will never be real love expressed between two people if both individuals are seeking to have their needs met. How can two people make a relationship work if both define love as, â€Å"if you love me then you will do what I want†? There is only one person who can truly love unconditionally. His name is Jesus. See, God is perfect and demands perfection from us. But, we all have fallen short of living a perfect life and that is called sin. The penalty for sin is death. But, this penalty is too great for us to pay! The Bible says that God demonstrated themeaning of love to us in this that while we were yet sinners, Christ died for us. Jesus laid down His life for us as the ultimate act of unconditional love. He accepts us for who we are, for what we have done, and even for what we have neglected to do. But, now He is asking us to accept Him unconditionally as well. He wants us to accept His love by giving to Him our heart, mind, soul, and strength. He wants all of us. When we give ourselves over completely to Jesus then we are â€Å"fully known, fully accepted, fully loved, fully valued, and fully celebrated.† Jesus will never leave you, quit on you, belittle you, or even condemn you. Did you know that the Bible says that Jesus did not come into the world to condemn the world but to save the world? He came to show you what love is. Once we experience His love, we must step forward quickly to embrace it. The Bible provides an excellent description of unconditional love and gives us a pattern to follow. What is real love? Here is an example, â€Å"Love is patient, love is kind and is not jealous; love does not brag and is not arrogant, †¦ Love rejoices with the truth. Love believes and endures all things. Love never fails.† The longing of your heart to be loved unconditionally can be fulfilled only through Jesus Christ. You must admit your sin, believe in Jesus, and follow His ways. If you do, you will experience unconditional love. Once you have experienced love unconditionally, you are then able to know how to love as well.

Romeo and Juliet: Chapters 1 – 7 quotes

Chapter 1 – Quotes â€Å"A squat grey building of only thirty-four stories† pg.1 This is the opening line of the novel and it paints a picture of what the city is like. It is grey meaning there is no life and individuality, it is quite dull and that the building being â€Å"only† thirty-four stories high indicates that it is a smaller building compared to those that surround it and that this world is dissimilar to what we have at present. â€Å"Community, Identity, Stability† pg.1 This is the motto of this brave new world. Community through one another working hand in hand and applying themselves fully at whatever job they have been assigned to undergo. Identity of each human being known as either an Alpha, Beta, Gamma, Deltas or Epsilon. And finally, stability within the brave new world through each type of human knowing their role within the process and that there will be no unhappiness within the humans. â€Å"Cold for all the summers beyond the panes, for all the tropical heat of the room itself† pg.1 Here we see the artificial nature of the brave new world. There is no heat emitted throughout highlighting the fact that the humans in the world are somewhat artificial too. The rooms are not heated through a natural process although it is all done through machinery and if not even summer would be a cold season. â€Å"Hands gloved with a pale corpse-coloured rubber. The light frozen, dead, a ghost.† pg.1 This provides another insight into the world which has been created through the various processes and techniques that have been implemented in the brave new world. It shows that there is no uniqueness within the community and that everyone is if they are dead and that they is no actual life. â€Å"For particulars, as everyone knows, make for virtue and happiness; generalities are intellectually necessary evils† pg.2 This shows that everybody within the brave new world has been made for a singular purpose and that they can only fulfill that purpose. Liking what you are doing provides virtue and happiness and so there are particulars although having generalities and room for potential and ability to rise above others is evil. This is the message that the director provides the students to show that this is the best way forward and that the way it was carried out ‘before-Ford' was a problem to all. â€Å"Year of stability A.F 632† pg.2 The director talking to the students, always refers to what they are doing as the â€Å"year of stability†, the year were the process of what they are doing to create a brave new world stabilizes and continues to bring well-being to those brought up with it. A.F stands for â€Å"After-Ford†, the creator of the Ford T-Model, and the dates are based on around him. â€Å"Alphas and Betas remained until definitely bottled; while the Gammas, Deltas and Epsilons were brought out again† pg.3 This is the process that was applied to the various embryos to determine the intellectual capabilities of each individual. The more oxygen a type received the higher their intelligence would be so that is why the alphas and betas, the smarter humans, would remain with oxygen while the Gammas, Deltas and Epsilons would only have a certain amount of time with oxygen as they were not required to do high intellectual jobs. â€Å"But a bokanovskified egg will bud, will proliferate, and will divide. From eight to ninety-six buds and every bud will grow into a perfectly formed embryo, and every embryo into a full-sized adult. Making ninety-six human beings grow where only one grew before. Progress† pg.3-4 Yet again the director tells the students of his beloved process which form adults which they see at present. In a normal process, eggs will bud and form one embryo to form a full-sized adult although in the brave new world, a Bokanovsky egg due to scientific enchantments, are able to produce over ninety adults. This shows that there has been significant advancements in the human race and that they believe that progress is the key. â€Å"‘Bokanovsky's Process is one of the major instruments of social stability!' Major instruments of social stability. Standard men and women; in uniform batches.† pg.5 Bokanovsky's process is the one that is ruling over the brave new world. It allows for certain type of people to be born with a certain limit to their intellectual capabilities and as a result it provides the social stability that was being looked for. It provides both men and women to do the same job with the same abilities to do so and so it provides stability. â€Å"Like chickens drinking, the students lifted their eyes towards the distant ceiling† pg.8 This shows that even those who are on a tour of the process are conditioned in such as way that they to do things at the same pace and share the same amount of interest in the topic at hand. It also highlights the fact that there is not much room for uniqueness within the brave new world and that humans are at a point where they are nearly as unique as a chicken in a group of them. â€Å"So we allow as many as thirty per cent of the female embryos to develop normally. The others get a dose of male sex-hormone every twenty-four metres for the rest of the course. Result: they're decanted as freemartins – structurally quite normal†¦but sterile.† Pg.10 Here we see the process that is carried out to make female adults although make sure that they do not have the capability or desires to reproduce as this would cause a disruption to the ‘stability' of brave new world. The process involves allowing the female to develop normally for thirty-percent although they are then given a dose of male sex-hormone so that they are freemartins and at the same time still structurally fine. â€Å"‘The lower the caste, the shorter the oxygen'† pg.11 The Alphas, Betas, Gamma, Deltas and Epsilons are all differently intellectually capable and this is due to the amount of oxygen that they receive as embryos. The more oxygen that one receives the higher the intelligence, as Alphas do the most amount work needing intelligence they are given the most oxygen and so then are recognized as Alphas while the least amount of oxygen is given to those who do not need much intelligence to complete their task which Epsilons. â€Å"‘But in Epsilons, we don't need human intelligence† pg.11 Epsilons are the lowest caste within the brave new world society and they do not need a large amount of human intelligence to complete their role in the society. As they do not need this intelligence they are starved of oxygen so they do not move up within the castes and so stability is upheld. â€Å"‘And that,' put in the Director sententiously, ‘that is the secret of happiness and virtue – liking what you've got to so. All conditioning aims at that: making people like their unescapable social destiny† pg .12 The process that is involved in making a human is one of ease in the brave new world and for that to continue the people that are born must be conditioned into liking what they have to do. For example, if an Epsilon was conditioned into liking cleaning toilets they would be rewarded as a child to go near toilets although if they were not, they would not like this job and therefore there would be an uprising. Conditioning is all about making people like their unescapable social destiny. â€Å"They learn to associate topsy-turvydom with well-being; in fact they're only truly happy when they're standing on their heads† pg.13-14 This underlies the process of conditioning, undergoing processes so that the human is associated with the job or role they play, even if that means making them hate books and flowers. Here we see that the embryos are placed upside-down so that when they are born that is the state that they feel comfortable in and that they will be conditioned to do their job with better results. Brave New World Aldous Huxley Chapter 2 – Quotes â€Å"Books and loud noises, flowers and electric shocks†¦They'll grow up with what the psychologists used to call an â€Å"instinctive† hatred of books and flowers. Reflexes unalterably conditioned.'† pg.17 This is another example of where conditioning changes the natural growth of a person. In this example we see that babies are conditioned to hate books and flowers through the use of playing loud noises whenever they played with books and giving them slight electric shocks whenever they played with flowers. This then meant that the babies when grow up and have a hatred for books and flowers and will want nothing to do with them which allows them to do certain jobs within the society. â€Å"It was decided to abolish the love of nature, at any rate among the lower classes† pg.18 Abolishing the love of nature allows for certain types of people to do certain jobs within the brave new world society without the hatred of doing the job. This is especially forced upon the lower classes including Deltas and Epsilons as they required the conditioning to do things of low intelligence and therefore there will be no uprising against what they are assigned to do. â€Å"‘We conditioned the masses to hate the country, but simultaneously we condition them to love all country sports† pg.18 Here is another example of where conditioning sets a particular liking and disliking for different things. In this example it is of hating he country so that people do not have the intention to travel there although they love the country sports so they can watch it on television resulting in their past times filled instead of wanting to do other activities. â€Å"(Here the Director made a sign of the T on his stomach and all the students reverently followed suit)† pg. 20 The ‘T' symbol indicates the significance of Henry Ford's T-Model car and that not only does the director respect what he has contributed to make the brave new world possible but the students to understand that he is a god like figure and must be respected. â€Å"Elementary Class Consciousness†¦All wear green and Delta children wear khaki. Oh no, I don't want to play with Delta children. And Epsilons are still worse. They're too stupid to be able to read or write. Besides, they wear black, which is such a beastly colour. I'm so glad I'm a Beta. Alpha children wear grey† pg. 22 This shows that each class of people, the Alphas, Betas, Gammas, Deltas and Epsilons have different uniforms to wear so that they can be easily recognized by others. For example, Delta children wear khaki, Epsilons wear black, and Alphas wear grey. Even this child who is talking in this example says he is glad to be a Beta because he is conditioned in such a way that he does like being who he is and does not want it any other way. Brave New World Aldous Huxley Chapter 3 – Quotes â€Å"Mustapha Mond†¦Bernard Marx†¦Lenina Crowne† pg.28 These three people all hold significant background histories in different areas although the names are changed slightly within the novel. Mustapha Mond is the Resident World Controller of Western Europe, one of only ten World Controllers. He was once an ambitious, young scientist performing illicit research. When his work was discovered, he was given the choice of going into exile or training to become a World Controller. Bernard Marx an Alpha male who fails to fit in because of his inferior physical stature. He holds unorthodox beliefs about sexual relationships, sports, and community events. His insecurity about his size and status makes him discontented with the World State. Bernard's surname recalls Karl Marx, the nineteenth-century German author best known for writing Capital, a monumental critique of capitalist society. Finally, Lenina Crowne is a vaccination worker at the Central London Hatchery and Conditioning Centre. She is an object of desire for a number of major and mino r characters, including Bernard Marx and John. Her behavior is sometimes intriguingly unorthodox, which makes her attractive to the reader. â€Å"Home, home – a few small rooms, stiflingly over-inhabited by a man, by a periodically teeming woman, by a rabble of boys and girls of all ages. No air, no space; an under sterilized prison; darkness, disease and smells† pg.31 This quote describes the living areas of the people within brave new world. They are not given much although they are conditioned to feel happy about what they have and they do not complain despite the fact that they are living with a large number of male and females as well as boys and girls in little space which teems full of diseases and unpleasant smells. â€Å"‘Dr. Wells advised me to have a Pregnancy Substitute.'† pg.32 This is Lenina Crowne talking, where she says that she is having a pregnancy substitute a process Since there is no live birth or pregnancy, only decanting, it is suggested that women take a pregnancy substitute, which lasts several months. The procedure is not described in detail. It is compulsory at age twenty-one, but some women have it as early as seventeen. â€Å"‘But everyone belongs to everyone else,† pg.34 Through everyone belonging to everyone else, there is no need for marriage, is no need for love or no need for reproduction between the opposite sexes. This allows for the Bokanovsky's process to rise and continue to taken over the brave new world. This also means that there will be ‘stability' which is essentially what is being wanted in this society and by everyone just as similar as the next and no connection between anyone it can be upheld. â€Å"No wonder those poor pre-moderns were mad and wicked and miserable†¦they were not conditioned to obey†¦they were forced to feel strongly† pg.35 Here we see that there is a shift in time and that before Ford, people who were called ‘pre-moderns' were miserable and wicked because they were not conditioned and controlled by the community and could do whatever they liked and that cause a problem of society as well as feeling and supporting what they thought was correct. This to ‘moderns' sounds like a past that they do not want to go back to and therefore advocate the process and society they live in now. â€Å"No civilization without social stability. No social stability without individual stability† pg.36 Here we see the motto being used, especially that of stability within the brave new world. Stability is a key concept within the society and one that is believed to be needed for a civilization to proceed forward. This stability is only reached when individuals are stable and feel that and is why conditioning is such a major factor in this society. â€Å"Impulse arrested spills over, and the flood is feeling, the flood is passion, the flood is even madness† pg.37 Here we see that everyone in the society of brave new world is brainwashed and conditioned into thinking what the leaders believe to be correct, there is no uniqueness. The people believe that if they think and act for themselves there are consequences for doing so which is stated above, and the end result will be madness, something no one wants. â€Å"Shorten that interval, break down all those unnecessary barriers†¦'No pains have been spared to make your lives emotionally easy† pg.37 Here we see that the people of the brave new world are made to work only short spurts of time so that they do not have to face barriers which can hindered their performance. This therefore means that they are not faced with various emotional problems and can do the particular job that they were assigned to be at the best of their ability. â€Å"‘Talking about her as though she were a bit of meat'† pg.39 This is how the men speak of as the women. They are not as important as themselves but of must less significance despite the fact that they are of the same intellectual capabilities. When the men do see a good looking women they would often pay no respect for them as just as it states, talk of them like they are meat. â€Å"‘Everyone belongs to everyone else, after all'† pg. 40 Through everyone belonging to everyone else, there is no need for marriage, is no need for love or no need for reproduction between the opposite sexes. This allows for the Bokanovsky's process to rise and continue to taken over the brave new world. This also means that there will be ‘stability' which is essentially what is being wanted in this society and by everyone just as similar as the next and no connection between anyone it can be upheld. Brave New World Aldous Huxley Chapter 4 – Quotes â€Å"Droning twilight of the well, the twilight of his habitual stupor. It was warm and bright on the roof. The summer afternoon was drowsy with the hum of passing helicopters; and the deeper drone of the rocket-planes hastening.† pg.51 Here we see that everything in the brave new world is mechanized and run my machinery. There is no need for humans to do certain jobs including reproduction as that has all been allocated to the machines to undergo that process. There is no natural buzz created by humans when working and there is no natural feeling although there is a dull hum of the machinery working consistently of where humans used to. â€Å"The malice and bad tempers from which other people had to take holidays never afflicted him† pg.52 In the brave new world there are a specified number of separate social castes and no more. Here we see that there is an odd example of Benito who always saw things sunny-side up. It was the nature within him to act of as if everyone deserved a second chance and that they are all good people at heart. He did not have a bad temper nor would be wish bad things upon other people. â€Å"To have dealings with members of the lower castes was always, for Bernard, a most distressing experience† pg.55†³ Here we see Bernard, of the higher class in the brave new world society, not wanting to deal with lower castes because he had been conditioned in such a way that people underneath with were not as good as him. They were below his dignity and he could not force himself to have any association with those people. It was just the way that the brave new world society operated. â€Å"The mockery made him feel like an outsider; and feeling an outsider he behaved like one, which increased the prejudice against him† pg.55/56 Here we see how Bernard felt when talking to the various castes including the Gammas and Epsilons. He is treated as if he does not belong and that his reactions to this is to behave like an alien, alone and an outsider. It was because of the way that he dealt with the problem that the others began to increase their prejudice against him. Brave New World Aldous Huxley Chapter 5 – Quotes â€Å"Ant like pullulation of lower-caste activity† pg.63 This is describing the lower-caste population and comparing them to how ants work in everyday life. The jobs they did were monotonous unlike Alphas whose jobs were varied and diverse. The lower-caste did jobs that were boring and did not need much intellect to complete them although they enjoyed what they did because of the conditioning process that is in place in the brave new world. â€Å"‘Phosphorus recovery†¦One their way up the chimney the gases go through four separate treatments. Now they recover over ninety eight percent of it. More than a kilo and a half per adult corpse.† pg.63 Here we see that everything in the brave new world is not wasted even including human bodies after they have died. They have constructed a process which they extract phosphorous out of the decaying human body which is used for other purposes. This shows how different the brave new world is from the everyday world. â€Å"‘Everyone works for everyone else. We can't do without anyone'† pg.64 In the brave new world it is operated through everyone doing their job, without any fighting which is somewhat accomplished with the conditioning program that is compulsory for everyone within the brave new world. Everyone had a certain role to play and they must do their duty if progress it to continue into the future. Brave New World Aldous Huxley Chapter 6 – Quotes â€Å"‘When the individual feels, the community reels'† pg.81 Here we see that Lenina talking about how the individual must realize that they are part of the community and that it is practically all for one and one for all. If the individual does not pull their weight and contribute evenly to the community then the community will pay the prices. It does not matter if everyone else in the community is performing at their peak, but for the community to actually perform at its optimum, everyone must work. Brave New World Aldous Huxley Chapter 7 – Quotes â€Å"The tall houses rose like stepped and amputated pyramids into the blue sky† pg.92 Here we see that nothing in the brave new world is natural and nobody is individual and unique. Everything is the same and similarity overpowers uniqueness within the society. Everything which has been made has been done so in mass numbers including the houses and the pyramids which have been erected. â€Å"Cleanliness is next is next to fordliness† pg.94 In the brave new world, God is not the main figure of power within the world nor is he even recognized as a ruling power. Ford, the man who created the T-model car is the overpowering leader of the brave new world and has say over all the rules in the society. Nothing is god like, but Ford like, he is the divine leader of this new world. â€Å"We keep their internal secretions artificially balanced at a youthful equilibrium. We don't permit their magnesium-calcium ratio to fall below what it was at thirty. We give them transfusions of young blood. We keep their metabolism permanently stimulated† pg.95 Here we see another process which is taken to keep the brave new world functioning in such a way that it benefits the community. This process of giving everyone transfusions of young blood which not only keeps them feeling young but keeping their metabolism permanently stimulated allows for everyone to prevent the aging process as well as not growing old. â€Å"The place was queer, so what the music, so were the clothes and the hoisters and the skin diseases and the old people† pg.97 Here we see where the brave new world society has not assigned their ways on. It was so different to what people of the brave new world had experienced, everything that was not present in the brave new world including diseases and old people was present and this disgusted those who did not live in these conditions. This is the world that we live in at the present moment. â€Å"But his plaited hair was straw coloured, his eyes a pale blue, and his skin a white skin, bronzed† pg.100 This individual was one who had a mix of cross blood and was not one of the natives. This could be identified quite easily through the way his hair was coloured and was worn as well as they colour of his eyes and the colour of his skin. All these branded him as someone who was not an ‘actual' resident and was different to the others. â€Å"They disliked me for my complexion† pg.100 Here we see a young man talking to Lenina and he starts to cry because those who surrounded him thought and treated him like an outsider despite the fact that her tried so very hard to fit if, even happily get whipped to be accepted. Everyone did not like him for who is was and acted as if he belonged to someone else all because of his skin colour. â€Å"Linda and he were strangers in the Reservation† pg.101 Linda and her son came from the Other Place and so feel and were treated like they were not part of the group of the Reservation and that they were foreigners. Not only did they feel like they were not accepted they actually were not. â€Å"Front teeth were missing†¦so fat†¦flabbiness, the wrinkles. And the sagging cheeks wit those purplish blotches. And under the brown sack-shaped tunic those enormous breasts.† pg.102 In the brave new world everything is conditioned so that everyone can be kept at the same age and has the same metabolism although in the normal world they is no conditioning or mass production of babies. This is why when they saw this lady who was not beautiful and had many problems Lenina shuddered because she had never seen someone so ugly. â€Å"But it's all different here; it's like living with lunatics. Everything they do is mad† pg.104 Here we see that see does not like living in the normal world outside from the brave new world as there is no conditioning and that there is room for improvement and never being happy with what one has. We also see that she is described our everyday lives of where there is no conditioning and that there are lunatics and everything is mad compared to the brave new world. â€Å"So they're having children all the time – like dogs†¦And yet John was a great comfort to me†¦It wasn't my business to know† pg.105 He we see that she has a child and in the brave new world they produce children on a mass scale, in a way just like dogs or animals do. Even though she does not like living in the world outside of the brave new world her child provided a lot of comfort and was different compared to that of the everyday world which is conditioned to perfection.