Malaysia free essay sample

Malaysia has been perceived by the world as a model for other plural social orders. The idea of ‘unity in diversity’ is constantly demanded by the pioneers. The idea is presently bolstered with the ‘1 Malaysia’ idea which is presented by the present Prime Minister. The Malaysian government is constantly invested amounts of energy to guarantee the solidarity among the individuals in light of the fact that the solidarity is significant for national solidarity. The national solidarity will guarantee the country’s flourishing and the thriving will make national combination. The solidarity and coordination is a definitive point of advancement. Solidarity can be characterized as a procedure of framing a national personality among different gatherings that have contrasts in convictions, societies, customs, governmental issues, social, monetary capacities and area into a political substance. WHAT ARE THE OBSTACLES THAT FACED BY THE GOV. IN IMPOSTING UNITY ON ITS CITIZEN? Accomplishing national combination isn't a simple undertaking, yet endeavors must go on. We will compose a custom article test on Malaysia or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page This is because of the presence of financial, social, social, private and world view among the individuals. In this manner, the Malaysian government since the autonomy of the nation has invested unlimited amounts of energy towards accomplishing the national combination. As a rule, there are three primary impediments that the nation needs to face and resolve. They are partiality and, communalism Prejudice Do you realize what bias is? It alludes to the mentality towards others dependent on confirmations which isn't concrete and may not be right. In Malaysia setting, this sort of pre-critical mentality despite everything exists among races despite the fact that much positive data is given. Prejudice Communalism alludes to the mentality of preferring one’s own ethnic gathering. This sort of feeling is additionally common in Malaysia. For instance, the ideological groups that exist in Malaysia are still on ethnic base. The national philosophy has five standards: (i)Belief in God (ii)Loyalty to King and Country (iii)Nobleness of the Constitution (iv)Sovereignty of the Law (v)Courtesy and Decency as a rule, the targets of the national belief system are: (i)To accomplish a more prominent solidarity among the individuals (ii)To keep up vote based lifestyle National Service Develop a youthful age who are energetic and with affection and commitment for their nation Enhance solidarity among the multi-racial networks in the nation New Economic Policy (NEP) NEP is a monetary methodology by the administration. It was presented in 1970 after the racial uproar of 13 May 1969. The primary explanation that caused the mob is because of monetary explanation in which there was wide financial hole between the races particularly between the Malays and Chinese. The NEP is considered as a financial turn of events and national solidarity program in a multiracial society. In this way, the NEP was acquainted with annihilate the financial hole between individuals in provincial and town region. On the off chance that we look inside and out, there was awkwardness of riches conveyance between the races and individuals that have been referenced previously. Other than that, before the uproar of 1969 up to the NEP, races were recognized through their financial capacity. For instance, the Chinese were perceived as vendors and specialists since they overwhelmed the monetary exercises, the Malays as ranchers since they lived in country territories and the Indians as bequest works since they lived in domains. In light of this circumstance, the NEP was made as such with two dimensional point: * To diminish and annihilate neediness by expanding salary and openings for work to all residents without taking a gander at their races * To rebuild networks so as to lessen and delete the recognizable proof of races through monetary capacity National Education Policy Since freedom, numerous instructive reports have been executed so as to join together and incorporate the individuals. During the British provincial, they didn't have a reasonable training strategy. They permitted training to form into four isolated streams which depended on ethnicity †English, Malay, Chinese and Tamil. Every one of the streams had its own destinations, schedule (typically taken from their nation of starting point), educating gauges. The Chinese for instance, utilized Chinese language as the vehicle of guidance and youngsters were presented to the historical backdrop of China. Malayan history was completely avoided from the prospectus in like manner the Tamil school. This happened in view of the gap and rule strategy of the British who would not like to see the individuals joined together. In their eyes, when individuals joined together, all races would against them. After the annihilation of Japanese in the World War II, the British returned to lead the nation. The neighborhood chiefs put onto them strain to smooth out the training framework so as to advance racial solidarity. Advancing the utilization of national language In the Main Provisions of the Constitution, Malay language is made as the national language of the nation. It is utilized to advance solidarity among the individuals. Barely any axioms have been made to advance solidarity through the national language, for example, ‘Language is the Soul of the Nation’ (Bahasa Jiwa Bangsa) and ‘Language Unite the nation’ (Bahasa Menyatukan Bangsa). To have the option to convey and associate agreeably between various races, Malaysians are likewise urged to learn and to communicate in the dialects of different races in the nation from youthful age. Ideological groups partnership The reality of the administration to guarantee the solidarity can be seen from the beginning time of the ‘birth’ of Malaysia. Pioneers in the past, for example, TAR and the others contended so energetically to get the freedom of Malaysia. The pioneers from the significant three races I. e Malays, Chinese and Indians had stepped up to the plate and structure partnership among the ideological groups that speak to those three races. Therefore, National Front (Barisan National) that is a partnership between UMNO, MIC and MCA was set up in 1951. Till today, the Barisan National even won the thirteenth General Election! As you would see it, HOW UNITY CAN BE INTERGRATED INTO US MALAYSIANS? As I would see it, since solidarity is the foundation of the security of our nation, it must be asked that solidarity must be incorporated by all the residents of Malaysia. National solidarity can be coordinated through the act of equivalent rights. Like what Abraham Lincoln stated, all men are equivalent under the steady gaze of the law. At the point when this demonstration is done, the lion's share and minority races will get equivalent treatment in any type of help that is being given out. In the event that it neglects to complete, inadmissible and outrage will be felt by the â€Å"discriminated† gatherings and therefore, racial issues will occurred and upset the country’s improvement. National solidarity in Malaysia is unquestionably significant as a nation can't advance without the co-activity of the individuals in the nation. Then again, the legislature ought to force heavier disciplines on those individuals who are executing their uncontrollable demonstrations which are associated with despise and prejudice. Disciplines like prison him for attempting to upset the harmony in the nation ought to be forced on those transgressors. It is fundamental for this activity to be completed in light of the fact that once these disciplines are being executed; individuals who are endeavoring to do their likely arrangements will reconsider before they do it. The second these demonstrations of rubbish stop, harmony will by and by be in our cherished country. Another approach to coordinate national solidarity in our nation is by having politically stable nation. The political gatherings in our nation as of late are by and large serious to shape the legislature as opposed to having the people’s government assistance on a basic level. Ideological groups in our property ought to be increasingly worried about the citizens’ hardships that they are confronting each day. By doing that, not just the ideological group will contribute massively to the mix of national solidarity, however it will likewise pick up the trust of the residents to choose the specific party to speak to them as a country. The specific party should likewise place their central core into this as national solidarity is the spine to our country’s soundness and respectability. To wrap things up, national solidarity can be accomplished when guardians and gatekeepers assume their parts as good examples and not choose not to see towards this scourge is tormenting most nations. Watchmen and guardians ought to never censure individuals of different races before their youngsters. As indicated by an examination made by kid specialists, kids as a rule follow the qualities and mentality of their folks or gatekeepers. This is the primary motivation behind why guardians and watchmen ought to consistently be a guide to their kids with the goal that when their youngsters grow up, they will no longer have the mindset that their ethnicity is consistently over different races with regards to studies, sports or individual capacities. Determination It isn't an uncertainty that national solidarity is significant in our nation. The significance of making and keeping up solidarity and incorporation can't be undermined. National solidarity and mix is crucial for Malaysian on the off chance that they need to live in harmony and amicability. It is the unrivaled thing that keeps we all bound together, permitting us to live with each other in harmony and concordance. National solidarity is, obviously, conceivable and attainable yet it must be gotten bit by bit. As it passes by the idiom, Rome wan’t worked in a day. In this manner, we should all cooperate for a superior Malaysia.

Critical Essay on Beowulf

Basic Essay on Beowulf Basic Essay on Beowulf Beowulf is an epic sonnet where the plot is expected to depict the one of a kind bravery of German warriors. As the poem’s primary character, Beowulf shows excellent intensity and uncommon quality at whatever point went up against by wild adversaries. Also, he invests heavily in his brilliant activities that have earned him incredible distinction all through the sonnet. The peruser can without much of a stretch perceive in the epic the extraordinary chivalrous estimations of a general public, for example, the duty to respect the obligations of a pioneer, while simultaneously dismissing the security of his warriors with an end goal to vanquish a perilous enemy. For example, Beowulf permits Grendel to execute a portion of the warriors with an end goal to astound Grendel when he goes after Beowulf. Beowulf additionally sets aside reasonability when he seeks after and battles with Grendel’s mother. Basing on the brave idea of the sonnet, one would have anticipated that Beow ulf should put the security of his men before whatever else. Despite what might be expected, Beowulf’s plan to overcome the beast overrides his anxiety for lives of his men. Unmistakably, Beowulf concentrates more on what is anticipated from a saint from his kin than he accomplishes for individual security or the wellbeing of the individuals who serve under him. This sonnet offers two viewpoints of the key character. On the one side is a courageous Beowulf who is extremely valiant in fight and leads his kin to triumph. The saint angle in Beowulf starts for the principle character at a youthful age, when he strongly takes an interest in shielding his realm by battling two savage beasts. As the sonnet closes, Beowulf is viewed as a prepared ruler who is seen by his kin as a veteran gatekeeper. Because of his courageous authority, the Gaelic individuals appreciate significant harmony just as thriving. Correspondingly, when a mythical beast undermines the security of the Gaelic individuals, the older ruler utilizes his chivalrous fortitude to battle only it. As is common in any realm drove by a brave individual, the passing of Beowulf is trailed by the possible obliteration of the Gaelic individuals. Then again, the sonnet presents not many highlights of Beowulf as a customary person. Clearly the artist has decided to a great extent overlook Beowulf’s human perspectives, and rather, delineates him as a superhuman legend. This is outlined in the poet’s inclination to focus on the excellent adventures attempted by Beowulf, normally the murdering of fierce beasts. In view of this conscious oversight, the peruser handles an insignificant comprehension of Beowulf’s day by day movement and the manner in which he relates with his nearest relates. Correspondingly, the peruser is just ready to get a considerably crude image of what Beowulf’s genuine emotions are. The explanation behind this is on the grounds that the reason for the epic sonnet is to delineate to its kin the qualities they are to imitate in their own lives. Be that as it may, taking into account that Beowulf’s valor doesn't shield him from events basic to individuals, for example, endurin g, maturing, and passing, it would have been exceptional if the artist offered an image of the human side of this evidently courageous warrior, also. Tips on basic exposition composing: A few understudies discover writing hard to understand. Such understudies are probably going to discover basic investigations of artistic works exceptionally supportive. Along these lines, when composing a basic article on a sonnet, for example, Beowulf, one should keep the language as basic as could reasonably be expected. Definitely, the author must abstain from rehashing phrases utilized in the sonnet. Another indication to great paper investigating is to feature significant issues, and afterward distinguish botches or insufficiently tended to regions. This will allure the peruser to need to peruse a greater amount of the sonnet, notwithstanding showing him how to evaluate a sonnet. Our custom article composing administration is intended to help with composing your basic expositions on different points and subjects.

Benefits of Positive Thinking for Body and Mind

Benefits of Positive Thinking for Body and Mind More in Stress Management Effects on Health Management Techniques Situational Stress Job Stress Household Stress Relationship Stress You have probably had someone tell you to look on the bright side or to see the cup as half full. Chances are good that the people who make these comments are positive thinkers. Researchers are finding more and more evidence pointing to the many benefits of optimism and positive thinking. Such findings suggest that not only are positive thinkers healthier and less stressed, they also have greater overall well-being. According to positive psychology researcher Suzanne Segerstrom, Setbacks are inherent to almost every worthwhile human activity, and a number of studies show that optimists are in general both psychologically and physiologically healthier. Benefits of Positive Thinking Even if positive thinking does not come naturally to you, there are plenty of great reasons to start cultivating affirmative thoughts and minimizing negative self-talk. How to Practice Positive Thinking Stress Relief When faced with stressful situations, positive thinkers cope more effectively than pessimists. In one study, researchers found that when optimists encounter a disappointment (such as not getting a job or promotion) they are more likely to focus on things they can do to resolve the situation. Rather than dwelling on their frustrations or things that they cannot change, they will devise a plan of action and ask others for assistance and advice. Pessimists, on the other hand, simply assume that the situation is out of their control and there is nothing they can do to change it. Increased Immunity In recent years, researchers have found that your mind can have a powerful effect on your body. Immunity is one area where your thoughts and attitudes can have a particularly powerful influence. In one study, researchers found that activation in brain areas associated with negative emotions led to a weaker immune response to a flu vaccine. Researchers Segerstrom and Sephton found that people who were optimistic about a specific and important part of their lives, such as how well they were doing in school, exhibited a stronger immune response than those who had a more negative view of the situation. Improved Wellness Not only can positive thinking impact your ability to cope with stress and your immunity, it also has an impact on your overall well-being. The Mayo Clinic reports a number of health benefits associated with optimism, including a reduced risk of death from cardiovascular problems, less depression, and an increased lifespan. While researchers are not entirely clear on why positive thinking benefits health, some suggest that positive people might lead healthier lifestyles. By coping better with stress and avoiding unhealthy behaviors, they are able to improve their health and well-being. Better Resilience Resilience refers to our ability to cope with problems. Resilient people are able to face a crisis or trauma with strength and resolve. Rather than falling apart in the face of such stress, they have the ability to carry on and eventually overcome such adversity. It may come as no surprise to learn that positive thinking can play a major role in resilience. When dealing with a challenge, optimists typically look at what they can do to fix the problem. Instead of giving up hope, they marshal their resources and are willing to ask others for help. Researchers have also found that in the wake of a crisis, such as a terrorist attack or natural disaster, positive thoughts and emotions encourage thriving and provide a sort of buffer against depression among resilient people. Fortunately, experts also believe that such positivism and resilience can be cultivated. By nurturing positive emotions, even in the face of terrible events, people can reap both short-term and long-term rewards, including managing stress levels, lessening depression, and building coping skills that will serve them well in the future. How Resilience Helps With the Coping of Crisis A Word From Verywell Before you put on those rose-colored glasses, it is important to note that positive thinking is not about taking a Pollyanna approach to life. In fact, researchers have found that in some instances, optimism might not serve you well. For example, people who are excessively optimistic might overestimate their own abilities and take on more than they can handle, ultimately leading to more stress and anxiety. Instead of ignoring reality in favor of the silver lining, psychologists suggest that positive thinking centers on such things as a belief in your abilities, a positive approach to challenges, and trying to make the most of the bad situations. Bad things will happen. Sometimes you will be disappointed or hurt by the actions of others. This does not mean that the world is out to get you or that all people will let you down. Instead, positive thinkers will look at the situation realistically, search for ways that they can improve the situation, and try to learn from their experiences.

Women Should Have 3d Mammograms - 1394 Words

Women Should Have 3D Mammograms Standard Number; 6.4.D Technology has changed drastically over the last several decades; for instance, telephones have gone from rotary style with party lines to individual wireless phones the size of your palm. Similarly, mammograms have gone through a transformation due to technological advances. In the past, mammograms were performed by compressing breast tissue, and a series of 2D pictures were taken. This process took a long time and was very painful and uncomfortable. This made many women reluctant to go through the process of mammography; however, in the last few years, a new form of mammography has been evolving with new technology. The old 2D mammography has been updated to the new style of 3D†¦show more content†¦Additionally, invasive tumors that may not be detected by regular mammograms are detectable by 3D mammography (â€Å"3D Mammograms†). The one-size-fits-all mammography testing and guidelines have changed over the years due to the fact that there are differences in the siz e and density of breasts. The detection rates of lumps and suspicious tissues in the breast area have also risen with the 3D mammography. This is why it is important to have a 3D mammography along with a standard digital mammography (â€Å"3DMammography†) The second reason men and women should have a 3D mammography is the clearer picture that is produced. It allows a doctor to see lumps and cancerous tissues that would be otherwise hidden on the standard mammography because the breast tissues are compressed, which creates overlapping sections of breast tissue. The standard 2D mammography is not able to see what is in the depths of the overlapping tissues as it uses only two directions to take each picture in the series of pictures (â€Å"Digital†). 3D mammography is a new kind of testing, which eliminates multiple x-rays of the breast area as it uses an x-ray tube that takes eleven pictures in seven seconds while moving in an arc around the breast, and creating a 3D image (â€Å"Digital†). 3D mammograms will show if there is any type of small lump. It can detect the cancerous cells and lumps better as result of better imaging and with less pressure than a

Defendant s Position With Respect - 1463 Words

DEFENDANT’S POSITION WITH RESPECT TO SENTENCING COMES NOW the Defendant, Josue Emmanuel Rivera Lemus, by and through counsel, Vernida R. Chaney, and pursuant to18 U.S.C.  § 3553(a), Rule 32 of the Federal Rules of Criminal Procedure, Section 6A1.2 the United States Sentencing Commission, Guidelines Manual (â€Å"U.S.S.G.† or the â€Å"Guidelines†), United States v. Booker, 543 U.S. 220 (2005), United States v. Hughes, 401 F.3d 540 (4th Cir. 2005), and this Court’s Policy Regarding Procedure to be followed in Sentencing, represents that he has reviewed the Probation Office’s Presentence Investigation Report and submits the Defendant’s Position with Respect to Sentencing to aid the Court in determining an appropriate sentence. I. LEGAL STANDARD†¦show more content†¦18 U.S.C.  §Ã‚ § 3553(a), (a)(2)(A-D). The court, in determining the particular sentence to be imposed, shall also consider the nature and circumstances of the offense and the history and characteristics of the defendant. 18 U.S.C.  § 3553(a)(1). These factors, along with others specified in Section 3553 and any other factors the court deems relevant, must be considered, along with the Guidelines, when determining the appropriate sentence. II. SENTENCING GUIDELINES The Guidelines provide for a base offense level of 30 for this offense, pursuant to U.S.S.G §Ã‚ § 2D1.1(a)(5)(c)(4). Taking into account Mr. Rivera Lemus’s acceptance of responsibility, the total offense level is decreased to 27, pursuant to U.S.S.G §Ã‚ § 3E1.1(a)-(b). Mr. Rivera Lemus’s prior criminal record includes three driving related offenses; driving while impaired and driving on a revoked license; which elevates his Criminal History Category from I to III. Since Mr. Rivera Lemus’s prior criminal record subjects him to a Criminal History Category III, he is ineligible for relief pursuant to the safety value provision of U.S.S.G § 5C1.2. Mr. Rivera Lemus’s calculated Guidelines Range is 87 – 108 months incarceration; however, the statutory minimum is 120 months imprisonment. This statutory minimum represents more than 12 - 33 months over Mr. Rivera Lemus’s Guidelines. III. 18 U.S.C. 3553(A) FACTORS AND CONSIDERATIONS A. The Nature and

Adam Smith and Karl Marx Essay Free Essays

Adam Smith and Karl Marx Modern political economic theory and philosophy can be greatly attributed to the works of two men who seemingly held polar opposite views on the subject. Adam Smith, a Scottish philosopher, published his most well known work An Inquiry into the Nature and Causes of the Wealth of Nations in 1776 and is most often associated with the ideas and principles of the political economic system known as Capitalism. At the other end of the spectrum is Karl Marx; the German philosopher most often associated with Communism and the author (or co-author) of The Communist Manifesto. We will write a custom essay sample on Adam Smith and Karl Marx Essay or any similar topic only for you Order Now This paper seeks to discuss the core differences in their respective political economic philosophies with regards to what economic value is and what the role of government should be in their versions of political economy. This will conclude with the argument that while Smith’s work had laid the foundation for modern economic philosophy, it was Marx who would ultimately leave the most significant impression upon the world with his revolutionary ideas. An Inquiry into the Nature and Causes of the Wealth of Nations (commonly abbreviated as The Wealth of Nations) is considered to be the first full treatment on the study of Economics. This work essentially lays the foundation for the economic system known as Capitalism. Interestingly enough, Capitalism was a term first brought into the public debate, somewhat pejoratively, by Karl Marx himself in describing a â€Å"capitalist† as a private owner of capital or the means or production. (â€Å"Capitalism† (Wikipedia), 2008). A consensus definition of this idea is an economic system based on private individual ownership of property in which the distribution of goods is determined freely by competing market forces and investments are made by individuals. (â€Å"Capitalism† (Merriam-Webster), 2008). In a Capitalist society, individuals are free to own property and invest their capital in the pursuit of profit with relatively limited influence or barriers from the government. The Wealth of Nations was organized into five books of several chapters each. The first two books examine the fundamentals of the market system and include explanations relating to the role of labor, the nature of capital and markets, and the motives people have for entering into the market system. The third book is mostly an historical examination of the economics in ancient societies. The fourth book is the core of Smith’s argument for the capitalist society and it in these chapters that Smith lays out the core arguments for the limited role of government that is required for long term economic success. The fifth book deals primarily with government spending, revenues and taxation. The Communist Manifesto was much more a call to action than it was a treatise on economics and is a much shorter work than Smith’s The Wealth of Nations. Marx also published a very thorough (and denser) economic examination known as Das Kapital in 1867. The conclusions reached in that and other works would underpin the concepts found in The Communist Manifesto. It is not inaccurate to say that Communism is in many ways the opposite of Capitalism. In The Communist Manifesto, Marx and co-author Friedrich Engels listed 10 attributes of an ideal Communist society. The first one lays out the primary condition: â€Å"Abolition of property in land and application of all rents of land to public purposes. † (Marx Engels, 2006, p. 32) This effectively describes state-ownership and control of all capital and the means of the production made for the benefit of all in a classless society. Communism espouses the idea that the economy should function for the greater good of all society and not merely act as a tool to enrich the ‘bourgeois† or ruling classes. As the title would indicate, The Communist Manifesto lays out the purpose and reasoning for the existence of the Communist party that was developing across Europe in that time. In the prologue, Marx and Engels state the books purpose: It is high time that Communists should openly, in the face of the whole world, publish their views, their aims, their tendencies, and meet this nursery tale of the Specter of Communism with a Manifesto of the party itself. Marx Engels, 2006, p. 2) The chief disagreement between Capitalists and Communists is who or what is entitled to ownership and the means of production. In chapter one of the second book of The Wealth of Nations, Smith defined capital as the stock (read: assets or money) that a person does not immediately consume for which the owner expects to derive a fu ture profit. (Smith, 1909) This of course implies that the individual has possession and ownership of the capital item in the first place. Marx bestows a social aspect upon what capital is in The Communist Manifesto. Marx stated that capital is a â€Å"collective product? nly by the united action of all members of society, can it be set in motion. Capital is therefore not a personal, it is a social power. † (Marx Engels, 2006, p. 23) In other words, capital belongs to all of the people that are needed to not only produce it, but to provide a reason for its value. One thing that Marx and Smith seems to have agreed upon is something economists call the Labor Theory of Value. While they would ultimately come to different conclusions on the use of the value, the basic assumption is this theory is that value is ultimate derived in an object from the labor necessary to produce it. â€Å"Labor Theory†, 2008) In chapter 5 of book I of The Wealth of Nations, Smith argues that â€Å"the real price of everything? is the toil and trouble of acquiring it. † (Smith, 1909, p. 36) Smith distinguishes this from the nominal value of an item that can vary based on market forces; he holds that the real value is constant in relation to the labor that it used in its production. Smith argues in the following chapter that there are three components to the price of an item: the labor needed to produce it, the â€Å"rent of the land† or resources needed to make it, and the â€Å"profit of stock† that compensates the investor for risking his resources. In Das Kapital, Marx also recognizes the labor component of any item in the first chapter. He states that any commodity has a use-value and an exchange value that is derived from the labor needed to produce it. (Marx, 2000) Marx however viewed the â€Å"profit of stock† as the ability of the capitalist to exploit the wage laborers out of the surplus value of the things they create because of their control over the means of production. The role of government in relation to the economic system is a central theme of how ultimately successful the economic system would become. One of Smith’s core arguments to the success of capitalism is summarized in his most famous metaphor of the â€Å"invisible hand† found in Chapter 2 of Book IV in The Wealth of Nations: By preferring the support of domestic to that of foreign industry, he intends only his own security; and by directing that industry in such a manner as its produce may be of the greatest value, he intends only his own gain, and he is in this, as in many other cases, led by an invisible hand to promote an end which was no part of his intention. Nor is it always the worse for the society that it was no part of it. By pursuing his own interest he frequently promotes that of the society more effectually than when he really intends to promote it. (Smith, 1909, p. 351-352) Smith argued that in a fair and free market economic system, producers will act in their own self-interest to maximize their profits. As profits increased, competitors would come about seeking to obtain a share of the profits, and would thus drive down prices through this competition. The result was more efficiency and productivity that would lead to the long term benefit of all of society. He was against any government action that would serve to disrupt this natural balance such as trade restrictions, wage laws, and industry regulation. Smith essentially believed that the more the government stayed out of the way, the better off society would be as a whole. In The Communist Manifesto, Marx makes an argument for an entirely stateless society. â€Å"Political power† he states, â€Å"? is merely the organized power of one class for oppressing another. † (Marx Engels, 2006, p. 3) A common theme of The Communist Manifesto is the struggle between different classes of society, to which Marx simplifies to a clash between the â€Å"bourgeois† and the â€Å"proletariats†. Marx argues that â€Å"The essential condition for the existence, and for the sway of the bourgeois class, is the formation and augmentation of capital; the condition for cap ital is wage-labor. † (Marx Engels, 2006, p. 19) Marx held the belief that in a pure Communistic society, there would be no classes, and that the government would out of necessity dominate and control the means of production in the economy. The legacy and impact of Adam Smith’s Wealth of Nations was felt throughout Europe shortly after its publication. In England in particular, the British prime ministers sought policies that were attributed to what they had learned in Smith’s book including a new commercial treaty with France, customs reform, and a change in fiscal policy that resulted in lower debt and government spending. Government’s throughout Europe also began to realize the fallacy of the artificial trade barriers erected between the different countries; so much so that they would prefer to trade with their American colonies more often than their own neighbors. West, 1990) Smith’s greatest impact is perhaps the academic contribution to the study of economics. Before The Wealth of Nations, there really was nothing of the sort that so thoroughly examined the fundamentals of economics. Nearly every economist after Smith, including Karl Marx, would use The Wealth of Nations as a primary so urce and base their arguments off of Smith’s suppositions. Marx’s influence on the world however was far from an academic exercise. The violent revolution that Marx predicted would need to occur in order for the proletariats to overthrow the bourgeois did indeed occur in Russia during the â€Å"Red October† of 1917. The ruling aristocracy of Russia’s Czarists came to an end at the hands of Vladimir Lenin’s Bolsheviks. This would lead to the formation of the communist Soviet Union. During the revolution, the Bolsheviks seized all the private property around the country, gave control of all the factories to the government, nationalized all the banks, seized all of the Church’s properties, and declared that they would not honor any foreign debts. Thus the first real attempt at Communism took the form of the Soviet Union; symbolized by the worker’s sickle and hammer on the flag. â€Å"October Revolution†, 2008) The actions of the Soviet Union would go on to inspire many other Eastern countries to attempt their own versions of Communism; all consistent with the principles Marx envisioned in The Communist Manifesto. The resulting conflict of economic fundamentals between these Communist entities and the more Capitalist economies of Western Europe and the United State s would spark conflict throughout much of the 20th century. References capitalism. (2008) In Wikipedia, The Free Encyclopedia Retrieved December 17, 2008, from http://en. wikipedia. org/wiki/Capitalism capitalism. (2008). In Merriam-Webster Online Dictionary. Retrieved December 17, 2008, from http://www. merriam-webster. com/dictionary/capitalism labor theory of value. (2008) In Wikipedia, The Free Encyclopedia Retrieved December 17, 2008 from http://en. wikipedia. org/wiki/Labor_theory Marx, K (2000) Das Kapital Gateway Edition, Washington, DC, Regnery Publishing, Inc Marx, K Engels, F (2006) The Communist Manifesto, New York, Penguin Books October Revolution. 2008) In Wikipedia, The Free Encyclopedia Retrieved December 17, 2008, from http http://en. wikipedia. org/wiki/October_ Revolution Smith, A (1909) Harvard Classics: An Inquiry into the Nature and Causes of the Wealth of Nations, New York, P F Collier and Son West, E (1990) Adam Smith’s Revolution, Past and Present. Adam Smith’s Legacy: His thought in our time. Retrieved December 17, 2008 from http://www. adamsmith . org/images/uploads /publications/ADAM_SMITH_Legacy. pdf How to cite Adam Smith and Karl Marx Essay, Essays

Nike Ppt Essay Example

Nike Ppt Essay â€Å"Greeks say when we go to battle and win,we say it is NIKE† INTRODUCTION TO NIKE †¢ Est. in 1960 in Oregon †¢ Phil knight and Bowerman- founder †¢ Started small and now has covered U. S and international markets †¢ Nike is now one of the biggest mfd. Of the world BACKGROUND †¢ Most of the factories are located in Asia including Indonesia,China,Taiwan,India Thailand,Veitnam,Pakistan ,Philippines and Malaysia †¢ Nike outsourcing contracts around 500 factories in 45 countries. Nike currently controls more than 45% of the US sportswear market. Background cont. †¢ The company initially operated as a distributor for Japanese shoe maker Onitsuka Tiger, making most sales at track meets out of Knights automobile. †¢ The companys profits grew quickly, and in 1966, BRS opened its first retail store, located on Pico Boulevard in Santa Monica, California. By 1971, the relationship between BRS and Onitsuka Tiger was nearing an end. ANALYSIS OF CASE STUDY †¢ Child labour †¢ Not satisfying customer needs †¢ Ignorance of mkt. trends Accusations In 1996-1997, Nike was accused of labor violations and human rights abuses in foreign countries (mainly Asian). Contrary Evidences †¢ Thousands of mostly young, female workers in Southeast Asia (Indonesia, Vietnam, China) were being exposed to reproductive toxins and suspected carcinogens. †¢ Some workers were not earning a living wage even though they work oftentimes 12 to 14 hours per day. †¢ Nike workers in Southeast Asia have suffered corporal punishment and corporal abuse. †¢ Nike young female workers have suffered sexual harassment. Nike workers in Southeast Asia have been forced to work overtime in violation of applicable laws. Core issue of Nike NIKE PRATICES CHILD LABOUR †¢ Children are not only the easiest to intimidate, theyre also the cheapest workers. Twelve-year-old Tariq, one of thousands employed in Pakistans soccer ball industry, which produces five million balls a year for the U. S. market, stitches leather pieces in Mahotra. He earns 60 cen ts a ball, and it takes most of a day to make one (Schanberg, 1996: 38). We will write a custom essay sample on Nike Ppt specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Nike Ppt specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Nike Ppt specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Silgi is only three. Her hands are so tiny she cant handle a scissors. But she started stitching soccer balls recently to help her mother and four sisters. Together they earn 75 cents a day working in their shanty home in Jullundur, India (Sidebar to Life Magazine Story, p 41 NOTE: There is a photo (Source) of a young girl dressed in town and soiled clothing next to the soccer ball clutching a needle and thread. The needle is longer than her fingers. †¢ CONSEQUENCES Nike executives have been targets at public place †¢ Students have pressed administrators and athletic directors to ban products that have been made under â€Å"sweatshop† conditions †¢ In 2002 an individual sued Nike, alleging that the company knowingly made false and misleading statements in its denial of direct participation in abusive labor conditions abroad. REMEDIES †¢ Nike defended, through corporate news releases, full-page ads in major newspapers, and letters to editors †¢ Nike gav e $1. million to the Washington D. C. based Fair Labor Association (FLA) †¢ In 2003, company employed 86 compliance officer †¢ But stigma of past practices remains emblazoned on its image and brand name. Nike’s Responses †¢ Nike responded with†¦ – Press releases – Letters to the newspaper – Personal letters to university presidents and athletic directors – Campus Visits – Independent audit of factories – Speak at conferences COMPILED BY AKRITI JHA DEEPTI SINGH TRIPTI SINGH

Legalizing Marijuana Essays - Cannabis, Cannabis Smoking, Entheogens

Legalizing Marijuana Essays - Cannabis, Cannabis Smoking, Entheogens Legalizing Marijuana What this can't be true, marijuana can't be good for you it causes asthma and bronchitis. Oh wait I almost forgot thats just another misconception of marijuana in truth it is actually good for people suffering from asthma and bronchitis. Yeah right, this wonder of a drug isn't only not bad for you, but it can actually promote good health. This drug can save lives, it can restore people's vision, in fact there isn't much this drug can't do. Marijuana can save the lives of people diagnosed with cancer, and prolong the lives of people with the HIV virus. It reduces nausea and increases the appetite. If this isn't enough to change your mind about marijuana how about all the people with glocoma? Smoking marijuana will clear up their vision and relieve the pressure in their eyes, AND IT CAN EVEN PREVENT THEM FROM BEING BLIND. Marijuana supposedly causes brain damage but that is only another misconception. This misconception has been tested and proven wrong. The only thing that actually makes marijuana bad for you is the tar in it, and it is not good for your lungs to breathe in anything that hot. Now these aren't terribly bad for you, but they can be overcome by using a bong or waterpipe and putting ice in it. Every year law enforcement spends countless man-hours trying to apprehend marijuana dealers and growers. This time would be better utilized in dealing with more serious crimes. A study carried out in California clearly demonstrates the effectiveness of marijuana as a treatment for cancer: Over 74 percent of the cancer patients treated in the program have reported that marijuana is more effective in relieving their nausea and vomiting than any other drug they have tried.(Zeese 1990). Moreover, several other things can be produced commercially using the marijuana plant. There is a possible revenue obtainable from hemp, which can be manufactured into clothing material, vegetable oil, paper product, and livestock feed (Caputo and Ostrom 485). However, crime enforcement energy is often spent dealing with cases that are not necessary. The police spend useless time trying to arrest marijuana growing and smokers. If marijuana is legalized, drug-fighting

Melting Point Vs. Freezing Point

Melting Point Vs. Freezing Point You may think the melting point and freezing point of a substance occur at the same temperature. Sometimes they do, but sometimes they dont. The melting point of a solid is the temperature at which the vapor pressure of the liquid phase and the  solid phase are equal and at equilibrium. If you increase the temperature, the solid will melt. If you decrease the temperature of a liquid past the same temperature, it may or may not freeze! This is supercooling and it occurs with many substances, including water. Unless there is a nucleus for crystallization, you can cool water well below its melting point and it wont turn to ice (freeze). You can demonstrate this effect by cooling very pure water in a freezer in a smooth container to as low as −42 degrees Celcius. Then if you disturb the water (shake it, pour it, or touch it), it will turn to ice as you watch. The freezing point of water and other liquids may be the same temperature as the melting point. It wont be higher, but it could easily be lower.

Health care marketing Essay Example | Topics and Well Written Essays - 250 words - 11

Health care marketing - Essay Example Prudent and effective designing of the marketing materials for the two requires the marketers to consider the factors that appeal to the audience belonging to the high and the low socio-economic statuses individually. Specifically, to design the marketing materials for elective plastic surgery, more sophisticated marketing materials like television commercials showing celebrities undergoing elective plastic surgeries, youth magazines, and bill-boards would be more suitable as they are frequently considered and reviewed by the people belonging to the high socio-economic status. On the other hand, design of marketing materials for STD prevention should be easier and the means and platforms to promote it should be rampant. Marketing platforms for STD prevention may include but are not limited to television commercials, radio commercials, advertisements in the newspaper, awareness campaigns in the educational institutions, and STD prevention

Art as a social commentary in Salgagos The Salt of the Earth Essay

Art as a social commentary in Salgagos The Salt of the Earth - Essay Example On these pictures, we could clearly see the suffering of the people in poor places. On the other hand, It touches our mind that the artist had shown well in the picture. On the other hand, these pictures let us think about the darkest parts of the world which we never suffer. The artist took many risks to report the truth in the world. All of his pictures are showing the emotion from different kinds of people in Brazil. According to the quote in why art, â€Å"Good art is a trying of vision, in the way a saw is tried in the saw shop, to cut more cleanly†. It is easy to see that good art are based on a true event that what you see and feel in your life. What could be improved and change your life attitude is a good art’s purport. From Salgado's arts, we could feel a real world that these exactly touch our heart. He had traveled to many different countries and took photographs of what he saw. His pictures are showing a real world of the darkest part which we may have never experienced before. The man in his pictures had the most genuine impression and action. A good art is going to tell people to deepen their thinking. Also, the many pictures that Salgago took in Africa showed a different and beautiful world to people. The people of the original environment and people showed a quiet and ordinary life. On the contrary, some pictures from Salgago explained a sad world. The poor people wer e suffering from the disaster. So, a good art is telling a story and let people think about the life of its subject.

Philosophical Justifications for Physical Education

Philosophical Justifications for Physical Education Issues in Physical Education Examine the implications of the various philosophical justifications for Physical Education for the teaching of the subject. The philosophies of the philosophers Within a traditional context, Physical Education (PE) has been perceived as a non-academic subject in comparison to more well established subjects such as mathematics and the sciences. Different philosophers and commentators conjure various justifications by which PE can be placed within the National Curriculum (NC) and how the subject itself should be approached and delivered. This essay attempts to highlight and examine these philosophies, their implications and how they affect the perceptions and delivery of PE in this country. Education is essentially associated with attainment of valuable knowledge. This knowledge, according to Hirst (1974, 1992, 1994) and Peter (1966), is that of theoretical and intellectual attainment. It is knowledge in this context which has an impact on our everyday lives. This is what is often termed as ‘orthodox’ education which arguably excludes PE. Reid (1998) supports this view stating that education must comprise (of) an acquisition of valuable knowledge. (Taking this into account) From Reid’s perspective, it follows that (it can be argued that) PE (does in fact) can be considered to develop valuable knowledge on its particular subject matter. (Moreover) In addition to this, Reid (1998) reinforces his hypothesis by highlighting the link between the theoretical concept and the resulting practical knowledge. This is as a result of a ‘new orthodoxy’ construct within PE, (developed from attempts) which developed from a perceived need to justify PE’s intellectual properties. These include the increase in academic PE through examinations and the establishment of PE degrees and Sports Science degrees. Reid (1998) (believes) suggests that PE fulfils the criteria that education demands, simply by practical knowledge through experience to develop ‘knowing how’. (So) When this is reinforced with theoretical knowledge relating to PE, educators of the subjects are arguably (overstepping) exceeding the currently accepted educational requirements as practical knowledge is deemed a satisfactory justification for inclusion within the NC. You need to put a reference to support this statement. One example of this type of educational justification can be seen in Sport Science degrees where physiology is complementary to pedagogy. This point made in Hoberman, J. (1992). Add the quote if you wish Reid (1998) in fact, states that practical knowledge should not be either linked with or (lessened) reduced to ‘simple’ ability, where a student is able to strike a ball for example. â€Å"It is not the status of PE which is problematic then, but rather the academic view of education† (Reid, 1997, page 21), which is perhaps a little uncertain. It is this indecision which hinders the perception of PE within the subject itself and their resulting arguments of justification of NC status. Reid (1997) further argues that education is not simply an academic endeavour but also the endorsement of personal and social assistance. This hedonistic approach somewhat further blurs the boundaries as to what is and what is not considered to be educational, as it suggests enjoyment is a precondition for education. Enjoyment is totally subjective and what may be perceived as enjoyable by one individual may not necessarily be enjoyable (for) by another. This continued difference in opinion is echoed by Parry (1998). It is suggested that Reid (1998) fails to validate practical knowledge and to justify just how the skills learnt are worthwhile in nature. Where Reid (1997) states that the source of educational value of PE is in fact the pleasure extracted from the subject, it has been suggested that he has fallen (prone) prey to the perhaps arguably misleading notion of hedonism (Parry, 1998). As suggested earlier, pleasure, by definition, is (found) derived only from something a person enjoys. Should an individual fail to enjoy PE, (than) then this contradicts Reid’s (1997) concept. Carr (1997) however states that as much as Reid’s (1997) work challenges some of the standard perceptions of education, it does contain some inaccuracies and misconceptions. It would be sensible to state just what you think these misconceptions are. Although Carr (1997) accepts that PE has certain levels of knowledge acquisition, this does not necessarily mean a concurrence with all of Reid’s (1998) opinions. This is rather messy, and the point is not clearly made. What are the specific points that Carr disagrees with? state. You might find it useful to put parts of the next paragraph in here. The implications of this are that Reid (1998) believes that PE can alter your perception and comprehension of the world. However, people can be perceived as less educationally proficient should their experiences in the sciences and maths for example, be less than others. This is not the case with regard to PE as individuals are seen as ‘non-sporty’ rather than educat ionally deficient. These differing view points again further obscures the boundaries of PE’s educational worth. This point is made in Andy Clark (1996), I suggest that you put in the reference! Carr’s (1997) opinions differ in that his paper raises the prospect of a distinction between education and teaching of ‘life skills’ (or schooling). The implications of this are that Carr (1997) believes that education provides valuable knowledge and understanding, which is the predominant culture within schools, but schools also aim to provide vocational knowledge. It is suggested that sport falls into this appreciation as it teaches skills and abilities that can be applied directly or adapted for life after school and beyond. These abilities can include communication and team work. Parry (1998) has expressed the opinion that education is not purely the quest for ‘valued’ knowledge but is coupled with enhancement of personal virtue due to â€Å"philosophical anthropology and the promotion of Olympian ideas† (Parry, 1998, page 65). (In other words) The implications being that, as a result of philosophical perspectives upon the human race, the promotion of the Olympian ideal that occurs through PE (which) has a lasting effect upon the individual in that it alters their values, goals for excellence, and their relationships. This is supported by McNamee (2005, page 16) who states a less restricted overview of education which is â€Å"the initiation into a range of cultural practices that have the capacity to open up the possibilities of living a full and worthwhile life†. (Yet) Again the implication of this viewpoint is that it supports the notion that PE can help provide and establi sh ‘life skills’, thus supporting its educational value. McNamee (2005, page 15) feels that Peter and Carr (1997) remain too ideological due to their â€Å"traditional liberal distinctions† even though McNamee (2005) states his belief that education is a vessel for dispensing cultural customs. McNamee (2005) continues to highlight some oversights in the work of both Reid and Parry, suggesting that the (forma) former does not describe important epistemological aspects within PE as a subject. Although Reid does cite examples of practical knowledge application, there is a distinct absence of examples that are relevant to PE itself, thus providing evidence to support his view point but not with particular clarity in regard to PE. In fairness, I don’t think that Reid’s paper was specifically about PE as such, it was about education in general although certainly it featured PE do you want to rephrase this point? Additionally, McNamee (2005) believes that Reid’s hedonistic (standing) view point that simply pleasure alone is justification for PE’s place on the NC is not entirely plausible. A point made in: Pekka Elo Juha Savolainen (2000), . Do you want to cite the reference? In comparison, McNamee (2005) draws attention to the cultural (practices) roles sport can play. These include, as Parry (1998) suggests, the formation of identities and the development to values which (is) are suggested to be closely linked to education. People â€Å"have the capacity to develop, evaluate and live out their own life plans based on a combination of projects, relationships and commitments† (McNamee, 2005, page 16). Sport and PE, according to McNamee (2005), (has) have the ability to meet these potentials through a unique assortment of internal, and in turn external values, that are somewhat unique to sport and PE. One example could be teamwork experience from team games. Teamwork blankets many subdivisions including communication. The skills learned and finely developed within PE lessons can help in the attainment of employment, not necessarily only in a sporting context. So it would appear that PE contains the valued principles that Hirst and Peter suggest are key to education. The implications are therefore, according to McNamee (2005, page 17), that the educators of â€Å"cultural rituals† should ensure that â€Å"the values PE has and gives, are kept in good health†. The implication here being that , this argues that PE should remain within the curriculum as it teaches and enriches ‘life skills’. (So) It appears therefore that there is much debate with regard to the implications of the conflicting elements of various philosophies regarding a unified perception of just what PE is and the resulting justification of its place within the NC. Reid argues that practical knowledge alone is in fact as valued as intellectual knowledge. Moreover, Reid also states that the gratification taken from PE further enforces this validation. Carr believes the contrary because philosophers have failed to differentiate between schooling and education. In contrast, Parry takes the view that a more Olympian standing point should be taken, in that PE can be used to promote achievement and excellence. Furthermore, McNamee states that PE contains many cultural values and can be used as a vessel to deliver these. In doing so, PE has an effect on our everyday lives, (therefore) thereby becoming educationally noteworthy as it contains ‘valued’ principles. These somewhat contradictory philosophies and the resulting confusion in the implications derived from them, highlight the fact that (through) by selecting one philosophy as a standard conception of PE’s justification within the NC and not another, will inevitably lead to a dispute as to why it was selected in the first place. Clearly this is a matter of personal evaluation. What must be taken into account are the philosophies and ideologies of the PE teachers themselves. They are the administrators and deliverers of the subject and their opinions and ideologies can greatly influence the notion and (conception) implementation of PE. You could cite Tà ¤nnsjà ¶, T. and Tamburrini, C. (Eds.) (2000) As a reference on this point The philosophies of the Physical Education teachers. The ‘philosophies’ of PE teachers are generally considered to come about as a result of the culmination of experiences within sport, education, and everyday life (within and outside school). Included within these is ‘sport for all’, education for leisure and the continued development of the academic principles within PE (Green, 2000, 2001, 2003). Although these greatly influence the philosophies of PE teachers, health related exercise and enjoyment of the subject appear to be the central focal point of their lessons. According to Green (2000), enjoyment and pleasure formed the basis for PE teacher’s lessons. One could say that a happy classroom is a learning classroom. It is through this that PE offers enjoyment, which acts as a catalyst for increased control over students and in turn heightens learning (Green, 2000). (Their) His justification of this is that PE can often be a ‘release’ of stress and pressure from other academic aspects of school, yet still maintaining its own promotion of the academic virtues in itself (Green, 2000). However, as discussed previously, enjoyment is not considered a prerequisite of education. With teachers adopting a more hedonistic approach to their lessons, the educational value of their lessons arguably become questionable. Do you want to justify this comment? Suggest using reference Savolainen J Elo P 2000 In fact, many PE teachers perceive their subject as secondary to other subjects as they consider PE inferior in an academic sense (Green, 2000). In Green’s (2000) study, many PE teachers associated enjoyment with sport. Understandably, sport is seen as the chief characteristic for the delivery of PE. The implications being that this often falls under a competitive sports bracket, largely in the form of team games. The main emphasis for PE teachers was development of skill acquisition and the resulting competence in performance (Green, 2000). However, this focus on competition within sport (is) can be contradictory to PE teacher’s slant towards hedonism. Many students dislike competitiveness and some even dislike sport in a ‘traditional’ sense (e.g. rugby, cricket, hockey etc.). This is particularly the case with girls (Green, 2001). The implication therefore appears that students can associate a distaste for something which PE teachers perceive as the very essence of their subject, something which they feel (is) should be enjoyable. Another justification for inclusion on the NC from a PE teacher’s perspective is the promotion of health related fitness. One could question whether one hour of PE a week has an effect upon a student’s fitness, but rather highlights the fact that PE lessons themselves do not endorse healthy living but create an association with physical activity which can be carried into life after school. This in turn develops a healthy lifestyle (Green, 2001, 2003). PE teachers see sport as the main conduit for endorsement of a healthy lifestyle (Green, 2000). However, it is important to note that it is an assumption that PE actually has an impact on students and therefore affects their behaviour later in life, although this is perhaps a rather logical assumption. Kirk (2002) suggests that there is little evidence to suggest that PE lessons in secondary schools actually successfully promote lifelong participation. Therefore, it is important to establish what PE teachers are doing, and can do, to reinforce their hedonistic approach to establish current and future healthy living (discussed later). The principal difference between teacher’s philosophies and philosophers philosophies is that teachers are frequently (somewhat) adamant their hedonistic approach is justification enough, where as, by contrast, philosophers are more inclined to persevere a more ‘orthodox’ educational justification. The implications of this statement being that PE teachers tend to feel a greater need to justify their position within the NC, and arguably this is justly so as they perhaps fail to acknowledge the perspective of some philosophers. It could therefore be argued that the philosophies of PE teachers are in fact more ideological in nature, as their attitudes towards justification within the NC, when compared to research by philosophers, are paradoxical. This may be due to the fact that PE teachers are more engaged than removed with their ideas (Green, 2001). Green has suggested that the implications are that these ideologies are suggested to have been formed by what they (the teachers) are accustomed to (i.e. learned practices). This may have stemmed from individual’s (e.g. their own PE teachers) and experiences that have influenced their belief. Green (2000 Pg 79) states that â€Å"It is somewhat unsurprising to find that PE teachers’ philosophies as well as their practices represent something of a compromise (Green, 2000, page 79) between these influences as they perhaps, in terms of opinions and view points, pull them in distinctly assorted directions.† However, Green (2000) does argue that some relationship is present, connecting both philosophers’ and PE teachers’ opinions, although this is perhaps more through coincidence than mindful analysis by PE teachers. The practical implication of this philosophy in this link can be seen in a more leisure-based PE programme. Sport England (2003) note that that the most frequently taught sport within schools is athletics. This is followed by gym, tennis, rounders, hockey and netball. It can be seen that these sports are consistent with the competitive team sports which PE teachers are accustomed to and with those sports in which many students are disinclined to participate (in). There is a stark contrast between this statement and a survey detailing of what sports students enjoy the most. You need to quote the source of this survey. These include basketball, badminton, swimming, cycling, roller skating and bowling (more ‘lifestyle activities’). As it stands, PE lessons are dominated by more ‘traditional’ sports. These appear to be the sports which students find less enjoyable. It is therefore contradictory of their hedonistic approach for teachers to persist with these spor ts. Promotion of lifelong participation is one of their (the teachers) justifications for position within the NC, and as it appears ‘carry over’ of these sports into adulthood is negligible, it would be illogical and contradictory to fail in the inclusion of more ‘lifestyle activities’, even if this goes against their ideologies. These activities are often carried out after school as extracurricular PE, as normal school time and budgets restrict the ability to run them. Fairclough, Stratton and Baldwin (2002) state that under 50% of schools offer lifestyle activities as extra-curricular PE. This is supported by Penny and Harris (1997, cited in Green, Smith and Roberts, 2005, page 28) who state that extra curricular PE is â€Å"more of the same†. This is being of reference again to ‘traditional games’ PE. It is clear that some teachers are taking (into) account of the (findings) beliefs of the philosophers that we have cited above. They understand the importance of ‘carry over’ into life after school as (this is) being best achieved through more ‘lifestyle’ activities. However, more is needed as only half of schools run these activities within their lessons or as extra curricular options. Ideally you need a reference to back up this statement So, it therefore appears that the implication of the thrust of these arguments is that the majority of PE teachers position enjoyment at the forefront of their lessons. This compliments Reid’s argument that PE is, and should continue to be, more hedonistic. A more leisure orientated education has developed, as suggested by McNamee, which runs parallel with, and encompasses, valued cultural practices philosophy (Green, 2003). (However), This is not always the case however, as some teachers are restricted to their ‘comfort zone’ in terms of what sports and activities their lessons include. This is seen in the findings of Sport England (2003) where only 50% of schools offer a more leisure based, ‘lifestyle’ option. By remaining within their ‘comfort zone’, teachers are contradicting their justification of NC status by pleasure, as many students do not enjoy more ‘traditional’ PE. (Moreover, their (the teachers)). Teachers may co nsider that another justification of life long participation is also challenged as those who fail to enjoy PE lessons are more inclined to sever ties with physical activity. In contrast, the view of Carr that PE should perhaps be dissected and analysed separately from the other aspects of the NC has implications that coincide with the view that teachers have formed of their subject. They (consider) regard it in a different way to other more overtly academic subjects, as it is more of a release of pressures from those other subjects. There are various philosophies and ideologies which have formed for, and have formed as a result of, the justification for NC status. This is a bold statement. Can you justify it? Some contradict one another, and some support each other. This is messy and nebulous. If you have a clear point you need to make it overtly. (However,) what is clear however, is that there is much debate on the subject, and a topic which demands so much deliberation must, in itself, justify its importance solely through the vastness and time spent on arguing its case. No. I don’t agree. It must justify itself on the strength of its arguments or the evidence base supporting it. The philosophical justification has nothing to do with the length of time spent arguing about it! This applies whether the argument is for or against NC inclusion. References Carr, J. (1997) Physical Education and Value Diversity: A Response to Andrew Reid. European Physical Education Review, 3(2), page 195-205. Fairclough, S., Stratton, G., and Baldwin, G. (2002) The Contribution of Secondary School Physical Education to Lifetime Physical Activity. European Physical Review, 8(1), page 69-84. Green, K. (2000) Exploring Everyday Philosophies of PE Teachers from a Sociological Perspective. Sport, Education and Society, 5(2). Green, K. (2001) Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday ‘Philosophies’, Sport, Education and Society, 6(2). Green, K. (2003) Physical Education Teachers on Physical Education: A Sociological Study of Philosophies and Ideologies. Chester: Chester Academic Press. Green, K., Smith, A., and Roberts. (2005) Young People and Lifelong Participation in Sport and Physical Activity: A Sociological Perspective on Contemporary Physical Education Programmes in England and Wales. Leisure Studies, 24(1), page 27-43. Hirst, P. (1974) Knowledge and the Curriculum. London, Routledge, Kegan and Paul Hirst, P. (1992) Education, Knowledge and Practices. Papers of the Philosophy of Education Society of Great Britain, April 26-28. Hirst, P. (1994) Keynote Address, National Conference for Physical Education, Sport and Dance, Loughborough University, 1994. McNamee, M. (2005) The Nature and Value of Physical Education. in Green, K. and Hardiman, K. (Eds.) Physical Education: Essential Issues, page 1-20. London: Sage. Parry, J. (1998) The Justification of Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education: A Reader, page 36-68. Meyer and Meyer: Verlag. Penny, D. and Harris, J. (1997) Extra-curricular Physical Education: More of the Same for the More Able. Sport, Education and Society, 2(!), page 41-54. Peter, R.S. (1966) Ethics and Education, London, Allen and Unwin. Reid, A. (1997) Value Pluralism and Physical Education. European Physical Education Review. 3(3). Page 6-20 Reid, A. (1998) Knowledge, Practice and Theory in Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education: A Reader, page 17-35. Meyer and Meyer: Verlag. Sport England (2003) Young People and Sport in England: Trends in Participation 1994-2002. Sport England: London. Generally a good piece of work. I have made changes in grammar and syntax directly but have left some changes for your discretion. You must get out of the habit of starting paragraphs and sentences with adverbs!!! In commenting on this piece, I have tried to follow your own thought train and arguments which are largely sound, and have not tried to substantially alter the thrust of your submission. It is important to put in overt references to â€Å"the implications† of the various philosophies, as many of your comments are relevant but rather tangential and do not therefore directly relate to the question. You have spent a fair bit of time arguing that the NC is essentially pivotal in the justification of the various philosophical schema outlined and I’m not sure that the authors would actually agree with you. It is surely the viability or justification of the NC that is secondary to the philosophical outlines. You might want to reconsider some of your stronger statements on this point. The references that I have suggested that you include are:- Andy Clark (1996), Connectionism, Moral Cognition, and Collaborative Problem Solving, in May Friedman Clark (eds), Mind and Morals. Essays in Cognitive Science and Ethics, The MIT Press, Cambridge, Massachusetts, pp.109-128. Pekka Elo Juha Savolainen (2000), Just Learning in Acta Philosophica Fennica vol. 65: New Ethics New Society or the Dawn of Justice, Hakapaino Oy, pp. 149-187. Savolainen J Elo P 2000 Philosophy Teaching As Cultural Heritage: From Bildung Und Urteilskraft To Communities Of Inquiry Bulletin of the Russian Philosophical Society (2000) Hoberman, J. (1992) Mortal Engines: The Science of Performance and the Dehumanization of Sport, New York: The Free Press Tà ¤nnsjà ¶, T. and Tamburrini, C. (Eds.) (2000) Values in Sport: Elitism, Nationalism, Gender Equality and the Scientific Manufacture of Winners, London: Routledge. I think you should do well with this as it is certainly well above the standard of many that I have seen. If you wanted to expand the arguments further you could move into the area of virtue theory as a philosophy and the implications for teaching which are huge Here is an extract from Lumpkin, A.; Stoll, S.K.; Beller, J.M. (1999) Sport Ethics: Applications for Fair Play, (second edition) Boston: McGraw Hill. In the recent past, there has been a revival of virtue theory in mainstream and applied ethics. This has usually taken the form of a resuscitation of Aristotle’s work. Here ethics is based upon good character and the good life will be lived by those who are in possession of a range of virtues such as courage, co-operativeness, sympathy, honesty, justice, reliability, and so on and the absence of vices such as cowardice, egoism, dishonesty, and so on. Sport’s traditional function as role modeller for youth is premised upon virtue theory. Russell Gough’s (1997) admirable book is a user-friendly application of virtue ethics in sports. This language has an immediate application in the contexts of sports in theory but in practice, spitefulness, violence, greed often characterise elite sports. Moreover, we often question the integrity of certain coaches or officials just as chastise players who deceive the officials Ref: Gough, R. (1997) Character is everything: promoting ethical excellence in sports, Orlando: Harcourt Brace.

Economic conditions Essay

In this essay I’m going to argue that social, political, or economic conditions cannot alter the nature and meaning of art, with specific reference to works of art from Baroque and Rococo epochs. Evaluating a work of art is always a complicated task. Since the perception of art and beauty is highly subjective, it’s hard to think of universal criteria to measure artistic qualities of a certain piece. However, there is a broad consensus among the critics that there are certain criteria they apply when judging an art work. It’s possible to focus on four main criteria to judge an art work. First and foremost, the piece should be aesthetically pleasing, i. e. correspond to the all-common notion of beauty. It should be harmonious and evoking positive, elevated feelings. While there is a trend among some contemporary artists to make their pieces arouse indignation and disgust with a view to delivering a certain message or merely astonishing the public, I strongly deem that art and aesthetics are inherently linked. For instance, a typical example of baroque sculpture — St. Theresa in Ecstasy of the church of Santa Maria della Vittoria, Rome created by Bernini — is perfect in its form, since it captures the beauty and harmony together with motion and energy. Same is true about Rococo sculpture: looking at ‘Amour menacant’ created by Etienne Maurice Falconet, it’s impossible not to admire the high degree of sophistication and perfection the statue of the little angel embodies. The second criterion I’m going to use is quality of workmanship, i. e. the mastery of artists’ skills. Another criterion which is very important is the uniqueness of artists’ manner. Great artists stand out for the peculiarity of their individual style. Some of them prefer to pioneer new forms and techniques, yet this is not a prerequisite for creating a style of your own. Many talented artists don’t break away from the tradition but simply find their own niche within the existing patterns of expression. While some artists of the Baroque and Rococo epoch were considered rebellious, e. g. Michelangelo Merisi da Caravaggio, they didn’t violate basic rules of harmonious and aesthetically pleasing artistic expression. Jean-Honore Fragonard’s manner was also innovative in many instances, sine he introduced a delicate interplay of light and shadow as well as implicit eroticism into mainstream French painting, however he adhered to the generally accepted notion of what beauty and art are. Finally, the forth criterion is the message the piece is trying to send. Here it’s necessary to take into account the importance and relevance of the message as well as how successful the piece is in delivering it. Baroque and Rococo painters mainly focused on the depiction of mythological and religious scenes as well as the scenes from the daily life of the upper circles of society. While both themes that dominated the artistic discourse might seem to be detached from the real life, they served an important goal of educating the public about mythological and religious narratives or captured the spirit of their times through the portrayal of the privileged members of society The most persuasive proof of the thesis that social, political, or economic conditions cannot alter the nature and meaning of art is the fact that nowadays we still admire great works of art irrespective of the epoch they belong to.

bill clinton I have sinned Essay examples - 1527 Words

Attention You cant refuse me because Im too cute and adorable and soon I wont be here anymore to pop over, I could take all my clothes off and start... well.. I know you wouldnt enjoy that? But, I hope to see you later, and I hope you will just follow my script and do what I want. - Monica Lewinsky According to CNN, Lewinsky and Clinton began their sexual relationship in November of 1995, two years before this tape was allegedly recorded. Thesis Its been more than a decade since the reported affair between White House intern Monica Lewinsky and then-President Bill Clinton shocked Americans. Credibility Relevance Preview President Bill Clinton addressed the issue of having a sexual relationship with a woman†¦show more content†¦In this, I ask for your prayers and for your help in healing our nation. And though I cannot move beyond or forget this - indeed, I must always keep it as a caution light in my life - it is very important that our nation move forward. I am very grateful for the many, many people - clergy and ordinary citizens alike - who have written me with wise counsel. I am profoundly grateful for the support of so many Americans who somehow through it all seem to still know that I care about them a great deal, that I care about their problems and their dreams. I am grateful for those who have stood by me and who say that in this case and many others, the bounds of privacy have been excessively and unwisely invaded. That may be. Nevertheless, in this case, it may be a blessing, because I still sinned. And if my repentance is genuine and sustained, and if I can maintain both a broken spirit and a strong heart, then good can come of this for our country as well as for me and my family. (Applause) The children of this country can learn in a profound way that integrity is important and selfishness is wrong, but God can change us and make us strong at the broken places. I want to embody those lessons for the children of this country - for that little boy in Florida who came up to me and said that he wanted to grow up and be President and to be just like me. I want the parents of all the childrenShow MoreRelatedRhetorical Analysis Of Bill Clintons I Have Sinned Speech718 Words   |  3 PagesBill Clintons I Have Sinned speech effectively engaged the audience, in which most ended up forgiving him for his sinning. With the help of ethos,pathos, and logos Bill Clinton could easily touch with the audience on a personal level through pathos. He already gained their attention as being the president of the United States with ethos, and he used logos though the Bible. All of these led to America forgiving Bill Clinton for cheating on his wife and lying about it. 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Others see it as a story of grace, restoration, and hope. For those willing to admit their sin and  accept  Gods judgment, grace, and restoration, it is both. For those of us who have experienced moral failure, divorce, or other such life experience, it is a message of hope, healing, and restoration that reminds us that Gods agenda is not to crush sinners under his feet, but to heal them and restore their relationship with Him. For

Changes Throughout The Land Indians, Colonists And The...

The book Changes in the Land: Indians, Colonists and the Ecology of New England analyzes the changes in ecosystem that was created by the introduction of Europeans into England. It is important to note that the ecosystem includes animals, plants, humans and microorganisms. Not only does the author William Cronon point out the environmental changes, but he walks us through the process of how the ecological change happened due to the shift in dominance which occurred when the Natives encountered the Europeans. The European encounter affected all of the parts of the ecosystem and Cronon goes into great detail to validate this point. The author contrasts the lifestyles of the Natives and the Europeans- specifically the difference in their ideology of land ownership and agriculture ways. The European contact caused irreversible changes such as the deforestation of New England and decrease in certain animal species. The audience of this book is presumed to be the general person who is not fully intact with the ideas that he or she is disrupting the ecosystem and is not aware of the effects they are doing as a whole. The book argues that no ecosystem is completely inert as things such as climate changes or drought can also affect the enviorment. Without human interaction an environment can still have issues, but the introduction of human life and economy does take a grave toll on the climate. These are irreversible effects that mankind are doing to the ecosystem. The EnglishShow MoreRelatedChanges Throughout The Land : Indians, Colonists, And The Ecology Of New England1177 Words   |  5 PagesThe book Changes in the Land: Indians, Colonists, and the Ecology of New England is written by William Cronon. He gives an interpretation and analyzation of the changes in the plant and animal communities in New England. This took place when there were changes in authority from Indian to European authority . It influenced the lives of Native Americans in terms of society and culture, which lead to major changes in the community. It uses ecological and historian ways to construct an analysis of theRead MoreChanges Throughout Land : Indians, Colonists, And The Ecology Of New England1403 Words   |  6 PagesCronon’s book Changes in land: Indians, Colonists, and the Ecology of New England is an intricate ecological history of the environment of New England between the sixteenth and nineteenth century. It describes the environment in New England before the arrival of the Europeans and subsequently after their arrival. The book is easy to read and gives accurate information on the lives of the native Indian communities that lived in the land. 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He demonstrates how the New Englanders changed the land by illustrating the process of the change in the landscape and the environment. In the Preface Cronon states, â€Å"My thesis is simple: the shift from Indian to European dominance in New England entailedRead MoreChanges Throughout The Land By William Cronon1152 Words   |  5 PagesDr. Hogge US History I H 10/2/14 Changes in the Land The possesion of land has proved to greatly amplify and draw out several different stereotypes and conflicts between societies in the world s history. From Many different accounts all over the world today there has always been a dispute over land. However other disputes shadow in that of the colonial New England settlers and the Native Americans, both virtually revolving their lives around this concept of land distribution. For the settlers itRead MoreEcology of Maryland1280 Words   |  5 Pagesï » ¿ECOLOGY OF MARYLAND, USA The Earths crust has been undergoing complex chemical, physical, and biological reactions over more than 4 billion years now. In this relentless tardiness of geologic instance, the convection of the Earths mantle gave form to the planet (Cronon, 1993). The Middle Atlantic region of North American was shaped by the tectonic plate movements and climatic changes shaping the ancient oceans into lands. Water streams gave form to hills and deep valleys and rainwater brokeRead MoreSpecial Interest Tourism4520 Words   |  19 Pagesexpert  or  a  fanatic.’’  Though  the  market  is  small,  it  attracts  high  yielding   tourists  to  capitalise  on  that  particular  activity  and  destination  of  interest  and   to  develop  and  promote  the  growth  of  the  targeted  tourism  product.  The   desire  to  explore  new  places  and  the  authenticity  of  the  products  motivates    the  holiday  makers  to  belong  to  the  Ã¢â‚¬Å"special  club’’  during  the  duration  of  their   stay.  However,  (Wheeler  1997)  points  out  that  then  volume  of  alternate  tourist   or  special  interest  tourists  is  much  lower  compared  to  mass  tourism  causing  Read MoreInfluence of Immigration on the American Culture and Language14362 Words   |  58 PagesAmericanization in American History†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..... 2.3. Different Views on Americanization †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Chapter III The Mosaic of American Culture†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Chapter IV The Influence of Immigration on American English †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4.1 Indian Influence on American English †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4.2 French Influence on American English †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... 4.3 Spanish Influence on American English †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 4.4 Dutch Influence on American English †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4.5 German InfluenceRead MoreInstitution as the Fundamental Cause of Long Tern Growth39832 Words   |  160 Pagesthe appropriate theoretical framework as a dynamic one with political institutions and the distribution of resources as the state variables. These variables themselves change over time because prevailing economic institutions affect the distribution of resources, and because groups with de facto political power today strive to change political institutions in order to increase their de jure political power in the future. Economic institutions encouraging economic growth emerge when political institutionsRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesAutotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. 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