Risk Management Week3 Essay Example | Topics and Well Written Essays - 750 words

Hazard Management Week3 - Essay Example on that should be proactively and successfully oversaw for a firm to recognize and have the option to respond to new vulnerabilities, developing dangers, and a firm’s ceaselessly changing endeavor operational and design air. Throughout the years, a few security prerequisites and norms developments have been created with an end goal to address undertaking frameworks along with significant information inside them. In any case the vast majority of these endeavors have essentially become practices on simply writing about similarity and have in reality diverted security program supplies from the consistently changing assaults that must be managed. The Critical Security Control points first on making it a fundamental worry on security obligations that are proficient against the most recent Advanced Targeted Threats that has an extreme accentuation on â€Å"what really works†-security controls whereby forms, items, administrations and engineering are being utilized and have really demonstrated certifiable productivity. Robotization and normalization is yet a further top fundamental worry, to increment operational capabilities while simultaneously improving proficiency (Hossein, 2006). There are a few basic security controls that this paper looks to address .Some of these incorporate; stock of unapproved and approved gadgets or programming, ensuring there is secure setups for programming and equipment on PCs, servers, cell phones and workstations, ceaseless helplessness evaluation and remediation, application programming security, malware resistances, remote access control, proper preparing and security appraisal to fill in holes, information recuperation capacities lastly secure arrangements for organize instruments, for example, switches, switches and firewalls. On account of stock of unapproved and approved gadgets, there should be dynamic administration (track, stock and amendment) of all equipment gadgets that are on the system with the goal that it is the main approved gadgets that are

Campaign Finance Reform free essay sample

Asseses Senate Bill 1219 and deterrents to its section. Examines foundation, requirement for, governmental issues, defendability, arrangements, objectives, bipartisan help and intrigue gatherings. Crusade money change has been bantered since Richard Nixon ran for the Vice Presidency under Eisenhower. In the wake of the Watergate disaster, some important changes were made. Notwithstanding, there have been no significant changes to crusade money laws since that time. Now is the ideal opportunity for change, however what sort of changes do we need? Do we need changes that make a joke of our constitution or do we need changes inside the limits of the constitution? The significant issue is delicate cash was initially proposed to go to party-building exercises and get-out-the-vote drives however which progressively has been utilized as an approach to pipe huge commitments to presidential and different up-and-comers. (Burger, Tom Campaign-account banter bounces to all important focal point/There is broad understanding that government political decision rules need fixing. We will compose a custom exposition test on Battle Finance Reform or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page However, there is no agreement on how, and there is loads of resistance to the lead. Minneapolis Star Tribune, 09-28-1997, pp 21A). Be that as it may, the McCain-Feingold charge, the one most backers support, would likewise constrain publicizing. The issue with that is any progressions that attempt and skirt around the constitution, by restricting free discourse, will in all probability be tossed out by the Supreme Court. Up to this point most congressmen didn't see fund change genuinely.

MIT Associating With Mint To Host The Emtech Conference

MIT Associating With Mint To Host The Emtech Conference Make Money Online Queries? Struggling To Get Traffic To Your Blog? Sign Up On (HBB) Forum Now!MIT Associating With Mint To Host The Emtech ConferenceUpdated On 09/01/2018Author : Pradeep KumarTopic : EntrepreneurshipShort URL : https://hbb.me/2CEREGm CONNECT WITH HBB ON SOCIAL MEDIA Follow @HellBoundBlogThe Emtech Conference is a 2-day conference that is going to be conducted in India by MIT in collaboration with Mint. The conference brings together the worlds most innovative speakers and highly influential leaders, passionate change makers and inspired entrepreneurs.Celebrate the Spirit of Innovation and EntrepreneurshipThe Conference is a step towards reaching out to those who are driving the next generation of technological breakthroughs, as the worlds most influential leaders and innovators come together to create a convergence of technology, business, and culture.What do we think is the best part of this conference â€" they are on the hunt for 10 innovators under the age of 35 from India who exemplify the spirit in business and technology! More power to you â€" definitely!Why jump on it?The conference will be addressing serious global issues, transforming ideas, and debating possible solutions. The combination of the MINT and MIT technology review definitely promises to amaze as it brings a great for passionate innovators to share their ideas. Technology enthusiasts and innovators will receive an amazing platform wherein they can display their skills by nominating themselves in the Innovators under 35 program. This gives them a chance to talk about their expertise before top notch leaders. The event organizers are also engaging with tech startups, tech innovators, researchers, tech geeks, academic scholars, research and development teams, science events and so on.READEntrepreneurs On A Budget Are Living In Luxury: How Do They Do It?As tech enthusiasts, we just cant wait to see how this awesome event unfolds. We are all geared up to witness the numerous d imensions of entrepreneurship, and out-of-the-box ideas that this event promises to explore. As this is an open event, which will undoubtedly inspire more people will be taking part in it. We would strongly recommend aspiring entrepreneurs to participate as it’s tough to find a brighter stage to display your talents.

Essay on Transcendentalism - 1619 Words

Transcendentalism nbsp;nbsp;nbsp;nbsp;nbsp;Many people have theories and philosophies about life in general. There have been hundreds of thousands of books published by many different people on the ideas of people in the past and the present. Transcendentalism falls in amongst all of these ideas. There have been articles, essays, poems, and even books written about this subject. Transcendentalism has effected many people since the philosophy was first introduced. The idea was complex and hard to grasp for many commoners and therefore it was understood by few people, and some would think that the idea was not understood at all and that was part of the idea. Henry David Thoreau once stated about himself, â€Å"I should have told them at†¦show more content†¦This group of people, who were all friends, met together and discussed their ideas on philosophy, literature, and religion, and called themselves the Hedge Club, from the name of one of the members. Later other people gave them the name of the Transcendental Club because of their discussion of Immanuel Kant’s ideas on transcendentalism (1). These people published many books and writings about their ideas. The most famous of these philosophers and writers would be Ralph Waldo Emerson and Henry David Thoreau. nbsp;nbsp;nbsp;nbsp;nbsp;Ralph Emerson wrote many journals and essays dealing with the subject of transcendentalism. One of his most famous works is the essay â€Å"Self-Reliance.† In â€Å"Self-Reliance,† Emerson hit on the idea that the individual should be completely reliant on God, and that every person has been put into their certain life and position by God and that the person needs to trust themselves. He said that God has put the power to handle things, think, and act into each individual and that the individual needs to trust what God has put inside them to do things with their lives. The idea is almost that of predestination, except for the fact that we have the choice of which road to take. Predestination is the idea that a higher power, or God, has planned everything that will happen to a person in their life.Show MoreRelatedTranscendentalism And Transcendentalism : Transcendentalism1589 Words   |  7 PagesBetween the 1840s and 1860s, the movement known a s Transcendentalism surfaced and soared. The Transcendentalist movement began as a physiological movement, which then influenced the literature of those who studied it, including its American literary founder, Ralph Waldo Emerson. Transcendentalism took place at the end of the Romanticism era and the beginning of the Realism time period, but it had its own distinct characteristics. Transcendentalists were known for believing in a new way of comprehendingRead MoreTranscendentalism : Transcendentalism And Transcendentalism1801 Words   |  8 PagesAmerican Revolution, a moment known as Transcendentalism. Drunk with the joy of independence yet horrified by slavery, it was a movement that encouraged its followers to seek individual freedom, to fight for the rights of women and slaves, and to look towards nature for inspiration and the Divine. It was a movement that combined the best of past philosophical moments. It adopted the value of action from the Renaissance. Action was a virtue and in Transcendentalism it was viewed a as a means for humanRead MoreTranscendentalism1409 Words   |  6 PagesTranscendentalism was a huge cultural movement in the nineteenth century; however, the ideas of the movement still continue to influence our society in the twenty-first century. These ideas of Transcendentalism have continued to exist throughout many years because the ide as remain relevant to society. In fact, the problems that many Transcendentalist writers encountered still happen today in new forms. These similar problems include conformity, the role of government in society, and the importanceRead MoreEssay on Transcendentalism vs. Anti-Transcendentalism778 Words   |  4 PagesIn the mid-1830s, Ralph Waldo Emerson created a belief called Transcendentalism. He wrote the essay, â€Å"Self Reliance† and Henry David Thoreau, another Transcendentalist wrote an essay called, â€Å"Walden.† Both works of literature focus on the Transcendentalism belief. In â€Å"The Minister’s Black Veil† by Nathaniel Hawthorne, Hawthorne reveals both Transcendentalism and Anti-Transcendentalism through the attitudes of the characters. Therefore, â€Å"The Minister’s Black Veil† can be compared and contrasted withRead More Transcendentalism Essay563 Words   |  3 Pages Transcendentalism Back in the 1800s, people trusted in their innersoul. it was called transcendentalism. People like Emerson and Thoreau were transcendentalism. They didnt think with their heads. They do things like in their first impression. If they sees that a tree is violet, they will paint it violet. During that era, Romanticism was party of it too. Ideas of Romanticism with transcendentalism. In our everyday life, we use transcendentalism. We use our head to think and our hart to feelRead MoreTranscendentalism Essay617 Words   |  3 Pagesï » ¿Transcendentalism is a movement that started in New England in the early to mid nineteenth century. It was created as a protest against the general culture at the time, straying away from the mindless doctrines of the churches. I think that Thoreau, Emerson, Whitman, and Dickinson did a good job of explaining what Transcendentalism is really about, which is that death is coming for everyone. Our Town stands out to me because it doesn’t use any props, and its strong symbolism that makes a pointRead MoreTranscendentalism : The And The Movement1027 Words   |  5 Pages Transcendentalism Web Quest Directions: Research the answers to these questions online using reputable websites. As you work, copy and paste the website URLs that you use at the bottom of this document (you do not need to create a Works Cited page). Type your answers into this document. Make sure that all of your answers are in your own words. You will be submitting this document via www.turnitin.com and need to be sure that you are not plagiarizing. If you plagiarize from an online source orRead MoreTranscendentalism Essay807 Words   |  4 Pagesis struggling to find their inner self can trust several of the ideas of transcendentalism. In fact, Thoreau and Emerson include the ideas of optimism, intuition, and originality in many of their pieces of literature. It is clear that a teenager who is struggling developing their character should connect with the transcendent ideas from Thoreau and Emerson. Students struggling with themselves can benefit from Transcendentalism articles in order to help them become more optimistic. Thats because theRead MoreTranscendentalism Essay1384 Words   |  6 Pagesculture of religions in the world. The soul is the essence of humanity and spirituality is the condition of one’s soul. Spirituality is the condition of a consciousness. One answer to creating this essential growth in spirituality is Transcendentalism. Transcendentalism is the rebellion of one’s soul against the societal laws that humanity upholds. It is the integrity of a being and the healing of a scarred mind through nature. Ralph Waldo Emerson was a major figure in transcendentalist literatureRead MoreTranscendentalism Essay1866 Words   |  8 Pageswe will work with our own hands; we will speak our own minds† This message encompasses the whole ideology of transcendentalism. The transcendentalist were a group of individuals attempting to pave their own path i n the world. Without them the progression of women’s rights, anti-slavery laws and various religious movements would slow tremendously. The American history of transcendentalism is often attributed to the struggles of a single man. In early 1831, Boston pastor, Ralph Waldo Emerson, who had

The Protagonist as Victim in Oedipus the King and Hamlet...

The Protagonist as Victim in Oedipus the King and Hamlet In Sophocles Oedipus the King and William Shakespeares Hamlet, the unruly forces surrounding the protagonists are the source for their downfall. Fate, women, and divine intervention are the foundation for the protagonists demise. The protagonists are powerless against these elements, and for that reason, are not responsible for their finish. The uncontrollable force of fate is one component that assists in destroying Oedipus. Oedipus cannot improve his situation because of fate and realizes this when he declares, But I count myself the son of Good Chance, the giver of success-I shall not be dishonored. This statement illustrates how powerless Oedipus is†¦show more content†¦No. I came, know-nothing Oedipus, I stopped the Sphinx! Divine intervention destroys Oedipus by choosing him to solve the riddle of the Sphinx. Oedipus becomes extremely proud and his hubris causes him to ignore all the warnings he receives not to solve the riddle of who killed his father. In Shakespeares Hamlet, it is fates fault that the protagonist has to avenge the death of his father. Hamlet realizes that fate is responsible for his predicament as he exclaims, O cursed spite that ever I was born to set it right! Hamlets statement shows that he has no choice in the matter of being the `chosen one, so to speak, to punish his uncle for the murder of his father, or for the fact that he is his fathers son, making it his duty to seek revenge on behalf of his slain parent. Fate is accountable for all of this. Ophelia has a vital part in Hamlets defeat. Hamlet is in love with Ophelia while he is attempting to feign insanity. He strives to let Ophelia in on his little secret as he presents her with riddles in the form of a love letter. Hamlets love and desire to protect this woman is evident when he says, Be thou as chaste as ice, as pure as snow, thou shalt not escape calumny. Get thee to a nunnery, go. Hamlet wants to protect Ophelia from all of the evil events that may occur when he is plotting against his uncle, Claudius. Hamlets hastiness causes the spies to catch on to hisShow MoreRelatedExamining the Tragic Protagonists of Oedipus Rex and Hamlet657 Words   |  3 Pagescan be defined as the downfall of a protagonist through some fatal error or misjudgment, producing suffering and insight on the part of the main character and arousing pity and fear on the part of the audience. Of all the characteristics of tragedy, one is most important: the tragic hero must be essentially adm irable and good. In both the common tragedies, â€Å"Oedipus Rex† and â€Å"Hamlet†, both main characters are generally good. In either play, both Hamlet and Oedipus make a flaw that will cost them anRead More Comparison of Oedipus and Hamlet Essay1322 Words   |  6 PagesComparison of Oedipus and Hamlet Compare and contrast Oedipus and Hamlet. Is Oedipus more a man of action? Or is he more a man driven by whim and sudden, rash decisions? Which character is more selfless? Does Hamlet show any signs of selfish motives in his actions or inactions? Which protagonist seems more learned? wiser? more religious? more loving? more incestuous? Which seems to be a better murder investigator? Does Oedipus have any of Claudius motives when he kills the king, Laius? ThenRead MoreComparing Hamlet And Oedipus Rex1868 Words   |  8 PagesMartinez John Q. Davis English 103 Date†¦.. Hamlet Oedipus Rex In Shakespeare’s Hamlet and Sophocles’ Oedipus Rex, there is a seemingly close common relationship shown between the two plays regarding mainly the community and era in which they took place in. As well as different scenes throughout both stories which show very similar ideas from the writers such as, murder being the common theme in both plays. One example comes from the story, Oedipus the King, and it is that there is a direct relationshipRead MoreTo What Extent are ‘Othello’ and Oedipus Rex Perfect Examples of Tragedy1149 Words   |  5 Pages‘Othello’, for Shakespearean tragedy, and ‘Oedipus Rex’, by Sophocles, for classical tragedy. Classical tragedy is one of the most popular sorts of tragedy. The main ideas of classical tragedies include pity and fear for the victim; downfall from a high position for the main character. They usually end in the death of the protagonist, they start in harmony and end in chaos, and it is usually the innocent character that suffers. Sophocles’ ‘Oedipus Rex’ is probably the most famous classical tragedyRead MoreWomen s Tragedy : Hamlet And King Lear1185 Words   |  5 PagesTinsley Anderson Dr. Pitchford ENGL 4037 24 November 2015 Women in Shakespeare’s Tragedies: Hamlet and King Lear While William Shakespeare’s Tragedies are well known for their violence, tragic heroes, and fatal flaws, the method in which Shakespeare portrays his female characters in a negative light is seldom expressed. The women of Shakespeare’s Tragedies are represented unfavorably, no matter if they are virtuous or evil. â€Å"Shakespeare’s plays are not lacking in women with positive human qualitiesRead MoreHis Moorships Ancient: Iago as the Protagonist of Othello1658 Words   |  7 PagesShakespeare is universally revered for his characterization of flawed and psychologically unstable protagonists. Hamlet is a crazed, murdering prince, Lear is narcissistic, senile, and a verbally abusive father, and Macbeth is a murderous traitor to his king and country. These unfavorable and evil attributes serve Shakespeares main characters by presenting them as realistically written men, and there always seems a degree, however small, of sympathy associated with their respective downfalls andRead MoreRole of Fate in Tess of the DUrbervilles5058 Words   |  21 Pagestragedies of Sophocles who is one of most classical writers; he wrote very popular tragedies, like Oedipus Rex. It is so popular because Freud has analyzed Oedipus Rex from the point of view of Oedipus’ Complex. This tragic play is a story of a child who is born like any other child and at the time of birth itself it is forecast from the skies that he will slay his father and marry the mother. Oedipus commits the sin of patricide and marries his own mother, an act which is the most despicable sin manRead MoreRevenge Is The Delusion Of Pain1660 Words   |  7 PagesRevenge is the delusion of Pain HAMLET is undoubtedly one of the most famous, most arguable yet most enacted tragedies written by William Shakespeare which is a revenge saga. The protagonist is very contradicting in the sense that he is reckless yet cautious, tender yet ferocious, thoughtful yet driven. Hamlet is an insight into the turmoil of emotions which forms the basis of revenge, the psychological dilemma of a bereaved son. Prince Hamlet seeks revenge from his uncle, King Claudius for the ruthlessRead MoreOthello is Not a Tragic Hero Essay1481 Words   |  6 Pagesto his or her own destruction. In reading Aristotle’s point of view, a tragedy play is when the main character(s) are under enormous pressure and are incapable to see the dignities in human life, which Aristotle’s ideas of tragedy is based on Oedipus the King. Shakespeare had a different view of tragedy. In fact, Shakespeare believed tragedy is when the hero is simply and solely destroyed. Golden (1984) argued the structure of Shak espearean tragedy would be that individual characters revolved aroundRead MoreTo What Extent Can Bosola Be Considered a Tragic Hero? Essay1310 Words   |  6 Pagesclassical notion of the tragic hero: that he should neither be wholly good, nor wholly evil, and that â€Å"there remains a mean between these two extremes† which the tragic hero is meant to occupy[2]. While the Duchess is marked from the outset as the protagonist – and, arguably, a tragic heroine in her own right – it is left to Bosola, when all the others have been killed, to avenge her. Moreover, Bosola’s final act – his killing of the chief antagonist, Ferdinand – serves partly to reconcile him with the

The Virtues Of Visibility Youtube And Lgbt Youth

The Virtues of Visibility: YouTube and LGBT Youth The purpose of this paper is to investigate whether the recent proliferation of positive portrayals of the LGBT community in YouTube videos has had any impact on LGBT youth who struggle with their social identity. This paper hypothesizes that the discourse shaped on YouTube videos surrounding LGBT rights and issues—expressed typically, but not limited to â€Å"coming out† videos, sharing experiences of being a member of the LGBT community, sharing opinions on the political discourse surrounding legislation of LGBT issues, or videos of straight allies who show support for members of the LGBT community (from now on, these videos are described as LGBT friendly)—have made these issues visible†¦show more content†¦Brian Mustanski and Richard Liu’s study elucidated predictors of suicide attempts of LGBT youth (2013). Their study revealed two important findings; first, the strongest predictor of attempt ed suicide was the feeling of hopelessness caused by a lack of social support for the LGBT community, and the stigmatization of gender non-conformity and same-sex attractions (442-5). Second, their study revealed that LGBT youth are twenty-eight percent more likely than heterosexual youth to suffer from mental health disorders such as major depression, conduct disorder, and generalized anxiety disorder—all of which have a strong positive correlation with suicide attempts (447-9). Sociologists Brent Teasdale and Mindy Bradley-Engen conducted a study in 2010 on the role of social support on mental health disorders for adolescent same sex-attractions. Their findings validate the social stress model—a sociological model that argues that mental health disorders are the result of the interplay of stress, lack of social support, and personal efficacy— and reveals that the relationship between same-sex attractions and mental health disorders are the result of elevated stress levels and reduced social support caused by parental or peer rejection (Teasdale and Bradley-Engen 2010, 287-94). This salience ofShow MoreRelatedLgbt19540 Words   |  79 PagesWhat Is LGBT? LGBT stands for lesbian, gay, bisexual and transgender and along with heterosexual they describe peoples sexual orientation or gender identity. These terms are explained in more detail here. Lesbian A lesbian woman is one who is romantically, sexually and/or emotionally attracted to women. Many lesbians prefer to be called lesbian rather than gay. Gay A gay man is one who is romantically, sexually and/or emotionally attracted to men. The word gay can be used to refer generally

Liability Of Manufacturers Ensure Management-Myassignmenthelp.Com

Question: Explain Liability Of Manufacturers Ensure Management? Answer: Introducation In the case of Donoghue v Stevenson 1932 AC 522 the manufacturer was held liable for the snail present in a ginger beer. The court provided that as a neighbour has the liability to ensure that his actions do not harm the other neighbour, it is also the liability of manufacturers to ensure that their goods do not cause injury to the consumers. The case provided 4 steps to establish negligence. Step 1: Dose Tim Creations have a duty of care towards Mina Law- Donoghue v Stevenson provided manufacturers have duty of care to consumers. Application to facts: As Mina consumed Ice-cream produced by Tim Creations Duty of care exists. Forseability- it was foreseeable to see the injury on part of Tim creation. As a reasonable person could foresee illness upon eating a stale Ice-cream Vulnarability- it was probable that any human would be vulnerable to such harm. Step 2: Establishment of breach of the duty Probability- The ice cream served by Tim creation was stale. Therefore the duty of care is breached Seriousness- injury could be result in serious consequences Burden- burden of taking precautions was on Tim Creations as per Woods v Multi-Sport Holdings Pty Ltd (2002). Social utility- Eating is a necessity of human A reasonable person would have not served Steel ice cream in the restaurant Step 3: Injury caused due to the breach If the ice cream would not have been stale Mina would not have fallen ill does it can be said that the illness was cost as the duty of care was breached. Therefore negligence is established Step 4: Defences No contributory negligence No Voluntary assumption of risks Step 5: Recovery Mina would recover total amount lost due to falling ill. Conclusion Mina can claim compensation from Tim creations for the illness suffered by her by consuming the ice-cream. References Donoghue v Stevenson 1932 AC 522 Roads and Traffic Authority of NSW v Dederer [2007].

History of Examinations free essay sample

History Of Examination The very word examinations bring shivers to all,right from children to adults, leading to trembling hands, parched lips,pounding heart and sleepless nights. It has formed an inseperable adjunct of our everyday life through ages. Even during ancient times Lord Ramji and his brothers also went to Vashisht muni ashram and had to undergo tests of all kinds very off and on. Kauravas and Pandavas also also took ‘Deeksha’ from Guru Dronchacharya and were put to severe tests irrespective of their noble lineage. In West, the earliest reference dates back to 1818, at Schrewsbury, London where the conducted consisted of two sets of marks for viva and written. Promotion to the next class –most amusingly was based not on academic records but on seniority in age (Nice! Is’nt it). Schrewsbury was also the pioneer in introducing first half yearly examinations. Printed exam. Papers however, appeared for the first time for the sixth form at Harrow in July 1830. We will write a custom essay sample on History of Examinations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Practice of conducting the first school certificate exam. By a board or university, to provide a recognized status for the pupils of middle class schools was instituted at Oxford in 1858. Mr. T. D. Acland, a former M. P. and an agricultural reformist, was the main instrument behind it. Although Acland’s plan did not work out for the target pupils due to lack of rapport between the college and the university but his plan to award certificate at two levels namely below 18years and under 15 years is still in practice. Exam. By an outside independent body was first introduced by Mr. Goodacre at Nottingham for the certificate of college of preceptors in 1850. To overcome sexual disparity, the system of exam. For girls came much later, after a gap of 33years in December 1851. Thirty five girls (of an unrecorded school) were the first ones to undergo the ordeal of exam.. Although the results were not satisfactory but the practice continued. In 1863, another initiative was taken over by one Miss Emily Davis, founder of Girton College,Cambridge. In spite of continued poor performance, it finally got approved in May 1867. Oxford followed suit three years later in 1870. Leaving the realm of school exam. And coming to the more interesting IQ or intelligence quotient test – as the record says, it was developed by a Parisian psychologist – Alfred Binet in 1905. He based his tests on the methods used by an English scientist,Francis Galton for assessing sensory perceptions. After an exhaustive research , expanding to a period of ten years,he devise a scale for measuring the intelligence. Later Binet scale was used for assessing children by Paris Educational Authority. Another contribution was made by a German psychologist Ebbinghaus –making combinations based on Binet scale. First IQ test at famous Oxford was conducted under the direction of Sir Cyril Burt in 1908, whose inference that children from middle class had higher intelligence than children from working class, came under much criticism. IQ test on a mass scale to classify candidates according to their mental capacity to select candidates for responsible positions was adopted for the first time by the Div, of Psychology, U. S. Army. Med. Dept. in October 1917. Today IQ testa are very popular. Each exam. Is accompanied by such test. Although efforts are on to do away with academic exam. In order to give some solace to the pupils, yet come March- April, the examination devil teases one and all, reminding the arrival of examination, even much after the student life is over.

4 Tips for Writing Effectively, Concisely and Truthfully

4 Tips for Writing Effectively, Concisely and Truthfully On November 20, I was featured in the article English Essay Tips from the Experts, a compilation of writing tips from several experts. These tips are valid for anyone writing any type of letter or essay. Remember them as you compile holiday letters and college application essays in the upcoming weeks! #1: Think First. Write Last. Sometimes when people don’t like writing, the actual problem is that they are having trouble thinking. Frequently I’ll work with a client on an essay the person has been struggling with for weeks. One client this past week, for instance, had been through seven revisions of his law school application essay and still wasn’t satisfied with the result. What he needed was not writing help so much as a conversation with a coach who could focus him on a strategy and theme that worked. He needed help thinking. As soon as he had his new outline, he rewrote the essay, completed two revisions, and finalized the essay in just one week. Erin Brenner, a publishing professional, copyediting professor and editor of copyediting.com, makes the important point that writing is the last step in the writing process. First, the writer must gather and organize information; once those steps are taken, writing can be a breeze. #2: Stick to the Point! Another challenge for writers can be going on tangents or including unnecessary details. Test prep expert Alexis Avila cuts to the chase on this issue with his tip that any â€Å"sentence that doesn’t fit under Thesis / Evidence / Transition† can be cut from an essay. Of course, to know whether a sentence fits under Thesis / Evidence / Transition, you need to be clear about what the purpose is of each of your paragraphs! So Tip #1 from Erin Brenner is part and parcel of this one. #3: Active Language Wins Do you ever get the vague feeling that your writing is too wordy but you’re not sure exactly why? I believe the first place to look is at passive vs. active construction (e.g., The car was moving fast down the street vs. The car sped down the street.) Mignon Fogarty, a.k.a. Grammar Girl, points out that the use of â€Å"of†- especially when it follows a â€Å"tion† word- can give you a clue about what to change. If you wrote something like, â€Å"The creation of paper snowflakes took the children hours† you would do well to change it to â€Å"The children spent hours creating paper snowflakes.† See the difference? Feel free to use this trick in your holiday writing! #4: Tell the Truth! This tip from me- Brenda Bernstein, The Essay Expert- makes writing a lot easier for anyone who thinks they need to â€Å"sound good.† If that’s you, stop it! Instead, tell the truth about your struggles and pain if that’s what you’ve been dealing with. And then tell the truth about your victories. No one is interested in how you’ve always known what you know now; we want to know how you grew. When I get to my clients’ real stories, they inevitably express a sense of relief and gain energy to start writing. People who were stuck suddenly can’t wait to start putting words on paper. Did these four tips give you a boost in getting started, or continuing, a writing project that has been stymieing you? Do you think you need a different type of tip to get you on track? Please share below!

Is MacIntyre's Critique of Modern Ethics Convincing Essay

Is MacIntyre's Critique of Modern Ethics Convincing - Essay Example It continues to point out to the inconsistencies and the groundless nature of major assumptions made in his philosophies. His argument of superiority of certain traditions is also criticized as well as other inconsistencies in his criteria. In After Virtue, when he says â€Å"one has to find its moral identity in and through its membership in communities,†1 he rejects the concept of individuality in moral issues. Lastly, this paper explores Hegel’s speculative logic of metaphysics as a contrary philosophy to Macintyre’s. MacIntyres Critique of Modern Ethics is not convincing. His claims that the ethical theory and practice are incomprehensible is groundless. The recipients of his criticism are the emotive who believe in the doctrine of emotivism. For them, the value upheld and the metaphysical aspects of people are attributes that are derived from own personal preference as opposed to adherence to objective validity. In this case, considering something to be good is not a root of making a rational moral decision, instead that is only based on personal preference. As such, MacIntyres critique is based on three major pillars as proposed by Aristotle (Brodie 1991). The first pillar considers the moral agent in the amateur person, the second one is the moral agent when one already has comprehension of is telos, and lastly, moral considerations that enhance facilitation between stages (MacIntyre 1999). Modernity fails to uphold the second pillar as the normative concept of telos cannot be used as a deter minant of good of bad behavior in the society. In this case, the good traits of an individual has to be eliminated, even if it is highly beneficial to the members of the society. This has to happen so that one can adopt new and alternative forms of norms other than the original one. It is only after such a disconnection that one can say that something about that traditional or society is good or one can qualify to understand the

Linguistics and Reading Research Paper Example | Topics and Well Written Essays - 1250 words

Linguistics and Reading - Research Paper Example Hence, discourse analysis is a useful way of understanding the relationship between power and discourse. A common setting where these forces apply includes the classroom particularly during classroom discussions. A classroom is a learning place which heavily relies on communication in a socio-cultural, educational setting and thus discourse. Additionally, the classroom involves major teacher-student power relationships that underlie the learning process as both entities engage in meaningful discussions. In addition there are some other factors, such as class size, communication channels, technology, et cetera, that also affect discourse within the bounds of the classroom. According to a research conducted by Shepherd (2010), the role of discourse in balancing the power relationships inside the classroom in terms of teacher control over lessons and classroom dominance has changed over the years. However classroom discussions still remain a prevalent way to communicate and learn within the class. As such, discourse analysis provides a useful way of understanding classroom teacher-student interactions, most importantly classroom discussions, as they occur in the classroom setting. The classroom is a crucial space for learning however the setting is heavily impacted by the way communication occurs and is understood. Class discussions are a common way to think and learn by communicating collaboratively in a socio-cultural environment. The presence of two main individuals – the teacher and the student – in a learning context (class discussion) together with the role played by communication and discourse consolidates the importance of discourse analysis when studying classroom interactions, particularly during a class discussion. The two concepts of discourse analysis and class discussions are heavily related to each other; discourse analysis provides a methodology to understand the role of language and

Humor in Mathematics Classroom Essay Example for Free

Humor in Mathematics Classroom Essay INTRODUCTION To make the learning in classroom more fun, teachers do make a different strategies or techniques. Game and laughter is very important in learning, that’s why teachers that do have humor make their class more enjoyable and interesting. Anyone who has paid attention to great speakers would know that humor is an excellent method for eliciting sympathy from the audience and opening them up to your message. Every teacher also knows that a sense of humor is necessary to winning the hearts of students. How should this inform teaching? Should the teachers focus on creating an entertaining show for their students? Or would the teachers change their lessons into therapy sessions? This study presents a teaching approach that is built around math problems that are for the student at the same time Cheerful (entertaining, funny, cool) and Challenging (difficult). We call this CheCha mathematics. BACKGROUND OF THE STUDY The technique of using humor to enliven lectures is as ancient as the Babylonian Talmud. Rabbah (Babylonian Talmud, Shabbos 30b), a Talmudic sage who lived 1700 years ago, would say something humorous before starting to lecture to the scholars, and they would laugh; after that, he would begin his lecture. Rabbi Meir (Babylonian Talmud, Sanhedrin 38b), another Talmudic sage, was an expert in fox fables and would devote one-third of his lecture to parables. These sages recognized the value of humor in education, even in ethical and religious instruction. Most statistics textbooks do not use a humorous approach, with exceptions such as Runyon (1977) and Pyrczak (1998). Blumenfeld and Alpern (1985) discuss ten reasons to use humor in the classroom. These include such factors as opening communication and the humanizing effect of humor on image. Berk (1996, 1998) claims that humor has the ability to decrease students’ anxiety, improve the ability to learn, and boost self-esteem. This, in turn, can encourage a more receptive learning atmosphere. One researcher found that having students watch an episode of Seinfeld helped calm them and reduced their heartbeats when they were later forced to do something stressful, give an impromptu speech about Bosnia, a subject they knew very little about, in front of a camera. The heart rates of students who had watched the humorous Seinfeld episode rose from an average of 70 to averages of 80 to 85 beats per minute while speaking; the heart rates of students who had not been inoculated with humor rose to a mean of 100 (Burkhart 1998). Lundberg and Thurston (1992) discuss various ways humor can be used in the classroom. THEORETICAL FRAMEWORK CheCha math method is based on three educational approaches: acknowledging the role of affect in math learning (Hannula, 2006), using humor in teaching (Grecu, 2008) and use of open-ended problems in math teaching (Pehkonen, 2004). Affect in mathematical thinking and learning In order to study affect in math education in contexts of actual classrooms there are three main elements to pay attention to: cognition, emotion, and motivation. Achievement without motivation is not sustainable, and neither is motivation without enjoyment. All three domains have a more rapidly changing state-aspect and more stable trait-aspect. (Hannula, 2006). One fundamental principle of human behavior is that emotions energize and organize perception, thinking and action (Izard, 1991). Research has confirmed a positive relationship between positive affect and achievement. It seems that the affective outcomes are most important during the first school years, as they are less likely to be altered later on. Two key elements of a desired affective disposition are self-confidence and motivation to learn (Hannula, 2006). Advances in our understanding of the neuropsychological basis of affect (e.g. Damasio 1995, LeDoux, 1998) have radically changed the old view of the relationship between emotion and cognition. Emotions are no longer seen as peripheral to cognitive processes or as noise to impede rationality. Emotions have been accepted as necessary for rational behavior. Moreover, research has also shown although not yet fully understood that certain emotions facilitate certain type of cognitive processing (Linnenbrink Pintrich, 2004). Focusing on motivation we may find ways to influence what the subjects want to do, not only how they try to achieve it. In the existing literature, psychological needs that are often emphasized in educational settings are autonomy, competence and social belonging (e.g. Boekaerts, 1999). These all can be met in a classroom that emphasizes exploration, understanding and communication instead of rules, routines and rote learning. However, this requires that all feel safe and perceive that they can contribute to the process. A possible approach to meet all these conditions would be the open approach, and more generally focusing on mathematical processes rather than products (Hannula, 2006). Humor Already Kant (1952) considered the nature of humor. He stated Laughter is the result of expectation which suddenly ends in nothing (p. 199). His classical statement has started considering humor as a mental mechanism resulting in laughter. As another early scientific approach to humor, Freud (1991) divided comic into wit, humor and actually comic. Many kinds of activity, including wit, are directed on reception of pleasure from intellectual processes. A person feels pleasure from suddenly released energy, which is splashed out in the form of laughter. From this perspective already, we can perceive how a good joke can generate a joyful atmosphere and create a positive emotional background of activity. The comic, humorous contents can be reached in various ways and techniques. For example, Veatch (1998) suggests a list of types that are funny: finishing to the point of irrationality, satire, literal understanding of metaphors, irony, ambiguity, word-play, contradiction, discrepancy, excessive rationality and a deviation from the usual. Each of these types of the comic can be expressed as a joke or a problem in math context. As an example of a math contradiction we take a joke, here framed within the world of Winnie the Pooh: Pooh and Piglet sit on a small bench and talk. Eeyore has sent them a box. In the box there are ten sweets and a note. In the note Eeyore tells them to divide them: seven for Pooh and seven for Piglet. Piglet: How is that? I do not understand. What do you think of it?† Pooh: I do not even want to think. But I have already eaten my seven sweets. Humor can also act as means of a psychological discharge, and promote efficiency of pedagogical activity. Suhomlinsky (1975) wrote: I would name laughter as a back side of thinking. To develop ability to laugh in the child, to enhance his sense of humor means to strengthen his intellectual forces, abilities, to teach him to think and to see the world wisely. Grecu (2008) has considered use of humor in teaching. She highlights seven basic functions of humor in pedagogical activity: 1) informatively-cognitive (Opens essential features and properties of subjects and the phenomena. Rejecting standard approaches, the humor bears in itself any discovery), 2) Emotional (the Humor can act as means of creation of creative state of health and as means of emotional support) 3) Motivational (The humor can serve as a stimulator of volitional processes) 4) Communicative (the Person with humor is attractive for people) 5) Developing (Humor promotes development of critical thinking, a sharpness of vision of the world, observation and consequently intellect) 6) Diagnostic (by the laughter maintenance at what the person laughs, it is possible to judge about his merits and demerits) and 7) Regulative (the humor gives the chance to look at oneself from an unexpected angle, allowing self-evaluation). In CheCha method most of these are relevant, the most important functions being on top of the list. Grecu suggest the following techniques for designing of humor for educational tasks. These pedagogical techniques are paradox, finishing to the point of irrationality, comparison by the remote or casual attribute, return comparison, wit of absurd, pseudo-contrast or false opposition, a hint, a self-exposure of own faults, intentional ignoring of things that might cause laughter, and exaggeration of the certain features of behavior. Grecu has offered also classification of means of the comic: 1) word-play based on violation of language norm (carrying of terminology over to a context unusual to it). Consider the following riddle: I am it while I do not know that I am. But I am not it when I know that I am. What am I?† 2) Comparison, authors original neologisms, based on artistic expressive means (double entendre, an ambiguity). Examples are easy for finding in Carrolls books (2006, s. 50): â€Å"Explain yourself!† â€Å"I can’t explain myself.† 3) Paradox, an example being the claim â€Å"I am lying now†. Also Dzemidok (1993) distinguishes several humoristic methods: modification and deformation of the phenomena, unexpected effects and amazing comparisons, disproportion in attitudes and communications between the phenomena, imaginary association of absolutely diverse phenomena, creation of the phenomena which deviate from logic. As an example of the latter method consider the following: There were only 3 students attending a professors lecture in University. Suddenly 5 persons left the room. The professor said: If 2 students enter this room, there is nobody attending. Most types of humor and their techniques could be used at mathematics lessons. Thanks to entertaining tasks and comical contents of the problems the classroom climate promotes a positive interaction between the teacher and students. However, one must be aware that opportunities of humor as pedagogical means have their limits. Grecu (2008) gives several suggestions regarding these limits. She suggests that one should use humor gently and support humor of students. She also warns not to ridicule student’s person, laugh at what the student is not able to correct or change or laugh at an involuntary mistake of the student. Rough joking would indicate lack of customs and disrespect of the student and hence is absolutely unacceptable for the teacher. Moreover, the teacher should avoid being the first to laugh at ones own joke, as it can cause the reaction opposite to expected. Problem solving and open-ended problems Problems are said to be open, if their starting or goal situation is not exactly given and they usually have several correct answers (cf. Pehkonen 2008). Open-ended problems emphasize understanding and creativity (e.g. Nohda, 2000, Stacey 1995). This would not mean lowering the expectations, quite the contrary. If an open task allows the solver to gain deeper and deeper insights (a chain of discovery; Liljedahl, 2005) it can facilitate a state of sustained engagement. This would also lead to more intensive working. Research has shown that problem solving can be engaging and enjoyable for many students, but it does not attract everyone. Schoenfeld (1985) defined an individuals beliefs or mathematical world view as shaping how one engages in problem solving. For example, those who believe that math is no more than repetition of learned routines would be more likely to give up on a novel task than those who believe that inventing is an essential aspect of mathematics. Unfortunately, there are students who do not see the potential for engagement and enjoyment in a math problem. We see humor as a means to engage also those students who do not perceive math problems enjoyable to begin with. STATEMENT OF THE PROBLEM The purpose of this study is to answer the following questions: 1. What mathematical problems are entertaining from the students point of view? 2. How CheCha method influences the atmosphere in mathematics lessons?

Interpersonal Communication Essay -- essays research papers

Although there are several problems that can diminish the effectiveness of interpersonal communication, some tactics can be used in order to minimize these failures in communication. A recent visit to a hotel sparked a perfect example of this communication opportunity between a patron and the hotel's front desk employee. First of all, the history of the confrontation between the patron and the hotel's front desk employee was clouded with expectations and assumptions. For example, the patron made a reservation for a room by using the hotel chain's national reservation center. This center, in turn, is obligated to give the information to the individual hotels so that the hotels can then honor the reservations accordingly. Unfortunately in this example, the patron's request and approval for a king bed was not relayed from the reservation center to the hotel. As a result, the hotel employee did not have the information that the patron assumed he had received. This assumption resulted in a breakdown in communication between the hotel employee and the patron, which then created hostility on the part of the patron and defensiveness on the part of the employee. The hostility felt by the patron was partly due to past experiences with hotel employees and the negative outcomes of those experiences (Pfeiffe r 12). These past experiences created a situation where the patron did not really listen to what the employee was saying (Pfeiffer 13). Instead, he only heard that there was a problem ("just like there was last time"). The employee's defensiveness was due to his assumption that this particular patron has the same problem that past patrons have had: The patron simply made a mistake with the reservation (DeVito 9). The employee also became defensive because of his rank in the situation and the status differences between a guest of a high-end hotel and a hotel employee (Pfeiffer 14). He knew that he needed to be absolutely correct or else the patron would be awarded a favorable outcome ("the customer is always right"), and this defensiveness did not allow him to fully and effectively listen (Pfeiffer 14). On the other hand, the patron's assumption that the employee had received the information created unclear information. Had the patron clarified and qualified the c orrect information, the message would have been clear an... ...ployee became negative influences on each other that day (Boyle IX). By avoiding the problems associated with miscommunication and adhering to the rules of effective communication, the patron and the employee could have avoided a very negative situation and resolved a problem in a fraction of the time. Although "absolutely clear communication" (DeVito 15) may be impossible to achieve, absolutely efficient communication should be a realistic goal...if for no other reason than to get to a vacation that much quicker! References Bolton, Robert (1979), People Skills, Simon & Schuster, New York. Boyle, Dr. William (1999), Getting Connected: How To Improve All Your Relationships, William Boyle and Associates, Illinois. DeVito, Joseph A. (2002), The Interpersonal Communication Reader, Allyn & Bacon: A Pearson Education Company, New York. Pfeiffer, J.W. (1973), Conditions Which Hinder Effective Communication excerpt from The 1973 Annual Handbook for Group Facilitators, Pfeiffer and Company, California.

Morality and Respect Essay

Respect Respect has great importance in everyday life. As children we are taught to respect our parents, teachers, and elders, family and cultural traditions, other people’s feelings, our country’s flag and leaders. And we do tend to value these things; when we grow older, we may shake our heads at people who seem not to have learned to respect them. We develop the tendency to respect only those who are popular. We may also come to believe that, at some level, all people are worthy of respect. We may learn that jobs and relationships become unbearable if we receive no respect in them. Calls to respect certain things are increasingly part of public life: environmentalists exhort us to respect nature, foes of abortion and capital punishment insist on respect for human life, members of racial and ethnic minorities and those discriminated against because of their gender, sexual orientation, age, religious beliefs, or economic status demand respect both as social and moral equals and for their cultural differences. We may learn both that our lives together go better when we respect the things that deserve to be respected and that we should respect some things independently of considerations of how our lives would go. We may also learn that how our lives go depends every bit as much on whether we respect ourselves. The value of self-respect may be something we can take for granted, or we may discover how very important it is when our self-respect is threatened, or we lose it and have to work to regain it, or we have to struggle to develop or maintain it in a hostile environment. Some people find that finally being able to respect themselves is what matters most about getting off welfare, kicking a disgusting habit, or defending something they value; others, sadly, discover that life is no longer worth living if self-respect is irretrievably lost. It is part of everyday wisdom that respect and self-respect are deeply connected, that it is difficult if not impossible both to respect others if we don’t respect ourselves and to respect ourselves if others don’t respect us. It is increasingly part of political wisdom both that unjust social institutions can devastatingly damage self-respect and that robust and resilient self-respect can be a potent force in struggles against injustice. 1. The Concept of Respect In the process of understanding respect there a few questions that come to mind: (1) How can respect be understood? (a) What category of thing is it? (b) What are the elements of respect? (c) To what other forms is respect similar to, and with what does it contrast? (d) What beliefs, attitudes, emotions, motives, and conduct does respect involve, and with what is it incompatible? (2) What are the appropriate objects of respect? (3) What are the bases or grounds for respect (4) What ways of acting and forbearing to act express or constitute or are regulated by respect? (5) What moral requirements, if any, are there to respect certain types of objects, and what is the scope and theoretical status of such requirements? (6) Are there different levels or degrees of respect? Can an object come to deserve less or no respect? (7) Why is respect morally important? What, if anything, does it add to morality over and above the conduct, attitudes, and character traits required or encouraged by various moral principles or virtues? (8) What are the implications of respect for problematic moral and socio-political issues such as racism and sexism, pornography, privacy, punishment, responses to terrorism, paternalism in health care contexts, cultural diversity, affirmative action, abortion, and so on? 1. 1 Elements of respect It is widely acknowledged that there are different kinds of respect, which complicates the answering of these questions. For example, answers concerning one kind of respect can diverge significantly from those about another kind. One general distinction is between respect simply as behaviour and respect as an attitude or feeling which may or may not be expressed in or signified by behaviour. We might speak of drivers respecting the speed limit, hostile forces as respecting a cease fire agreement etc. In such cases we can be referring simply to behaviour which avoids violation of or interference with some boundary, limit, or rule, without any reference to attitudes, feelings, intentions, or dispositions. In other cases, we take respect to be or to express or signify an attitude or feeling, as when we speak of having respect for another person or for nature or of certain behaviours as showing respect or disrespect. In what follows, focus would chiefly be on respect as attitude or feeling. There are, again, several different attitudes or feelings to which the term â€Å"respect† refers. Before looking at differences, however, it is useful first to note some elements common among varieties. An attitude of respect is, most generally, a relation between a subject and an object in which the subject responds to the object from a certain perspective in some appropriate way. Respect necessarily has an object: respect is always directed toward, paid to, felt about, and shown for some object. While a very wide variety of things can be appropriate objects of one kind of respect or another, the subject of respect (the respecter) is always a person, that is, a conscious rational being capable of recognizing and acknowledging things, of self-consciously and intentionally responding to them, of having and expressing values with regard to them, and of being accountable for disrespecting or failing to respect them. Though animals may love or fear us, only persons can respect and disrespect us or anything else. First, as suggested by its derivation from the Latin respicere, respect is a particular mode of apprehending the object: the person who respects something pays attention to it and perceives it differently from someone who does not and responds to it in light of that perception. This perceptual element is common also to synonyms such as regard (from â€Å"to watch out for†) and consideration (â€Å"examine (the stars) carefully†). Thus, respecting something contrasts with being oblivious or indifferent to it. An object can be perceived by a subject from a variety of perspectives; for example, one might rightly regard another human individual as a rights-bearer, a judge, a superlative singer, a trustworthy person, or a threat to one’s security. The respect one accords her in each case will be different, yet all will involve attention to her as she really is as a judge, threat, etc. As responsive, respect is object-generated rather than wholly subject-generated, something that is owed to, called for, deserved, elicited, or claimed by the object. We respect something not because we want to but because we recognize that we have to respect it. It thus is motivational: it is the recognition of something â€Å"as directly determining our will without reference to what is wanted by our inclinations†. In this way respect differs from, for example, liking and fearing, which have their sources in the subject’s interests or desires. At the same time, respect is also an expression of agency: it is deliberate, a matter of directed rather than grabbed attention, of reflective consideration and judgment. In particular, the subject judges that the object is due, deserves, or rightfully claims a certain response in virtue of some feature of or fact about the object that warrants that response. This feature or fact is the ground or basis in the object, that in virtue of which it calls for respect. The basis gives us a reason to respect the object; it may also indicate more precisely how to respect it. Respect is thus both subjective and objective. There are many different kinds of objects that can reasonably be respected and many different reasons why they warrant respect. Some things are dangerous or powerful and respect of them can involve fear, awe, self-protection, or submission. Other things have authority over us and the respect they are due includes acknowledgment of their authority and perhaps obedience to their authoritative commands. Other forms of respect are modes of valuing, appreciating the object as having an objective worth or importance that is independent of, perhaps even at variance with, our antecedent desires or commitments. Thus, we can respect things we don’t like or agree with, such as our enemies or someone else’s opinion. Valuing respect is akin to esteem, admiration, veneration, reverence, and honour, while regarding something as utterly worthless or insignificant or disdaining or having contempt for it is incompatible with respecting it. Respect also aims to value its object appropriately, so it contrasts with degradation and discounting. Finally, respect is generally regarded as having a behavioural component. In respecting an object, we often consider it be making legitimate claims on our conduct as well as our thoughts and feelings and are disposed to behave appropriately. Appropriate behaviour includes refraining from certain treatment of the object or acting only in particular ways in connection with it, ways that are regarded as fitting, deserved by, or owed to the object. And there are very many ways to respect things: keeping our distance from them, helping them, praising or emulating them, protecting or being careful with them. To be a form or expression of respect, behaviour has to be motivated by one’s acknowledgment of the object as calling for that behaviour, and it has to be motivated directly by consideration that the object is what it is, without reference to one’s own interests and desires. The attitudes of respect, then, have cognitive dimensions (beliefs, acknowledgments, judgments, deliberations, commitments), affective dimensions (emotions, feelings, ways of experiencing things), and conative dimensions (motivations, dispositions to act and forbear from acting); some forms also have valuation dimensions. The attitude is typically regarded as central to respect: actions and modes of treatment typically count as respect insofar as they either manifest an attitude of respect or are of a sort through which the attitude of respect is characteristically expressed. 1. 2 Kinds of Respect There is a four-fold distinction among kinds of respect, according to the bases in the objects. Consider the following sets of examples: (a) respecting a colleague highly as a scholar and having a lot of respect for someone with â€Å"guts†; (b) a mountain climber’s respect for the elements and a tennis player’s respect for her opponent’s strong backhand; (c) respecting the terms of an agreement and respecting a person’s rights; and (d) showing respect for a judge by rising when she enters the courtroom and respecting a worn-out flag by burning it rather than tossing it in the trash. The respect in (a), evaluative respect, is similar to other favourable attitudes such as esteem and admiration. Obstacle respect, in (b), is a matter of regarding the object as something that, if not taken proper account of in one’s decisions about how to act, could prevent one from achieving one’s ends. The objects of (c) directive respect are directives: things such as requests, rules, advice, laws, or rights claims that may be taken as guides to action. The objects of (d) institutional respect are social institutions or practices, the positions or roles defined within an institution or practice, and persons or things that occupy the positions or represent the institution. These four forms of respect differ in several ways. Each identifies a quite different kind of feature of objects as the basis of respect. Besides four-fold classification, some argue there should be a fifth form, care respect, which is exemplified in an environmentalist’s deep respect for nature. This analysis of respect draws explicitly from a feminist ethics of care and has been influential in feminist and non-feminist discussions of respecting persons as unique, particular individuals. Other kinds of respect: recognition respect and appraisal respect. Recognition respect is the disposition to give appropriate weight or consideration in one’s practical deliberations to some fact about the object and to regulate one’s conduct by constraints derived from that fact. Appraisal respect, by contrast, is an attitude of positive appraisal of a person or their merits, which are features of persons that manifest excellences of character. 2. Respect for Persons People can be the objects or recipients of different forms of respect. We can (directive) respect a person’s legal rights, show (institutional) respect for the president by calling him â€Å"Mr. President,† have a healthy (obstacle) respect for an easily angered person, (care) respect someone by cherishing her in her concrete particularity, (evaluative) respect an individual for her commitment to a worthy project. Thus the idea of respect for persons is ambiguous. 3. Respect for Nature and Other Nonpersons Although persons are the paradigm objects of moral recognition respect, it is a matter of some debate whether they are the only things that we ought morally to respect. One serious objection raised is that in claiming that only rational beings are ends in themselves deserving of respect, it licenses treating all things which aren’t persons as mere means to the ends of rational beings, and so it supports morally abhorrent attitudes of domination and exploitation toward all nonpersons and toward our natural environment. Taking issue that only persons are respect worthy, many philosophers have argued that such nonpersons as humans who are not agents or not yet agents, human embryos, plants, species, all living things, the natural ecosystem of our planet, and even mountains, and rocks, have moral standing or worth and so are appropriate objects of or are owed moral recognition respect. Of course, it is possible to value such things instrumentally as they serve human interests, but the idea is that such things matter morally and have a claim to respect in their own right, independently of their usefulness to humans. 4. Self-Respect While there is much controversy about respect for persons and other things, there is surprising agreement among moral and political philosophers about at least this much concerning respect for oneself: self-respect is something of great importance in everyday life. Indeed, it is regarded both as morally required and as essential to the ability to live a satisfying, meaningful, flourishing life—a life worth living—and just as vital to the quality of our lives together. Saying that a person has no self-respect or acts in a way no self-respecting person would act, or that a social institution undermines the self-respect of some people, is generally a strong moral criticism. Nevertheless, as with respect itself, there is philosophical disagreement, both real and merely apparent, about the nature, scope, grounds, and requirements of self-respect. Self-respect is often defined as a sense of worth or as due respect for oneself; it is frequently (but not always correctly) identified with or compared to self-esteem, self-confidence, dignity, self-love, a sense of honour, self-reliance, pride, and it is contrasted (but not always correctly) with servility, shame, humility, self-abnegation, arrogance, self-importance. In addition to the questions philosophers have addressed about respect in general, a number of other questions have been of particular concern to those interested in self-respect, such as: (1) What is self-respect, and how is it different from related notions such as self-esteem, self-confidence, pride, and so on? (2) Are there objective conditions—for example, moral standards or correct judgments—that a person must meet in order to have self-respect, or is self-respect a subjective phenomenon that gains support from any sort of self-valuing without regard to correctness or moral acceptability? (3) Does respecting oneself conceptually or causally require or lead to respecting other persons (or anything else)? And how are respect for other persons and respect for oneself alike and unalike? (4) How is self-respect related to such things as moral rights, virtue, autonomy, integrity, and identity? (5) Is there a moral duty to respect ourselves as there is a duty to respect others? (6) What features of an individual’s psychology and experience, what aspects of the social context, and what modes of interactions with others support or undermine self-respect? (7) Are social institutions and practices to be judged just or unjust (at least in part) by how they affect self-respect? Can considerations of self-respect help us to better understand the nature and wrongness of injustices such as oppression and to determine effective and morally appropriate ways to resist or end them? 5. Conclusion Everyday actions insist that respect and self-respect are personally, socially, politically, and morally important and philosophical discussions of the concepts bear this out. Their roles in our lives as individuals, as people living in complex relations with other people and surrounded by a plethora of other beings and things on which our attitudes and actions have tremendous effects, cannot, as these discussions reveal, be taken lightly. The discussions thus far shed light on the nature and significance of the various forms of respect and self-respect and their positions in a nexus of profoundly important but philosophically challenging and contestable concepts. These discussions also reveal that much more work remains to be done in clarifying these attitudes and their places among and implications for our concepts and our lives.

Database And Internet Application Design - 3116 Words

Robert McMenemy - 1204628 CE0931G Database and Internet Application Design 1. Table Of Contents 1. Table Of Contents...............................................................2 2. Overview............................................................................3 3. Initial Analysis Of Database and Website Structure...............4 3.1. Overview Of Database Semantics.........................................5 3.2. What Must The New System Achieve................................... 3.3. Ensuring Project Delivery...................................................... 3.4. System Content Prerequisites................................................. 3.5. Arranging Site Content........................................................... 3.6. How Dynamic Content Will Be Retrieved............................. 3.7. User Journey Of Dynamic Content Retrieval......................... 3.8. Dynamic Content Output and Navigation †¦......................... 4. 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