Battleground Review Essay Research Paper Critical Review free essay sample

Battleground Review Essay, Research Paper Critical Review of Battleground In Battleground, Stephen Bates narrates the history of a tribunal instance in a little Tennessee town. The tribunal instance started with a female parent assisting her kid with a reading assignment. This female parent could non believe what she was reading. This female parent # 8217 ; s name was Vicki Frost, who was a place keeper. Frost went to the school and told the principal what she thought about the books. She believed that the books went against everything she taught her kids. She believed Satan wrote these books. She took her kids out of category during reading clip, from that point on. When the school told her that her kids would neglect if they didn # 8217 ; t go to category, Frost was astounded. After many conflicts with the local school, she took her instance to tribunal. The school said the books were appropriate for the kids to read, and if parents did non hold they could reassign their kids to another school. We will write a custom essay sample on Battleground Review Essay Research Paper Critical Review or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Both sides had different organisations endorsing them. The instance gained national attending. The federal tribunal sided with the school territory in the terminal, but Vicki Frost did raise attending on how textbooks are chosen for our public schools. The book by Stephen Bates brings up a really controversial issue, should parents be able to command what their kids read in public schools. Bates does non knock either side during this book. Bates does a good occupation narrating the book giving good inside informations and allowing the reader make his/her ain determination. Vicki Frost is a parent who does non desire her childs reading books that contradict her households beliefs. Frost did the right thing by turn toing the school about this job. I could non make up ones mind which side I agree with while reading the book. Both sides made good statements against each other. Work forces who believed in God founded this state. # 8220 ; IN God WE Trust # 8221 ; is on federal belongings that we use mundane, but the school system sometimes learn something different. I agree with Frost that parents should command what public schools teach their kids. Parents pay revenue enhancements, which fund public schools and pay instructors wages. But public schools can non hold different categories for different faiths groups either. The Holts Books are like many other books ; people get different apprehensions of the books. Peoples think different, so people will interpret the significance of books otherwise. I besides have to hold with the school territory every bit good. Hawkins County has spent a batch of money on their educational system, and some lady with no college background is oppugning the system. I believe the school territory did non cognize what to believe of the state of affairs at first, but when a female parent starts drawing her kids out of category, # 8220 ; what can they make? # 8221 ; This would non be just if the school territory let the Frost kids skip category and still acquire recognition for the category. The school territory tal ked to Frost about everyday about the state of affairs. Neither side would alter their head during this clip. I believe that the suspension was a small extreme. I didn # 8217 ; Ts like how the school board handled the instance. The board did non desire a lady with no college instruction, to oppugn their opinion. The board should hold tried to work out this job with Mrs. Frost before it gained national attending. Mrs. Frost would non hold been satisfied with any of their suggestions, but they should hold treated her with a small regard. Bates references the New England Primer, which was the first widely, used text editions in America. The New England Primer used narratives from the Bible and about morality. But the separation of the Church and State put an terminal to this book. If public schools can non learn Christian values, they should non learn any other spiritual values. This was what Frost was seeking to do people understand. Her kids were reading narratives about Indians, Jews, Hindus, and other civilizations, but they could non larn about their ain civilization except at place or church. I believe the parents should learn their kids their ain values and beliefs at place. If kids read narratives about other kids rip offing, lying, stealing, or other unmoral things the kids should cognize the difference in right and incorrect. If the books teach inmoral principals and say that it is right, so this is where the books should be banned from public schools. It is unjust to a Christian kid to larn about other faiths in school, when he/she can non larn about their faith. This is what the federal system is seeking decide in the Frost instance. The Battleground brings out a really controversial issue. Should public school have the books approved by the parents and if parents don # 8217 ; t agree, should their kids be excused from the category. I truly wear # 8217 ; t cognize what side I truly agree with, because both sides have truly strong statements in their favour. I agree with public school can non learn about faith because of the 1st Amendment. The 1st Amendment provinces that faith should play no function in anything that is province supported. I besides believe that Christianity every bit good as other faith should hold no topographic point in public schools, unless it is student lead. My ground for this is that so many people have their ain beliefs, that if one faith is taught, the school is know aparting against the other faiths. I believe those good ethical motives and values should be taught at place, but they should non be taught at school. I believe that instructors should pattern utilizing good moral and val ues around pupils. This subject will ever be a controversial issue, because there is truly no right or incorrect to the Frost instance. If parents want their kids to acquire a good Christian instruction, their kids will hold to be place schooled or sent to a Christian school. I wish this wasn # 8217 ; t the instance, but of the 1st Amendment it must be this manner. Bibliography Work Cited Hrezo, Margaret. The Journal for the Scientific Study of Religion. Dec. 1990. Pg. 450 ( 1 ) Levinson, Sanford. Michigan Law Review. May 1994. Pgs. 1873-1892.

Essay About System Thinking for Sustainability Essays

Essay About System Thinking for Sustainability Essays Essay About System Thinking for Sustainability Essay Essay About System Thinking for Sustainability Essay Educating System Thinking for Sustainability: Experience with a Developing Country In their research paper, Educating System Thinking for Sustainability: Experience with a Developing Country, Nam C. Nguyen, Doug Graham, Helen Ross, Kambiz Maani and Ockie Bosch describes an approach to teaching system thinking and related competence building for a team of professionals and managers from Vietnam, a developing country, involved in the bearable management of a world environment reserve. The team of professionals was attracted were drawn to the countrys system approach to managing to Cat Ba Biosphere Reserve as it offers the best way to address components of sustainability holistically while surpassing organizational and disciplinary silos. The evaluation resulted in the authors listing the key features to include: studying as a group of professionals, with supreme organizational provision and obligation to apply systems approaches in the workplace; entertaining adult learning methods designed to the needs of participants; supplementing teaching of systems discerning and skills with participatory approaches for working with the participants in creating solutions to their sustainability matters; and building in assessment at every stage, through participatory approaches learned in the course. The authors carried out their training program commencing with climate setting activities which are designed to develop an open democratic environment with a peer approach instead of the standard student-teacher approach. They majored on the communicating skills and the working with seniors as the first changes to the planned contents, mainly to help learners identify and clarify the problems they usually experience and wish to overcome. It also assists students to apply the newly learned information to their existing experience mainly to help them make their learning more meaningful. The authors then had the participants grouped to and allowed them to develop their course evaluation in their groups, an interesting technique the participants already learned, and then use the methods to evaluate each section of their training. The approach allowed the authors to meet other adult learning principles retrieved from external sources. The principle was extracted from Burns (2002) and included; encouraging cooperative activities and refraining from creating competition and making judgments; acknowledging and promoting self-direction in learning; assisting in developing self-evaluation procedures and giving the learners a sense of progress towards their individual goals. The authors emphasized the importance of reflection by building knowledge reviews and providing time for respondents to discuss the content available in Vietnam. The various modes used by the authors in the adult learning approach were as highlighted in a recent paper written by Wirtenburg, Russell and Lipsky (2009). The study allowed the participants to understand the theories, techniques, and concepts applied in the short courses, which they were then allowed to use in practice. After taking away several lessons and newfound knowledge, the participants were allowed to apply their new acquires successfully into their work. Systems Thinking Training The authors primary objective for the training was to enhance the participants skills and expertise in systems thinking, integrated natural resource management, and addressing sustainability issues. According to the author, the program was fundamental in bringing together the learners for a 2-month only learning forum and laying a solid basis for joint planning and policy development upon the participants return to Vietnam. The authors believed that the training overcame their first stumbling block in the initial project. They trusted that they partly achieved their objective in the short term as well as the constant activities and plans forming a basis for successful outcomes in the long term. The programs main value for the participants representing various levels of governance could considerably help remove certain barriers to communication and information flows and improving decision-making processes. The program also developed a common understanding of the issues, creating a common vision and commitment to action. Since the participants hold appropriate and vital positions related directly to the management of the CBBR, their involvement of power and leadership would be of significant importance to the endless continuation of the CBBR project. Though still in development process, the sustainability project initiative in Vietnam has started a snowball. The authors found the key features of the training to include studying as a group of professionals, with supreme organizational provision and obligation to apply systems approaches in the workplace; entertaining adult learning approaches designed to the needs of participants; supplementing teaching of systems discerning and skills with participatory approaches for working with the participants in creating solutions to their sustainability matters; and building in assessment at every stage, through participatory approaches learned in the course. Referring to Midgleys (2000), argument, the authors argue that systems community has a responsibility to reach for those not familiar with the language and teach them. In line with other authors research, Nguyen et al., state that learning system research on complex system and teaching systems thinking is so far at an early stage. The authors program has replaced teaching system thinking which is teaching adult professionals in the perspective of a developing country such as Vietnam. Management Education However, according to Sunley Leigh (2016) assertion is contrary to Nguyens where the former believe that the importance of holistic management education can possibly involve separation of the contents from the learning methods. According to Sunley Leigh (2006), the increasing use of responsible management education (RME) in the academic research, publications and forums could require that Nguyen et al., could as well apply the aspect in their study. Basing the study on business aspect by studying, say education for responsible management, the authors would have improved the importance of their research, since Vietnam being a developing country, learning on how to significantly apply learned education in management could definitely benefit the Vietnamese business industry as well. In the research, Nguyen et al. developed and tested the method for teaching system thinking to managers while applying problem-based learning technique embedded within an adult learning approach. After the evaluation, the authors found out that the respondents developed a holistic view of the problems, providing a setting to their work when they get back to their organizations. The participants were also found to be able to share their systems thinking skills with others within their country, thus augmenting management. Based on the evaluation, the authors believed that the systems training programs including the ones they discussed in the paper are capable of contributing significantly to the systems community efforts about the making system thinking and system education becoming unremarkable and absorbed into the scientific research. The authors carried out their evaluation in a similar way to current statistics which is considered the integral part of all sciences. The evaluation of the training programs discussed in the paper were in comparison to other pioneers including the K12 System Dynamics of the United States school projects, system courses and programs offered in such institutions as Open University and at the Center for Systems Studies in the UK, the University-wide Master program of Sustainable Systems offered at the University of Queensland, Australia. The paper highlighted mainly on the importance of teaching systems thinking to provide a sample curriculum and teaching strategy based on adult learning principles.

Personal interview with a training manager Essay

Personal interview with a training manager - Essay Example When asked who was trained in the organization the respondent argued that that is determined by random selection from the training dates depending on the business unit. Additionally, he also argued that for some training, people are snowballed and selected through the manager’s preference. However, the training participants are required to impart the knowledge of what they have acquired in such sessions to those who did not participate. The organization refers to this as the informational networking. The training process entailed the performance manager and the training manager’s active participation in determining the training calendar for the organization. Afterward, the participants are selected. However, room for modification is maintained due to the possible emergence of better training opportunities within an organization. Training improves organizational efficiency through the fostering of innovation. Training has been noted to have an eye-opening effect on the employees. It also assists the organization in staying updated and using the most recent tools and technologies available. The employee development process causes increased efficiency and improved productivity hence offsetting the training costs incurred by the organization (McConnell, 2003). According to the respondent, training is a business

Emergincy Practise Research Paper Example | Topics and Well Written Essays - 500 words

Emergincy Practise - Research Paper Example The following chart provides information regarding the total capacity of each of these hospitals: The total numbers of fire houses or stations within the region of Chicago are 100 Cityofchicago.org 1). The total numbers of fire trucks operating in the region are 60 (Cityofchicago.org 1). The total numbers of fire fighters that are working for the fire department of the city of Chicago are 4,500 and this figure was reported on Chicago Fire Department’s website that was last updated during the year of 2014 (Cityofchicago.org 1). The total numbers of ambulances that are operating in the region are 75 providing basic as well as advanced level ambulatory services (Cityofchicago.org 1). There are a total of 16 police stations located all over Chicago and the total number of police officers that were working for the Chicago Police Department 13, 857 individuals during the period of 2011 (Chicago Police Department

Discrimination against Women in the United States Police force Essay

Discrimination against Women in the United States Police force - Essay Example According to Barbara Raffel Price (1996), â€Å"In the United States police departments must hire people without regard to race or gender. However, in policing, gender integration and the opportunity for women to participate in forming police policy has been strongly resisted† (Price, 1996). Discriminations in all forms were prohibited by law in America. However, the custodians of law or the law implementers itself are the major culprits in breaking laws as far as women discrimination in police forces in America are concerned. This paper analyses the discrimination against women in the United States police force. Acceptance of policewomen by policemen The following table gives a brief idea of acceptance of policewomen by police men at various parts of the world. Levels of Eastern Europe Western Europe Britain USA Acceptance % % % % Accepted by all 28 16 17 6 Policemen Accepted by 57 72 59 61 Most policemen Accepted by 7 7 16 20 Some policemen Accepted by few 7 4 3 9 Policemen Accepted by no 0 1 1 3 Policemen (Brown, 1996) From the above table, it is evident that policewomen acceptance by all policemen in America is extremely low compared to that in other parts of the world. In other words, American policewomen are suffering huge discrimination compared to policewomen in other parts of the world. American policemen do not keep a positive attitude towards policewomen. â€Å"Male officers anticipate women failing; they doubt women can equal men in most job skills; they do not see women officers as doing "real" police work; and they perpetuate myths about women's lack of emotional fitness† (Price, 1996). Even before giving an opportunity to the policewomen to prove their abilities, male police officers in America rate them as inferior to policemen. Thus American policewomen do not get enough opportunities to prove their credentials because of the negative attitudes of the superior male officers. Many of the superior male police officers have the illus ion that the role of policewomen is to assist policemen rather than participate in the actual policing work. Just like a woman doing a secretary post in an organization, policewomen in America forced to do secretarial jobs. Not only in job allocation, but also in promotion, deployment, training and overtime works, American policewomen suffering lot of discriminations. The following table provides a rough idea about these discriminations suffered by American police women compared to other policewomen in other parts of the world. Reported discrimination by policewomen Areas of Eastern Europe Western Europe Britain USA Discrimination % % % % Promotion 14 26 18 45 Deployment 28 29 55 60 Training 14 24 25 47 Overtime 114 37 19 19 (Brown, 1996) From the above table, it is evident that 45% of American policewomen are suffering discriminations related to promotion whereas policewomen in other parts of the world are suffering comparatively less discriminations with respect to promotions. In the case of deployment and training also, American policewomen suffering a lot compared to other policewomen. It should be noted that American policewomen are getting less training even though the policemen are getting best training in the world. In other words, American police force is not at all giving any importance to the contributions to the policewomen. In their opinion, policewomen are only supporting staff and therefore they need less training. Fuller (2006) pointed out a case in which

What Are Uniformitarianism Catastrophism And Plates Tectonic History Essay

What Are Uniformitarianism Catastrophism And Plates Tectonic History Essay Introduction: The following report will outline and discuss the work of scientists; Sir Charles Lyell, James Hutton, Alfred Wegener and Harry Hess. It will also explain how their work influenced the development of earth science from the time they made their theories/observations to today. What are uniformitarianism, catastrophism and plates tectonic: Uniformitarianism: Uniformitarianism has took many, many years to be understood, proven and actually used as a theory on how things happen on and to the earth. When scientists started to understand the ways in which mountains and volcanoes are formed and why deep sea trenched occurred etc, they began to realise that such things as these did not happen in a matter of minutes due to a catastrophic incident. Its by natural causes and slow movements. As the motto for uniformitarianism is the present is key to the past which literally means everything that happens today is an indication of what happened in the past, dealing with the same occurrences. The dictionary definition is: Geology. Of or pertaining to the thesis that processes that operated in the remote geological past are not different from those observed now. Catastrophism: Catastrophism was around for a long time before uniformitarianism and was chosen as the favoured theory for a long time before uniformitarianism; they believed that everything that happened and changed the earth was due to major catastrophes like violent volcano eruptions or meteorites from space impacting on the earth. The dictionary definition is: Geology. The doctrine that certain vast geological changes in the earths history were caused by catastrophes rather than gradual evolutionary processes. Plates tectonic: Plates tectonic are the plates underneath the continents and are broken up into 7 major plates; the African, North American, South American, Eurasian, Australian, Antarctic, and Pacific plates. There are also some smaller plates, including the Arabian, Nazca, and Philippines plates. These plates are constantly moving at a rate of about 2-10cm per year. Some of the plates crash into each other while others simply follow each other or slip over and over each other. When the plates meet and are stuck together trying to move when one finally moves under the other it causes earthquakes and even tsunamis because one plate is thrust upwards causing the land above it to rise upwards. Information about Earth Scientists: Sir Charles Lyell, James Hutton, Alfred Wegener and Harry Hess all have something very important in common; they helped form the theories, ideas and investigations of Plates tectonic, sea floor-spreading and the development of the theory uniformitarianism over catastrophism. The next paragraphs will introduce you to all of the above scientists, what they did and how they did and also the meanings and importance of uniformitarianism and catastrophism. James Hutton: Name: James Hutton Nationality: Scottish D.o.B: 3 June 1726 D.o.D: 26 March 1797 Speciality: Geologist, physician, naturalist, chemist and experimental farmer. Brief insight: Known as the founding father of modern geology. Started the theory of uniformitarianism Influenced Sir Charles Lyell and Charles Darwin. James Hutton was born in Edinborough in 1726 and studied many things from farming to chemistry. He wrote the famous book theory of the earth, which gained the attention of many philosophers to come in later years and started the age of geology and new discoveries on how the earth works. Huttons farming passion made him more susceptible to the beauty and wonders of the earth and as he began to examine rocks he discovered that in actual fact the earth didnt form around 6,000 years ago as told by the catholic religion, but in actual fact over millions of years ago, and that fossils found were not the bones of animals that drowned in the great biblical flood. He pursued the idea that sedimentation (Sediment mineral or organic matter deposited by water, air or ice. Sedimentation -the deposition or accumulation of sediment.), happens so slowly that even the oldest rocks are made up of materials furnished from the ruins of former continents. He called these processes the great geological cycle which happens continuously. Sir Charles Lyell: Name: Sir Charles Lyell Nationality: British D.o.B: 14 November 1797 D.o.D: 22 February 1875 Speciality: Geology Brief insight: He studied law and became a practising lawyer. Wrote the Principles of Geology, 1830, (12 editions), which basically made people accept the theory of uniformitarianism. Without him Charles Darwin mightnt have been able to prove his theory of evolution. Sir Charles Lyell was a British geologist and was the main person who gained recognition for the theory of uniformitarianism. It started off as an understanding and agreement for James Huttons book theory of the earth, but then turned into an adventure in proving uniformitarianism has and is at work. His observations led scientists to believe that slow, steady movements cause the earth to be shaped and formed, not catastrophic occurrences. Lyells ability and flair for creative writing helped the theory become recognised by the world wide community of scientists. The information and evidence collected was enough to move the positions of the scientists and really show them flaws in the theory of catastrophism. Without Lyells clarification and dedication of explaining and proving uniformitarianism maybe Charles Darwin wouldnt have been able to progress his theories of evolution for people to believe and understand. Alfred Wegener: Name: Alfred Wegener Nationality: German D.o.B: November 1, 1880 D.o.D: November 1930 Speciality: Astronomy and meteorology Brief insight: Lecturer of astronomy and meteorology at a German university. Started to meddle with sciences outside his field. Wrote an important paper called The origin of Continents and Oceans which was the start of the theories on continental drift and plates tectonic. Alfred Wegener was a German lecturer on astronomy and meteorology and this was his passion until he happened to come across a paper on the theory of a land bridge between Brazil and Africa. This made him try and understand the real reason for the jigsaw puzzle like continents that make up our world. Like many others he realised that Africa and South America seem to fit perfectly together and that there must have been a way for one species of fossil to be found in one country and another when the animal had a land locked form and the countries werent connected. His expeditions to Greenland (his most loved country to visit), led him to discover the discrepancies between the longitudinal calculations of his party and earlier ones from 1823 and 1870 this became an important part of evidence later on to prove that this particular continent has moved between the years therefore there must be evidence to suggest others have too. He later wrote a book/paper called the origin of continents and continental drift, which was dismissed and mocked due to him being meddling out of his field of expertise and his nationality as the Great War only ended to years earlier. None of the scientist wanted to believe that continents drifted and were once united as one, this was absurd. Wegener used many forms of evidence to back his theories sup such as the shared diamond mines between Brazil and Africa, even though they arent connected, but the scientists refused to go back on what they believed in. Harry Hess: Name: Harry Hess Nationality: Canadian D.o.B: May 24, 1906 D.o.D: August 25, 1969 Speciality: Geology Brief insight: Single most important contribution of the 20thcentury. Emphasised on the sea-floor spreading theory, One of the founding fathers of plates tectonic theories. Discovered the great global rift. Harry Hess was a Canadian navy officer and specialised in geology he produced the original hypothesis of the ocean floors were moving like conveyor belts, carrying the continents along with them. In his book The history of ocean basins, he quoted The sea floor is not permanent, but is constantly being renewed. The mid-ocean ridge is indeed a crack in the crust. Through it hot material from the underlying mantle continually swells up and spreads outwards, new crust is generated at the rate of about half an inch a year on each side of the ridge. His theories solved all problems of the time such as: The high heat flow along the ridge and the discovery of conical mountains on the sea floor. The understanding of sea-floor spreading also helped us to understand the theory of plates tectonic and how it works in comparison with sea floor spreading. But because this was only fiction and no solid evidence was produced to back up all statements of the theory it was taken the same way as Wegener s thoughtsà ¢Ã¢â€š ¬Ã‚ ¦nowhere, until later on in the years. Issues relating to the development of the theories of catastrophism and uniformitarianism: Religion vs. evidence: Catastrophism only remained in the heads of scientists due the direction in which it pointed Noahs flood. Religion held a very high level of authority in the 1600s- late 1900s therefore everything that was discovered had to lead to a biblical explanation. It wasnt accepted until around 3 people tried to evolve the theory such as Hutton, Lyell and Darwin who all gave evidence and suggestions and add evidence on top of evidence to try and prove their way of thinking and the Uniformitarianism vs. nature: After uniformitarianism was recognised as the higher of the two theories on how the earth was formed and is still shaping over catastrophism, everyone started to look at the events that were shaping the earth and began to see that uniformitarianism seemed to be the more appropriate theory. However as most scientists and the general public believe that uniformitarianism is the reasons for how the earth is what theyre not realising is that catastrophism is also playing a part in forming the earth as well by natural disasters from violent volcano eruptions to tsunamis. These examples could happen at any given time and not much warning is given before hand of what is about to happen, therefore it could become a catastrophic occurrence which could shape the way the earth is. So catastrophism need not be forgotten. Catastrophism vs. evidence: It is suggested that the cause of the extinction of the dinosaurs was due to a major meteorite impact which caused huge devastation for the earth and another theory is that they went extinct due to the great biblical flood, this theory is only on the basis on what the Bible says about the great flood, but in actual fact there is no evidence which suggests the dinosaurs drowned, just the word of the bible. The problem with catastrophism is that most the theories made up involving it dont show sufficient evidence to suggest it did happen besides the few cases of volcanoes erupting violently and changing the earth. Conclusion: In conclusion to my report I support the theory of uniformitarianism because the evidence that backs it up is clear and concise and it has an answer to every problem e.g. how plates tectonic move and how volcanoes and mountains are made. But we shouldnt forget that catastrophism still works in ways when volcanoes and mountains and formed suddenly by earthquakes and tsunamis which change the earth.

Body Image Essay -- Weight Health Body Image Essays

Body Image   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  "Just Be" is a familiar slogan to the current American culture. It is the slogan of a well-known designer, Calvin Klein, who, in his advertisements, supposedly promotes individuality and uniqueness. Yet, Calvin Klein, along with all known designers, does not have overweight or unattractive people on his billboard ads, on his runways, in his magazine pictures or on his television commercials. Moreover, the movie, music and the mass media corroborate with the fashion industry in setting and advertising a certain standards for a physical ideal of a human body. Such propaganda promotes the public into depriving themselves of needed nutrition and generates eating disorders within people in order to fit the set standard of the physical ideal. The negative attitude towards overweight population of the modern society is a sociocultural phenomenon. Yet, historically the negativity towards excess in weight was not constant. If one examines the artwork as relatively recent as the works of the Renaissance period, it can be witnessed that women who were somewhat "chunky," were considered beautiful and they were painted and sculpted. "Fleshy" men and women are in the masterpieces of such artist as Michelangelo, de Vinci, Rafael, Goya y Lucientes and etc. Love handles, fat deposits and skin folds were regarded as attractive and were applauded. Cleopatra, for example, was praised for her beauty, yet by modern standards she would be considered overweight. Aphrodite, the goddess of love and the image of perfection, is also viewed as overweight and thickset in the contemporary society and would not be painted or sculpted as "heavy set" as she has been created previously. Nonetheless, she was painted in accordance with the timely regar ds of beauty. Thus, it   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2 may be observed that during that time frame, as well as during most of the historic periods, the full figured body was preached as normal and ideal and was, though not as intensely and as high-tech, commercialized to the public and society.   Ã‚  Ã‚  Ã‚  Ã‚  The change in the beauty standard has been observed since 1970's, when beauty pageant contestants, actresses and models began to continuously show a decrease in weight. The analysis of the weight of advertised models, contestants and playboy centerfolds showed that over sixty perc... ...Archives of General Psychiatry. 56, 468. Field, Alison E., Cheung, Lilian, Wolf, Anne M., Herzog, David B., Goltmaker, Steven L., & Colditz, Graham A. (1999) "Exposure to the mass media and weight concerns among girls" Pediatrics. 103. Harrison, Kristen (1997) "Does interpersonal attraction to thin media personalities promote eating disorders?" Journal of Broadcasting and Electronic Media. 41. Henriques, Gregg R., Calhoun, Lawrence G. & Cann, Arnie. (1996) "Ethic differences in women's body satisfaction: an experimental investigation." The Journal of Social Psychology. 136, pp. 689-697. Lovejoy, Meg. (2001) " Disturbances in a social body: Differences in body image and eating problems among African American and White women." Gender & Society. 15, pp.239-261. MacDonald, Rhona. (2001) " To diet for" British Medical Journal. 322, pp. 1002. Mulholland, Amy, Mintz, Laurie B. (2001) " Prevalence of eating disorders among African American women." Journal of counseling Psychology. 48, pp.111-116. Stice, Eric (1998) "Modeling of eating pathology and social reinforcement of thin-ideal predict onset of bulimic symptoms." Behavior Research and Therapy. 36

Comparing and Contrasting the Philosophies

Chelsea Long Philosophy 100-005 Prompt 2 Final Essay Even though they were separated by thousands of years, hundreds of miles, and different cultures, the philosophical views of Friedrich Nietzsche and Plato can be examined and weighed against each other in many different ways. Friedrich Nietzsche, born in 1844, was a German philosopher whose main goal was to erect a new image for the people and to create a free spirit in them. Plato, born in 427 B. C. , was a Greek philosopher whose main goal was to create a new way of thinking about the world itself, knowledge itself, philosophy itself, and the individual.Both philosophers have obvious similarities; their literary style of writing is perhaps the most apparent, but also their desire to create a new way of thinking for the people in which they hoped to influence. Nietzsche thought that by standing outside of society and looking at it from a different view, one could take on the ideal of a free spirit. Analogous to this view is Platoà ¢â‚¬â„¢s view from the allegory of the cave which illustrates humans as being completely unaware of what the actual world is.Even though they lived in completely different societies, both philosophers thought that the view of the world that society holds shelters the individual from seeing the true nature of reality. However, the nature of said reality was very different for both philosophers. Nietzsche believed in a â€Å"what you see is what you get† kind of view of reality. His â€Å"amor fati† view of reality posed that in order to achieve an optimistic view; the individual must learn to love fate. This also involves accepting reality for exactly what it is and not creating a false sense of â€Å"reality†Ã¢â‚¬â€what the person would â€Å"like† to see.Because of Nietzsche’s opinion that ‘God is dead† he believed that this life was all there was, so the best way to live was to realize the true actuality of the world, and to also use the love of what is real and actual to enjoy life. Plato, on the other hand, had a completely different concept of reality. His theory of the â€Å"forms† illustrated everything that we see in this world as just a less perfect model of the actual â€Å"form† of the thing or idea. Nothing that we see in this world is actual or perfect, but is just an imperfect imitation.Plato’s divided line interpretation presents the universe into the visible realm (images, copies, plants, animals) and the intelligible realm (mathematics, ideas, and the forms); literally a two-tiered view of reality. This differs greatly from Nietzsche’s philosophy. Nietzsche rejects this â€Å"two-tiered† view of reality; he believes that having this view of reality is actually detrimental and hinders the individual from living a full and optimistic life. Although their views on how the individual is shielded by society are similar, the view on reality of Nietzsche and Plato is o ne of the main differences in their philosophical outlooks.Nietzsche and Plato both put a considerable amount of emphasis on creating the individual and viewing life as a work of art that is a canvas for knowledge and value, thus asking the question: â€Å"What constitutes a virtuous life? † Both philosophers believe in turning ones back on the morals and values that society holds and exploring these morals and values for the individual themselves. One of the most famous Greek aphorisms is â€Å"know thyself. † Nietzsche and Plato both believe that creating ourselves as individuals will lead to happiness.However, the journey of self-discovery is different for each philosopher. Plato believes that knowledge is the most important factor in the creation of virtue and happiness. Seeking after knowledge leads to the affirmation of values and virtue, which then leads to happiness. By taking the time to learn and wonder and discover understanding for ourselves, we can achieve contentment. Nietzsche, on the other hand, believes that pure academic scholarship is not the way to liberate the free-thinkers of the future.Also, Nietzsche considers the revaluation of values, which means that old values need to be reconsidered to find justification of life within life. He believes that knowledge has the ability to not take itself too seriously. Nietzsche is an advocate for uniting knowledge and play. He supposes that we create our values ourselves and do not discover them from nature or reason, as supposed by Plato. However, both philosophers believe that knowing your own ignorance and having a willingness to accept the fact that we are sometimes wrong and at fault is a vital step in creating the morals and values that we hold.Another main similarity between the philosophies of Nietzsche and Plato is the belief that the greatest individual is not the wealthiest, but the thinker, the artist, the musician, and namely, the philosopher. Both hold the love of wisdom in high regard (although Plato holds it in higher regard that Nietzsche). The goal of this is to pass on the views of one to many, therefore changing the views of society. With or without meaning to, both of these philosophers are trying to evoke a rise in society. Plato and Nietzsche both were suspicious of government and wanted people to be at war with their time.From doing so, they hoped to create a change on an individual’s outlook on life. As with most philosophers, the philosophical method of both Plato and Nietzsche was influenced by philosophers before them. Plato is the well-known protege of Socrates. Many of Plato’s dialogues include Socrates in them or are written about Socrates, such as The Apology, which is Plato’s account of the trial of Socrates. These are called Plato’s Socratic Dialogues. The philosophical views of Socrates greatly influenced the views of Plato. Nietzsche was widely influenced by the philosopher Arthur Schopenhauer.After studying the view of Schopenhauer, Nietzsche’s writings sometimes included him supporting or rejecting Schopenhauer’s philosophical viewpoint. The optimism found in Nietzsche’s philosophy results from his rejection of Schopenhauer’s pessimistic philosophical viewpoint. One of the biggest differences between Plato and Nietzsche comes from their view of Socrates. While Socrates was a role model to Plato, he was the opposite for Nietzsche. Socrates often demanded the â€Å"truth at all costs† –meaning that no matter how much hurt or disorder the truth costs, it should still be told for the sake of truth itself.Nietzsche questioned to what extent truth can be endured. He then goes on to shift the term he uses for truth. â€Å"Truth† is errors believed to be true by philosophers (examples are equal things, substance, and free will). Nietzsche’s TRUTH relies on the recognition that previous â€Å"truths† are founded on errors and that knowledge is limited, which is the opposite of Socrates’ conception of truth. By letting go of previous â€Å"truths† we can thus understand the TRUTH. Not all truth comes from knowledge, but from error as well.Another main difference between the philosophical views of Socrates and Nietzsche is that Nietzsche looked at philosophy as an â€Å"intellectual science† and not a science. He viewed philosophy in more of a humanities category and as a spiritual science. Socrates, on the other hand, viewed philosophy as the most important of all sciences. Nietzsche also criticizes Socrates in other ways. He attacks his personality. To Nietzsche, Socrates â€Å"pretended† to be a rebel against society (a sort of â€Å"free spirit† in Nietzsche’s book); however, when Socrates was sentenced in Athens, he gave in and became a â€Å"slave to society. Nietzsche’s philosophy says that this life is all we have so we need to enjoy it. From lo oking at Socrates’ famous last words: â€Å"Now that I am dying, I owe the god of medicine a debt,† Nietzsche concludes that Socrates didn’t enjoy his life. Socrates is saying in his last words that life is just one big disease. This goes against all of Nietzsche’s philosophy, which unites the tragedy of existence with the comedy of life. The viewpoint of Nietzsche and Plato on the philosophical view of Socrates is a major difference between the two philosophers. Much of Nietzsche’s philosophy comes from his conclusion that â€Å"God is dead. This view on religion is another major difference between Plato and Nietzsche. While Nietzsche was considered an atheist, Plato believed in the principle of God. Plato’s â€Å"God† was the Form of â€Å"the Good. † The â€Å"Good† did not even fall on Plato’s divided line but was raised above it, shining down all both the visible and intelligible realm. Everything strives to be like the Form of the Good, but can never attain it (similar to the Christian view of Jesus –a perfect â€Å"good† that people strive to be but can never reach). Because Nietzsche and Plato had such differing views on religion, their philosophies as a whole are quite different.There are similarities that can be picked out of both men’s viewpoints –however the conceptual differences outweigh the resemblance. Plato’s and Nietzsche’s differing views on the nature of reality, the journey of self-discovery, the philosophy of Socrates, and religion cause Nietzsche to be critical of Plato. Nietzsche completely rejects much of Plato’s core philosophical view. The main aspect Nietzsche is critical of Plato is Plato’s two-tiered view of the world. Nietzsche whole philosophy is centered on the realization that what we have now is all we will ever have.Plato takes that philosophy and changes it completely – creating a whole new r ealm that is not visible to the human eye. Even though both philosophers believe in overcoming society, the importance of self-creation, knowing your own faults, and putting the philosopher in high acclaim, I would argue that the differences between the Nietzsche and Plato cannot be reconciled. The foremost cores of their philosophical viewpoints will never match up. Nietzsche will never agree with a two-tiered view of reality and one of Plato’s biggest belief systems is the Forms. Socrates will always be a hero to Plato, whereas he is not in Nietzsche’s opinion.One of the philosopher’s would have to change the entire concepts of their philosophy in order for the two viewpoints to reconcile. Personally, I agree more with Nietzsche’s philosophy. Even though I do not believe that God is dead, I do think that religion is dying in our society. We are experiencing a cultural shift toward a more secular society. In the wake of this, I have noticed people have s tarted to live their lives for the â€Å"right-now. † Also, I think that we should love fate and accept the reality of lives. In my opinion, people who live in a fantasy land aren’t truly living.People who accept their disappointments in life and are still happy and optimistic are more admirable to me. Additionally, I like how Nietzsche thinks that we should take the time to create ourselves in life. Creating yourself, to me, is the most important thing we can do. By looking away from what society tells us to do or be, we can truly becoming â€Å"free† and in doing so, live happier lives. I feel as though Nietzsche wants us to enjoy the small things in life and to take life as it comes. Honestly, Nietzsche has been my favorite philosopher to read and study, and the one whose viewpoint I agree with the most.

The Chain-O-Lakess

The Chain-O-Lakess Free Online Research Papers Flying across the water, the wind in your hair, the warm sun on your skin, boating on the Chain-O-Lakes is a leisurely way to spend your day. Riding on a boat, however; is only one of the things you can do while enjoying the Chain-O-Lakes. You can also enjoy fishing, water sports and of course there is plenty of sightseeing and people watching. While there are many different types of boats on the Chain-O-Lakes, my favorite type is the powerboat. With the rumbling big engines and the noisy exhaust systems. You can smell a hint of gasoline in the air when filling up the tank. The wind whips through your hair as you speed through the choppy water. You can even enjoy racing other boats down the river, knowing you are going to have a great time on the Chain. Now if you enjoy fishing, weather in the day time or at night, you can really take it easy. Sitting out on the bow of a pontoon boat or a simple row boat, you can find yourself absorbing the suns warm rays, or enjoying the cool breeze and listening to the bullfrogs croaking in the distance on a warm summer evening, you will always feel at home on the Chain. You can hear and see many different kinds of fish jumping all around, and smell fish and other boats in the air. Fishing is also a great time to catch up with old friends or even make some new ones as there is always a story to tell. Water sports, which can include skiing, tubing, and swimming, are just another great part of being on the Chain – O- Lakes. With skiing and tubing you need a powerboat for the speed and strength. Flying across the water on a set of brand new waxed skies is so much fun. You can feel the ripples from the boat’s wake under your feet through the skies. There is also the pull of the rope from the power of the boat in your hands. This is when you have the freedom of being all by yourself in the water. On a tube you can feel the same way but you can be a little lazier, because you can sit on your butt and do nothing. For swimming you don’t even really need a boat, all you need is the cool water on a hot summer’s day. Splashing around with friends and family, playing macro-polo, swimming under water and being able to hear the boats off in the distance, this is all part of being on the Chain. The most enjoyable part of the Chain-O-Lakes is the sightseeing and people watching. You have big, huge brand new mansions around the shore’s edge mixed with little run down cabins between them. There are even islands with houses on them that are so secluded; they are only accessible by boat. Some of these islands are for animals only, too. They are the most vibrant, and lush filled with tall trees and beautiful flowers. Driving by, the people on other boats or in their homes that are so friendly to you, will wave a friendly hello. It is a great feeling of hospitality when you’re out on the Chain-O-Lakes. The Chain-O-Lakes is a great place to visit either on a long weekend or for a nice family vacation. It is one of the best places that I like to send time when I get a free chance. My family and I like to meet there at least once a year for a nice time. I would recommend a long weekend visit to the Chain-O-Lake to anyone that I know. Research Papers on The Chain-O-LakessThe Spring and AutumnAnalysis Of A Cosmetics AdvertisementThe Hockey GameMind TravelThe Effects of Illegal ImmigrationThe Masque of the Red Death Room meaningsMarketing of Lifeboy Soap A Unilever ProductHip-Hop is ArtGenetic EngineeringComparison: Letter from Birmingham and Crito

Lemurs

Lemurs Lemurs Madagascar is the fourth largest island. It is home to main different species of lemurs. They live in the dry woodlands and deserts. Lemurs have fox like faces and ring like tails. Twelve million people live in Madagascar and most of them are poor. Lemurs are threatened largely because their habitats are being destroyed. People in Madagascar cut down the rainforests and forests for wood and so they are able to farm. Deforestation is still threatening their survival today. Lemurs were named by early Europeans because of their shining eyes.Some characteristics that make lemurs primates are that they live in trees. Also primates have strong hands with long fingers and opposable thumbs that can grasp branches. Primate arms can move freely around the shoulder joint. This movement enables primates to swing from hand to hand while climbing. The eyes are positioned in the front of the face, allowing the primate to judge distances accurately.English: Ring-Tailed Lemurs at the Oakland Z oo.Primates have complex social behaviors and take very good care of their young for a long time after birth.Ring-tailed lemurs hold strong ground in southwest Madagascar. They are the size of a cat and have a highly developed sense of smell. These lemurs inhabit all the levels of the forest. Once an infant is three or four months old, they ride on their mother's back. Ring-tailed lemurs have the agility to climb trees. They have a distinctive shriek. Ring-tailed lemurs live in social groups, which include six males, eight females, four juveniles, and four babies. They have a scent gland on their wrists and chest thus they can mark where they have been.The sportive lemur has seven different species. It earned its name because when it is threatened, it puts its hands up like a boxer. These lemurs live on the...

ASSIGNMENT SEVEN 2 Coursework Example | Topics and Well Written Essays - 250 words

ASSIGNMENT SEVEN 2 - Coursework Example This 1819 financial fear was instigated by a non-operational Bank of the States, a severe reduction in the prices of cotton, the impoverishment of several factories because of the foreign rivalry, and the obligation by congress of payment of money circulation for purchases of land (Brinkley 99). Nationalism in America was a reflection of the Post-World War Two. Nationalism was mainly expressed through increased nationwide satisfaction, the importance on national subjects, growth in national power and opportunity of the national state, and an increased sense of identity in America. Nationalism was mainly contributed by increase in patriotism, increase in political affiliations, economic factors, and cultural factors (Wilentz 54). Wilentz stated that Jackson’s symbolism and policies contributed the two political systems in America (56). His symbolism has two major meanings, one, the two political systems and secondly the time of ethos. Jackson achieved his promise of increasing the inspiration of the community in the state without passionate disagreement over his approaches. His policies entailed stopping the national bank, expanding income, and eliminating Indians from the

Managerial Control Systems Assignment Example | Topics and Well Written Essays - 2000 words

Managerial Control Systems - Assignment Example The second phase is the identification of opportunities for revenues and costs that the existing system fails to report, and the specification of what changes must be adopted in the system in order to better highlight the opportunities, to make the business more profitable yet more environmentally sustainable. It requires establishing control by assigning responsibility centres and sub-centres, the drivers relevant in their cost assignment, and the setting up of records to duly report activities and allocation of corresponding costs. It also involves proper communication and consistency in applying these measures. The final phase is the trial and documentation of changes to discover how the changes will affect the results from those achieved under the current system. This trial and assessment seeks to determine whether the changes introduced leads to improved management decision-making. Included in the assessment is an evaluation of management tools introduced, how they enhance the r elevance of the information delivered to managers, and the potential and opportunities created in enhancing the type, quality and accuracy of managers’ decisions that impact on the environment and the firm’s future profits. 2. ... t generates the standard summary accounting information (chart of accounts, trial balance, the general ledger, and the income statement and balance sheet). There is no categorization or distinction among costs, all being reported together as overhead. These outputs are used to manually generate the pertinent spreadsheet leading to the more detailed income and expenditure statement and cash flow forecast, which have greater detail to support management decisions. Capital expenditures are distinguished as to capital works and capital replacements. Acquisition price form the sole criterion for deciding among projects, without taking into account the forecasted revenues/ benefits accruing therefrom. There is no system for monitoring costs after acquisition of either capital works or replacement; in the case of the latter, replacements depend upon user requests and not upon any systematic capital budgeting method. 3. Identify the environmental impacts associated with MLC’s operatio ns and explain how the costs associated with the environmental impacts are treated and flow through MLC’s accounting system (6 marks, 1 page) According to the case study, there are four environmental impacts of MLC’s operations. These are energy usage, paper usage, water usage and waste management. Each of the costs associated with these impacts are coded directly into the firm’s expenses accounts. Expenses that go into energy, paper and water usage are assigned to the broad category of â€Å"administration and general† overhead expenses, while costs incurred for waste management are recorded under â€Å"caretaking and cleaning† overhead expenses. The costs are loosely allocated between â€Å"tuition† and â€Å"boarding†; the criterion for doing so is not specifically provided for, and is