Drug Screening on Induced Pluripotent Stem Cells_ as an Effective Form of Treatment - Free Essay Example

Sample details Pages: 3 Words: 768 Downloads: 2 Date added: 2019/06/26 Category Biology Essay Level High school Topics: Stem Cell Essay Did you like this example? Drug screening and induced pluripotent stem cells are still fairly new components in the scientific world but continue to expand as more research is being conducted. Just in 2006 induced pluripotent stem cells (iPSCs) branched off of embryonic stem cells that were discovered in 1998 (6) and since iPSCs lack ethical issues, they have been used to differentiate from stem cells such as from a diseased patient to motor neurons. But are these reprogrammed differentiated cells as reliable as embryonic cells or primary cells dissected out of an infected mouse such as the dorsal root ganglions or Purkinje cells? As there is more to understand about that topic, it is also interesting to explore what exactly to do with iPSCs once they are available which leads into treatment methods. Don’t waste time! Our writers will create an original "Drug Screening on Induced Pluripotent Stem Cells_ as an Effective Form of Treatment" essay for you Create order Drug screenings are an effective and fast method for testing multiple drugs with different cells in a short time to find which drug has the greatest change but is that the best method to take. Overall, drug screening on induced pluripotent stem cells is an effective form of a method for treatment. 1.What is an iPSC? In 1981 the first mouse embryonic stem cell was created using a mouse model and more than fifteen years later the first human embryonic stem cell was cultured (10). But this form of research has raised ethical issues since this is the beginning of human life and in 2001 a federal funding halt to human embryonic research occurred which then lead to researchers finding new ways to create similar stem cells (9). And in 2006 a team of researchers created induced pluripotent stem cells using a mouse model (11). Just a year later the same group and another team of researchers were both able to generate human induced pluripotent stem cells (iPSCs) (11). But what is an iPSCs? To break it down, it is best to start with stem cell. A stem cell is defined as, Cells with the ability to divide for indefinite periods in culture and to give rise to specialized cells (12), hence the importance of using these cell types. Now the embryonic stem cells are different from somatic in which it all starts at the embryonic stage where the cells can divide continuously until ready to make a differentiation unlike somatic cells that are more limited (12). Now here is where the problem lays, embryonic stem cells are unavailable to use due being unethical yet somatic stem cells are rare and limited in use until Chin et als research group was able to take somatic cells and reprogram them to be embryonic-like stem cells. The significant problem is how closely related are the IPSCs to the embryonic stem cells and if it is able to take their place in forms of research. 2. Details on drug screenings Around a century ago, drugs have begun to be tested and ever since that research has expanded and will continue to grow (6). There is a lot of history on drug research but one experiment that has saved a lot of time and money has been using a drug screening called high-throughput screening which is defined as, Screening (of a compound collection) to identify hits in an in vitroassay, usually performed robotically in 384-well microtitre plates (5). Since 384-well microtiter plates require little amounts of media, chemicals, cells, and drugs, this gives a higher chance to test more compounds at once. After testing thousands of drugs, some number of compounds should have a meaningful effect on the cells and are referred to as hits or leads (5). Further testing on the hits can possibly lead to finding a compound that benefits the human race which is the end goal. Arguments for the Hypothesis Even though primary animal dissected cells might seem the best way to obtain cells for culturing purposes, they will come from an animal instead of a human which jumps into the human versus animal models for cell culturing. Before jumping right into clinical trials and even animal trials, the first step to test any type of drug or experiment is to test it out on a dish with living cells. Certain cells, such as motor neurons or Purkinje cells are unable to obtain from a human-beings especially with a rare disease such as Ataxia telangiectasia (AT). Using this specific disease, it is a great way to prove iPSCs are a better technique to obtain cells than using animal cells with that similar mutation. Within Gilmore et al.s paper (1), there was a comparison done between the animal model and the iPSCs. The Purkinje cells and the dorsal root ganglion cells in the mouse had similar results to the human cells from iPSCs, found in figure 1 (1).

An Acronym That Stands For Drug Abuse Resistance Education

D.A.R.E. Essay What is D.A.R.E.? D.A.R.E is an acronym that stands for Drug Abuse Resistance Education. In D.A.R.E. they teach us about how to resist any drug, or something that messes with the way the mind and brain works. We have learned many things throughout the D.A.R.E. program. I am about to tell you what I have learned in D.A.R.E. program, how I have used the D.A.R.E. Decision Making Model, and how I will use what I have learned in D.A.R.E. to make safe and responsible choices. I have learned many things in D.A.R.E. Some of them include how to make safe and responsible decisions by defining and assessing the problems and responding. One of the most important things I have learned in D.A.R.E. is communicating effectively. To†¦show more content†¦If a person consumes too much alcohol, it could lead to a coma and possible death. Alcohol goes straight to your bloodstream and can damage every organ of a person’s body. Tobacco also affects your body in a negative way. Smoking can cause heart disease. The nicotine that is contained in cigarettes and chewing tobacco reduces the amount of blood that flows to the brain. This will cause interference with the way the brain works. Smokers typically have more colds and upper respiratory problems than non smokers. Smoking is also one of the causes of lung cancer. Chewing tobacco can cause mouth cancer, tooth loss, and other health problems. Smoking yellows your teeth and causes bad breath, and can dry your skin and cause wrinkles. I also learned facts about alcohol and tobacco use. There are 75,000 alcohol related deaths each year in the United States. If you mix alcohol with medicine it is very dangerous. Also, since teen bodies are still growing, alcohol affects them more severely than adults. There are more than 200 known harmful chemicals in cigarette smoke. Nicotine is a powerfully addictive substance that is found in cigarettes. Smoking is also the leading preventable cause of death in the United States. Did you know more than 400,000 Americans die from tobacco related causes each year. Almost 50,000 deaths per year can be attributed to secondhand smoke. One of the first things we were taught D.A.R.E. was the D.A.R.E. Decision

The Importance of Being Educated Free Essays

I believe that Early Childhood centres should create a positive environment where children are more stimulated, happy, comfortable and safe from harm. Where learning is more meaningful and children can be extended. I believe that children learn in a holistic way through play. We will write a custom essay sample on The Importance of Being Educated or any similar topic only for you Order Now They learn by being actively involved. The process of a child’s work is important not just the results. They learn through stages at their own pace. The adults role in children’s learning is to provide scaffolding for the child’s endeavours, supports and connections, that are removed and replaced when and where they are needed. Adults need to provide a developmentally appropriate programme to cater for all children. There is a need to plan for each child based on their own interests, strengths and needs. The curriculum planning should be based on the principles of Te Whaariki and the knowledge that all children are individuals. I feel that there is a need for Early Childhood Educators to work in partnership with parents/caregivers and Whaanau. This is an essential part of providing the best possible opportunities for children to reach their fullest potential. I recognise that parent/caregivers and Whaanau are the major sources for this knowledge. Which is a very valuable resource for teachers. Therefore there must be a good relationship between centre staff and parents to provide a strong connection and consistency among all aspects of the child’s world. I believe that the uniqueness of each child should be valued. To apply the principle of fairness to all practices within the centre and to avoid discrimination as the basis of culture, gender, disability, religion or class. I feel that all children have the right to attend a centre. I am committed to providing an environment in which every child is enriched by the dual cultures of the treaty partners. I recognise that we are becoming a multicultural society and realise the importance of understanding the diversity that this brings to Early Childhood Education. I believe that Te Reo Maori should be actively included into the centres programme. It is important as an Early Childhood Educator to work as a team member, where each member is encouraged to utilise their own individual skills. There needs to be open and honest communication between staff members to create on effective team. It is also necessary for staff to have common goals and work together to achieve them. I feel that the management of children’s behaviour must be fair and consistent. Teachers and adults must model and promote peaceful conflict resolution methods to enable children to learn and deal with conflict in an appropriate way. I also believe that the development of self-esteem by positive reinforcement of appropriate behaviour is important to safeguard the rights and emotional development of every child at the centre. I believe that it is necessary for teachers to be involved in a continuing process of professional development to keep in touch with the changes that are constantly effecting the Early Childhood Education field. How to cite The Importance of Being Educated, Essay examples The Importance of Being Educated Free Essays I believe that Early Childhood centres should create a positive environment where children are more stimulated, happy, comfortable and safe from harm. Where learning is more meaningful and children can be extended. I believe that children learn in a holistic way through play. We will write a custom essay sample on The Importance of Being Educated or any similar topic only for you Order Now They learn by being actively involved. The process of a child’s work is important not just the results. They learn through stages at their own pace. The adults role in children’s learning is to provide scaffolding for the child’s endeavours, supports and connections, that are removed and replaced when and where they are needed. Adults need to provide a developmentally appropriate programme to cater for all children. There is a need to plan for each child based on their own interests, strengths and needs. The curriculum planning should be based on the principles of Te Whaariki and the knowledge that all children are individuals. I feel that there is a need for Early Childhood Educators to work in partnership with parents/caregivers and Whaanau. This is an essential part of providing the best possible opportunities for children to reach their fullest potential. I recognise that parent/caregivers and Whaanau are the major sources for this knowledge. Which is a very valuable resource for teachers. Therefore there must be a good relationship between centre staff and parents to provide a strong connection and consistency among all aspects of the child’s world. I believe that the uniqueness of each child should be valued. To apply the principle of fairness to all practices within the centre and to avoid discrimination as the basis of culture, gender, disability, religion or class. I feel that all children have the right to attend a centre. I am committed to providing an environment in which every child is enriched by the dual cultures of the treaty partners. I recognise that we are becoming a multicultural society and realise the importance of understanding the diversity that this brings to Early Childhood Education. I believe that Te Reo Maori should be actively included into the centres programme. It is important as an Early Childhood Educator to work as a team member, where each member is encouraged to utilise their own individual skills. There needs to be open and honest communication between staff members to create on effective team. It is also necessary for staff to have common goals and work together to achieve them. I feel that the management of children’s behaviour must be fair and consistent. Teachers and adults must model and promote peaceful conflict resolution methods to enable children to learn and deal with conflict in an appropriate way. I also believe that the development of self-esteem by positive reinforcement of appropriate behaviour is important to safeguard the rights and emotional development of every child at the centre. I believe that it is necessary for teachers to be involved in a continuing process of professional development to keep in touch with the changes that are constantly effecting the Early Childhood Education field. How to cite The Importance of Being Educated, Papers

Crystal Clover free essay sample

My childhood is the crystal clover that hangs from my ceiling. The only remnant she left for me. It casts a long shadow across my walls, cuts my life into sections; her absence left my life tattered, broken. She left as quickly as she came, leaving nothing but a crystal clover to hang in my room. However, in the daytime, when beams of sunlight peek through my window and extend their long arms to grasp onto the clover’s smooth surface, extravagant flashes of greens and blues are sent dancing across my walls, as if the shadows had never existed. The memories become bright and beautiful, her presence lingers, her laughter seeping into the walls, filling up every inch of the room. Though it has not been easy, I have learned to work towards the saying that â€Å"when life is sweet, say thank you and celebrate. And when life is bitter, say thank you and grow. We will write a custom essay sample on Crystal Clover or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † I am proud that I have allowed every event in my life to teach me something, to allow me to look back and learn. With this perspective, I have learned to adapt because change is the only constant element in my life. So while I would love to sit and pity myself for the pain I have endured, my time would be better spent by focusing on the simple joy of the life that I have and the growth that could occur because of that. â€Å"It takes a lot of courage to release the familiar and seemingly secure, to embrace the new [†¦] for in movement there is life, and in change there is power.†

MACBETH Essays - Characters In Macbeth, Social Philosophy, Sin

MACBETH Macbeth is presented as a mature man of definitely established character, successful in certain fields of activity and enjoying an enviable reputation. We must not conclude, there, that all his volitions and actions are predictable; Macbeth's character, like any other man's at a given moment, is what is being made out of potentialities plus environment, and no one, not even Macbeth himself, can know all his inordinate self-love whose actions are discovered to be-and no doubt have been for a long time- determined mainly by an inordinate desire for some temporal or mutable good. Macbeth is actuated in his conduct mainly by an inordinate desire for worldly honors; his delight lies primarily in buying golden opinions from all sorts of people. But we must not, therefore, deny him an entirely human complexity of motives. For example, his fighting in Duncan's service is magnificent and courageous, and his evident joy in it is traceable in art to the natural pleasure which accompanies the explosive expenditure of prodigious physical energy and the euphoria which follows. He also rejoices no doubt in the success which crowns his efforts in battle - and so on. He may even conceived of the proper motive which should energize back of his great deed: The service and the loyalty I owe, In doing it, pays itself. But while he destroys the king's enemies, such motives work but dimly at best and are obscured in his consciousness by more vigorous urges. In the main, as we have said, his nature violently demands rewards: he fights valiantly in order that he may be reported in such terms a "valour's minion" and "Bellona's bridegroom"' he values success because it brings spectacular fame and new titles and royal favor heaped upon him in public. Now so long as these mutable goods are at all commensurate with his inordinate desires - and such is the case, up until he covets the kingship - Macbeth remains an honorable gentleman. He is not a criminal; he has no criminal tendencies. But once permit his self-love to demand a satisfaction which cannot be honorably attained, and he is likely to grasp any dishonorable means to that end which may be safely employed. In other words, Macbeth has much of natural good in him unimpaired; environment has conspired with his nature to make him upright in all his dealings with those about him. But moral goodness in him is undeveloped and indeed still rudimentary, for his voluntary acts are scarcely brought into harmony with ultimate end. As he returns from victorious battle, puffed up with self-love which demands ever-increasing recognition of his greatness, the demonic forces of evil-symbolized by the Weird Sisters-suggest to his inordinate imagination the splendid prospect of attaining now the greatest mutable good he has ever desired. These demons in the guise of witches cannot read his inmost thoughts, but from observation of facial expression and other bodily manifestations they surmise with comparative accuracy what passions drive him and what dark desires await their fostering. Realizing that he wishes the kingdom, they prophesy that he shall be king. They cannot thus compel his will to evil; but they do arouse his passions and stir up a vehement and inordinate apprehension of the imagination, which so perverts the judgment of reason that it leads his will toward choosing means to the desired temporal good. Indeed his imagination and passions are so vivid under this evil impulse from without that "nothing is but what is not"; and his reason is so impeded that he judges, "These solicitings cannot be evil, cannot be good." Still, he is provided with so much natural good that he is able to control the apprehensions of his inordinate imagination and decides to take no step involving crime. His autonomous decision not to commit murder, however, is not in any sense based upon moral grounds. No doubt he normally shrinks from the unnaturalness of regicide; but he so far ignores ultimate ends that, if he could perform the deed and escape its consequences here upon this bank and shoal of time, he'ld jump the life to come. Without denying him still a complexity of motives - as kinsman and subject he may possibly experience some slight shade of unmixed loyalty to the King under his roof-we may even say that the consequences which he fears are not at all inward and spiritual, It is to be doubted whether he has ever so far considered the possible effects of crime and evil upon the human soul-his later discovery of horrible ravages produced by evil in his own spirit constitutes part of the tragedy. Hi is mainly concerned, as

Grendel In American Society

Grendel In American Society Grendel In American Society In today's society, the evil that is represented by the monster Grendel, is seen through the actions of people, when they display hatred and anger in the forms of terrorism, and racism. Though there is no real monster to terrorize the people of our society, the real evils prove themselves to be much more real and terrifying to the victims which they consume, and to the people directly effected by their actions.In the novel Grendel, by John Gardner, Hrothgar and his people are terrorized by an evil monster named the Grendel. Though the Grendel did indeed kill and many of Hrothgar's people, it seems to me, that they brought this horror upon themselves. Early in his life, the Grendel did not despise or wish to kill humans at all. He wished in fact to become friends with them, at one point in the novel, he walked into their mead hall, and begged them to accept him.Grendeltor

Developing the Forensics, Continuity, Incident Management, and Case Study

Developing the Forensics, Continuity, Incident Management, and Security Training Capacities for the Enterprise - Case Study Example Information security involves safeguarding the integrity, confidentiality and the availability of information either in electronic or print form while information policy assurance is the practice of managing the risk associated with such data. In any organization business continuity plan is crucial to provide a foundation for prevention and recovery from natural and non-natural disaster. Resource allocation therefore constitutes the backbone of the business continuity process. The organization should incorporate realistic and practical ways of resolving the important resource allocation issues that are most likely to impact it. This includes the people, places and things. People includes the employees, insiders, customers, vendors, institution-affiliated and third-party service providers. The places are the facilities that the institution owns, manages, maintains and controls while things is comprised of the assets, equipments, supplies, records and documents available to an organization (Watters, 2010). An effective and credible business continuity plan is developed in a series of steps. Business impact analysis is done to identify the sensitive and crucial business functions and the resources that support them. This process outlines the effects resulting from the interruption of normal business functions and the recovery priorities and strategies (Gerard Blokdijk, 2008). The information is used to decide on the resources to be allocated to the process. Appropriate delegation of planning activities and the involvement of the top and lower management personnel in the implementation of a BCPhas been observed to significantly yield positive results. According to the 2005 Business Continuity Survey by CPM and Deloitte, involvement of junior staff eliminates the otherwise casual approach towards the BCP and improves the response time. After an impact analysis has been

Sexual Health and HIV strategy 2001 Essay Example | Topics and Well Written Essays - 2500 words

Sexual Health and HIV strategy 2001 - Essay Example The intricacies of the policy and statistics on UK’s unwanted teenage pregnancy are also detailed. Finally, the positive role of the strategy for curbing teenage pregnancy rates is described. 1. Introduction The first national strategy to modernize sexual health and to provide HIV services in the country to address the rising number of HIV and sexually transmitted infections (STIs) cases was introduced in 2001. The hazards of poor sexual health are dangerous because unintended pregnancies and certain, sexually transmitted infections can create long lasting effects on one’s lives. The number of people visiting the genito-urinary medicine (GUM) clinics increased by 100% in the last decade and currently, the cases are more than a million in a year in the UK (Department of Health. There exists a clear link between social environment, poverty and sexual ill health (Clements et al, 1998). Impact is also visible on minority ethnic groups and gay men. Furthermore, there have be en deviations in the sexual health of people across the country which is not satisfactory. The Sexual Health and HIV Strategy 2001 created a need to raise the level of services in coordination with the principles of NHS plan. HIV is incurable and a life threatening condition and the use of certain drugs can improve the lifespan of infected individuals but it presents severe challenges related to the care, treatment and support, and this strategy recognizes these issues (Dennison, 2004). 2. The Role of Groups in the Formation of the Strategy The Department of Health strives to bring progress in the health and well-being rates in England and wants to make it better in health care and other such values. The Secretary of State for Health in 2001 came out with novel goals for health and social care aimed at 5 primary points (Department of Health, 2011): Patient-led National Health Strategy Coming out with best health scenarios Responsible and autonomous health system Public health improv ement Bringing about greater reform in social care The 2001 strategy was to get the service providers and representatives participate. There was a major role for voluntary organizations as well, especially in the field of HIV. An effective partnership with voluntary organizations, service providers and representatives were important. A commitment period of ten years along with a strategic move rendered greater results. Investment of about ?47.5 million extra was set aside for the coming two years to cater to the needs of the scheme (British Medical Association, 2000). The strategy has been successful, as it has definitely brought down the inequalities in sexual health, especially for teenagers (DCSF, 2010). There will be place for advanced, effective and dedicated services that comes without the pressure of sex illness like HIV (CRD, 1997). The 2001 strategy has gained more support through public opinions. The last strategy implemented by the government took up the views of the serv ice users, representatives and the public as a whole, along with stake holders and those involved in the public health field. In order to strengthen the strategy and develop it the best way, the help of professionals and service users was essential. A wide range of professionals and health experts attended the six consultations conducted in England (Department of Health, 2003). The Department of Health supported events like the Brook and the African HIV Policy Network and Terrence Higgins Trust Lighthouse. The National AIDS Trust, FPA and the professional bodies controlling the spread of HIV were identified as a key priority in the Chief Medical Officer’s Infectious Disease Strategy (Bearman and Bruckner, 2001). Getting Ahead of the Curve was the other key stake holder through whom the Department of

Concept to Full Production Contract Essay Example | Topics and Well Written Essays - 1750 words

Concept to Full Production Contract - Essay Example There are a myriad of reasons this happens. They include the encourage competition, to assist small and medium businesses, to expedite performance of contracts deemed essential, to make possible large dollar acquisitions, to reduce contractor risk and to lower the overall costs of the contract. Approaches to Contract Financing Customary contract financing The government does not give financing in cases of Simplified Acquisition Procedures or foreigners being awarded contracts. The basic steps when giving this kind of contract financing, usually undertaken by the government, is to decide if the money will be offered, minimizing the government’s risk, approving or disapproving the request and the liquidating or recovering financing payments. In noncommercial and commercial acquisitions, the solicitation states whether financing will be availed under the particular contract, though actual clauses in the contract may differ. It is vital to note that financing may be availed after award even if the contract had indicated that they didn’t need financing. In this case, the contractor should give reasonable considerations, for instance reduction in price of contract, improved delivery date or an increase in quantity. This is for the increased risk and cost to the government. When financed, the contract should obviously show their need in the proposal. Contract financing from the government is a benefit to contractors and they should therefore reflect it in the form of more favorable terms or lower prices. Need for contract financing need not be treated as a bad thing for award of contract. Performance-Based Payments These are contract financing arrangements that are made on the basis of accomplishment of defined events, performance measured by quantifiable or objective methods or other measurable events. The method is usually for competitively sole or negotiated source services or supplies. It is the most preferred method by government to contracts workin g under fixed price contracts. Payment are based on the achievement of specific accomplishments defined in advance by parties to the contract instead of tying them to costs Progress payments based on costs This is used on service or supply contracts made on basis of costs input by the contractor as progress of works under the said contract. It does not include performance based payments, partial delivery payments accepted by the government, payments based on the stage or percentage of completion accomplished. This contract financing approach can be used for sealed bid, sole or negotiated contracts for services and supplies. Interim payments/ public vouchers These are a means of vouchering eligible expenses including labor, materials, overheads and fees under the cost-reimbursement contracts. While it is not considered a customary contract financing method, it pays expenses incurred under such contracts. Loan guarantees Loan guarantees made by Federal Reserve Banks through guaranteei ng agencies to enable the contracts to get financing from private sourcing to so they can fulfill contract obligation involving supplies or services for the national defense. Some kind of congressional authority is required for this to take place. In recent years, however, the Department of Defense has not requested such authority. Advance payments The government may advance to the prime contract before the completed performance sums of money under one or more contracts. They are to be liquidated from payments due to the contractor subject to the

Personal Management Skills Analysis

Personal Management Skills Analysis The term personal skill put forwarded to me something more than the active of certain characteristic for example communication, taking responsibility, being competent of working with others, decision making, negotiating and problem solving, because some others point of view is personal skill are related to a persons natural abilities Sally Dench (1997). I am personally disagreeing with this statement that I believe personal skill can be developed and built on. However, whatever it is my concern is not what I have to be exhibit good personal skills, rather than apprehend about recognizing my hidden personal skills, qualities, values and interests which will assist me to towards achieving goals and appropriate work contexts related to skills that I have already acquired in the past A Level, O Level and last two years that I have been acquired along with BA (Hons) Degree. I have attached all of my entire transcripts in the back page as evidence that I have achieved all those skills through my entire education. Some of the subjects that I did very well shown in table: Personal Traits and Characteristics: To recognize my characteristics I have done several personality test and psychometric tests such as MBTI (Myers-Briggs Type Indicator), Belbins test, Juhari Window, the Enneagram personality test, Critical Thinking Test (66%), Blanchard Leadership score test (Supporting), Holland Codes and Honey Mumford learning style; some important and leading traits and characteristics are: Personal Audit: Skills Qualities Interest Values Accomplished Management Skill Classified Research Skill Installed Technical Skill Influenced Communication Skill Willing Helpful Friendly Responsible Cricket Sport Listening Music Independence Work Alone Work Overpressure (However, taken as Influenced, helpful, and hardworking) I do consider all the tests that I have done it has made me known about my actual characteristics also I believe on the outcome because the evidence can be, when I was doing MBTI test I came up with same personality traits as the outcome of Juhari Window and Holland Codes. Values and Qualities: According to my personal audit, my values are mainly concerned Independence, Friendship, Work alone, and work in under pressure. My qualities that I precedence are Willingness, helpful to others, responsive, and friendly. Those qualities and behaviour that I have identified are fairly exists with my general shapes and nature of my personal behaviour. However, according to my values and qualities in the current Phase of my life I would put myself in the social stage of Maslows Hierarchy, consequently according to Holland codes test has also evaluated same traits that my social skills is highly priorities. http://thefreeman.net/journal/wp-content/uploads/2010/06/maslows_hierarchy_of_needs2.png Figure : Maslows Hierarchy of Needs Source: http://www.abraham-maslow.com/m_motivation/Hierarchy_of_Needs.asp SWOT Analysis: Though I have been illustrating and give reasoning about those personality traits, values and quality with agreeing different tests that carried out, but still question remain in a way that which characteristics, values and qualities can be justify highly important for me? In what way may assured those test result wasnt consequences each other? However to rationalized, Strengths, Weaknesses and substantiate all the characteristics, values and qualities more closely I have conducted a 360* feedback reports with taking reaction from myself and others who have been experienced me since Childhood (family members). Feedback questionnaire and report have attached as evidence. Figure : 360* Feedback (concept from Yukl, G and Lepsinger, R. -1995) Myself: Md Abdul Hai Haroon: Hossain Ahmed Suman Hence, the feedback has identified there are some dissimilarities between my point of views and others. For example, everyone agreed with me that I am introvert, helpful, friendly, shy characteristics, have research skill, IT Skill, activist learner, co-ordinator, and performed in overpressure; unlikely was social, Judging mind (critical thinking), have influenced communication skill, and willing. Though all those characteristics, skill, values and quality was evaluated by different tests in a highest priorities, but according to feedback at least five options havent matched. Therefore, the SWOT analysis has carried out (evidence attached) on the basis on build up creative, matching and converting strategies to take advantage of strengths, utilize and exploit from each opportunity, and capitalizing my strength to contain the weaknesses towards to come across my career goals and aspirations. For example one of my highly ranked weakness is I am introvert, thus I need to improve in rela tion to be creative, out of box thinking, long term friendship, and flexible. One of my opportunities is IT skill that I need to use it towards my carrier in a way to surpass my performance. Personal Aspirations Review: Complete my degree and pursue my master in research methods in psychology Highest Need: Self-Actualization Attain my aspiration being a successful researcher Highest Need: Self-ActualizationOccupational or carrier aspiration consign to individuals wish for future employment. Alois Stutzer (2003) describe in the journal of role of income aspirations in individual happiness as peoples individual aspirations are related to two consumptions are income aspirations and individual happiness aspirations. To me the personal aspiration has always been cornerstone of my future to be researcher basis on my personal interest. However, my personal aspirations are as follows: Attain my aspiration being a successful researcher Figure : My Personal Aspirations The achievement that I have done already so far: Carrying on undergraduate degree in business management course with having excellent result towards to achieve my aspiration in research carrier adjust. I have critical thinking knowledge and IT Skill to present information visually and word processing, effective writing skill, for conducting interview often require gracious skills which can evidence that I have inspiring and recognition teachers feedback and tests that I have done. Figure : Strategies to achieve my aspiration After assessing various management tools, tests and models (force field analysis, PEST and SWOT and profit and loss account) as look upon in job specific requirement I need to be carry on more education qualifications. As shown in figure 2 that my current skills and being a researcher require skill almost match. The possible external forces also could affect my career plan shown in figure 5. Figure : PEST Analysis in my Career Planning Labour Market Review: Opportunity for skill use refers to in both level to which a job allows existing skill and develops new ones. It is quit irrelevant that job seeking in researcher occupational level in young age, but job available, opportunity and requirement in the research field is significant to analyse in current situation. Graduate labour market is becoming more and more diverse and scrappy, even job are also becoming more demandable. In central economic survey (CEPR, see CSU, 2000) found that approximately, 30% of the UK graduate were unemployed in 1986 to 1997. Hence, the desire motivation and determination to stick on my career aspiration is necessary. Figure : Threshold Model Available at: http://www.call-center.net/motivating-agents.pdf However, the factors influence in labour market analysed by PESTELE and SWOT attached in portfolio. In CIPD surveys predict that average 67% organizations expect to make vacant in next and within that 71% are private sector. In 2010 14% of organization plan to recruit school level aged 16, 28% again school level aged 18, and less than half 47% intend to recruit graduates. However, there is huge job market for graduates which may advantage according to aspiration. Figure : Graduate Skill Levels over the past five Years Available at: http://www.cipd.co.uk/default.cipd Opportunity for Researcher Career Prospect: In the journal of graduate employment and underemployment find out that opportunity for skill use and career knowledge amongst current business graduates in rating significantly higher for suitable employed rather than underemployed in relation to those who have five intellectual skills such as critical analysis, research methods, business solving skill, application to new situation, and reflection; furthermore, written communication, literacy, and IT capability were 69% higher opportunity possibility in labour market. However, in this investigation I can hope the career I have chosen there is flourishing future room have been pending. Figure : Appropriate employed vs. underemployed graduates as function of skill requirements of jobs And yet, as a evidence for job availability, wages and requirement in Researcher occupation have been attached in portfolio. Discussion of Aligning between skills/ Aspirations/ current labour market opportunity: However, the identified current skills, characteristics, values and qualities that I have already and required to successful researcher do match to me. For example I have already critical thinking skill; IT skill; I am judging minded, perseverance intellectual curiosity (willing), communication skill, and open mindedness (friendly). The necessitate characteristics, skills, values and qualities are creative, should be able to work as a co-ordinator of a team and to get direction, highly motivated individual, persuade communication skill, judging minded, intellectual curiosity, perseverance, honesty, Open-mindedness, IT Skill to present information visually and word processing, effective writing skill, for conducting interview often require gracious skills. Thus, the shortages I found between required skills for to be successful researcher and current skill that I have already is lack of writing skill, creativity, and Trust Honesty which unknown me and others. However, after completi ng my degree I will improve my lacking to achieve in this respective field I would take change additional options like education, training, voluntary work and self-employment. Shortages: Writing skill, Creativity, Intellectual Curiosity, Trust Honesty, Choice selection Figure : Personal Aspiration and shortages Farmer (1997) characterizes career aspirations as one of three aspects: career and achievement motivation, mastery motivation and career commitment that influence a persons determination and achievement in a career. As I already mentioned to aspiring become researcher its my personal determination and achievement oriented, therefore, to getting position in existing labour market my concern is not to highly demandable and highly turnover wages incentive, rather than finding a position in way to experience and amplifying my knowledge. Current worldwide stress in business and public service, intensifying organizational flexibilities, and job complexity pushing labour market to become competitive vulnerable for job seeker. During the current decades the labour markets have been at the heart of a nexus of three economic progressions: de-industrialization, reorganization of production, and conditions of employment. However, the changing environment has led to companies requiring highly skills, less turnover and relevant qualification are fundamental important. Lazear and Oyer (2004) demonstrated that there are two kinds of smoothness in modern labour markets ex ante and ex post. The ex post labour fluidity refer to internal labour market which mean worker are hired into ports-of-entry and senior level place are filled from within. Ex ante fluidity consign to the flexibility of labour markets for workers at the beginning of a carrier. However, in this circumstances my concern will be searching job in the ex ante fluidi ty consign labour markets. Furthermore, also reason behind to choose and suitable for me to flexibility labour market because the future of the external labour market, firm that hire internally and wages movement will be consistent, shown in figure 10. Figure : Identification of labour market fluidity (Lazear, E.P. and Oyer, O.- 2004) Personal Action Plan: I have summarized my personal action plan to achieve my aspiration in the table format to become a valued Researcher within next 7-10 years time.

Sympathy for Jane Charlotte Brontes Jane Eyre Essay -- Jane Eyre Char

Sympathy for Jane Charlotte Bronte's Jane Eyre In the first two chapters of Jane Eyre, Charlotte Bronte creates sympathy for Jane from the settings she uses like the red room, which comes up later in chapter two. Also with all the metaphors of Janes true feelings under the surface and the ways that the chapters are structured. Charlotte Bronte starts off the book straight to the point as if we just enter Janes mind at this moment in time, it is meant to draw the reader in and at once create the atmosphere of this time when we have joined her. With the 'clouds so sombre' and the 'rain so penetrating' we get a glimpse inside Jane knowing that she must be so 'cold' inside like the 'winter'. While there is a fire inside the house where she could get warmth to fill her up she is not allowed, and with a 'saddened' 'heart' she's not even told why she can't sit with the family around their 'mamma' by the fire but instead 'dispensed from joining the group' and not told why. This helps create sympathy for Jane by trying to show the reader that she is a 'deprived' child, and the only escape she gets is when she goes to the 'window - seat' and shuts the 'folds of scarlet drapery'. But still she now feels protected, but not yet separated until she reads her books. The weather once again bears it face to show us that Jane still is not happy with 'a pale blank mist and cloud' and 'ceaseless rain' which could be the tears of frustration which we must feel she has to hold back to never show any signs of weakness or hurt to Mrs Reed or her children especially John who steps into the book in a while. The book begins to resemble a gothic genre with its 'stormy' atmosphere and the 'phantoms' around 'the quite solit... ...k and locked' her 'in without further parley.' And then 'unconsciousness closed the scene.' Which is another dramatic ending leaving the reader feeling angry with Mrs Reed and sympathizing greatly with Jane. I think Charlotte Bronte has done a good job of getting the reader to sympathize with Jane otherwise I wouldn't be writing an essay on it. She constantly brings in Jane's place in society, a woman's place but to make it worse a poor woman's place. The first two chapters let us know that this is the beginning of a journey for Jane to find her place to find out why she was put there to fight against the waves that try to bring her down. Charlotte Bronte was a critic of her time and has done a very good job of opening closed minds to the things that an ordinary plain girl like Jane which is inside every woman has to fight against to find their place.

Spinoza vs Descartes on God

Abstract and Referential Ontology: Descartes Versus Spinoza on the Existence of God. The concept of God is central to the development of Cartesian and Spinozan philosophy. Although both philosophers employ an ontological argument for the existence and necessity of God the specific nature of God differs greatly with each account. While Descartes suggests a Judeo-Christian concept of God, Spinoza argues a more monistic deity similar to that of the Hindu tradition. The most significant difference however, lies within the basis and structure of each argument itself.Considered from an analytical standpoint through the lens of Gotlobb Frege, Descartes' proof of God possesses both sense and reference and is therefore capable of expressing the truth. Spinoza's argument however, employs sense alone, thus rendering it neither true nor false but quite literally meaningless. A detailed analysis of Descartes' Meditations of First Philosophy in conjunction with Spinoza's Ethics will help elucidate these claims. Before an analysis of Cartesian and Spinozan theology can occur, an understanding of each theory must first take place.The Cartesian proof of God is outlined in Meditation Three of the Meditations. Within this work Descartes suggests a causal argument for the existence of a supreme being. This argument can be broken down as follows: 1. Everything has a cause 2. We have an idea of the infinite 3. An idea of an infinite could not be caused by a finite thing 4. God is infinite 5. Only an infinite God is adequate to cause this idea 6. God exists An argument such as this implies a specific understanding of Causation. According to Descartes, everything from object to idea must have a determinate cause.That is, finite existence is not self-generating but rather the product of something else. The cause in question depends upon the degree of formal and objective reality it possesses. Formal reality refers to existence within this world. For example, a tree has formal reality a s an empirical object just as an idea has formal reality as a mode of thought. Objective reality refers to existence as represented via ideas. That is, an idea of a tree possesses both formal reality as a mode of thought and objective reality as a representation of a specific tree.According to Descartes, a cause must possess â€Å"at least as much formal reality as [its effect] contains objective reality. † (Descartes 16) For example, the idea of a tree must be caused by something of more formal existence within this world than objective existence via its representation. Therefore, the idea of tree must be caused by a specific tree rather than the idea of a specific shrub. Descartes applies this reasoning to the idea of God in the argument above. Regardless of whether or not we think God actually exists we cannot deny that an idea of God is indeed within our mind.If we have an idea of God then this idea must not only have a cause but a cause with more formal reality than obje ctive reality of the idea itself. That is, that which the idea of God is referencing must be more substantial than the finite idea of the mind. The only cause more formally real than finite existence is infinite existence. Since the only conceivable infinite existence is that of God, Descartes' concludes that â€Å"†¦ In creating me, [God] placed this idea within me to be like the mark of the workman imprinted on his work. (Descartes 19) Therefore, God must necessarily exist as the infinite cause of our finite idea of Him. Once Descartes has argued the existence of God via causation he proceeds to prove God's existence via essence: 1. The concept of God is one that is infinite and perfect 2. To not exist would be an imperfection 3. Therefore God exists The general form of this argument is a testament to Descartes' understanding of an attribute. Of attributes there are only two, an Attribute and an Omni-Generic Attribute.An attribute refers to that which is necessary to the ess ence of a specific substance, as perfection is necessary to the essence of God. That is, in order for God to exist it is essential that perfection and infinitude are attributed to this existence. An omni-generic attribute, refers to that which holds of any substance but does not contribute to its essence, such as existence, duration, or number. According to Descartes, to not possess this kind of attribute is a kind of privation or lack of the attribute itself. For example, if a ball is not red it lacks the color red.Therefore, if it is essential that God is both perfect and infinite then non-existence would imply that a perfect being suffers some kind of privation. Clearly this is preposterous, for if a perfect being were to lack anything it would essentially cease to be perfect. Ergo, God exists by virtue of His perfection. Given the above arguments one can begin to understand the nature of the God Descartes is endeavoring to prove. For Descartes, God is infinite and perfect existe nce. God is â€Å"eternal, immutable, independent, supremely intelligent, supremely powerful, and [the creator of] everything else†. Descartes 20) Not only does God possess this nature but it is necessary that He does so. If God is not infinite or perfect God could not exist as these attributes are essential to God's existence. Furthermore, if God is not the ultimate creator the innate idea of God we experience would cease to be innate but adventitious (externally caused) or imaginative (caused by the mind) which is again impossible given its content. Given these qualities one can draw a connection to the omniscient, eternal, creator God of Judeo-Christian interpretation.That is, Yahweh or God is responsible for the creation of all existence, Ex nihilo, or out of nothing. The world is created as an existence separate from that of the Divine and as such exists finitely, or limited by, God's infinite existence. (Van Voorst 212) Given this parallel, one can easily understand the sense in which Descartes understands God as eternal, immutable, independent existence outside of space and time. Now that the Cartesian argument for the existence of God is understood an outline of that of Spinoza must also take place.Spinoza presents his proof for the existence of God within the The Ethics via one precise proposition. Proposition 11 states: God, or the substance consisting of infinite attributes, of which each one expresses eternal and infinite essence, necessarily exists. (Spinoza 91) This proposition is best explained through the use of three arguments. Each argument, while unique in itself, illustrates an aspect of Spinozan philosophy contrary to that of Descartes. The first argument supposes that God exists as it is necessary given the essence of God itself.Before one can understand this argument one must first understand what is meant by essence. For Spinoza essence is that which is necessary for something to exist. That is, it is that without which a substan ce ceases to be. Spinoza employs this idea of essence in a negative proof for the existence of God: 1. Consider the idea that God does not exist 2. This consideration would mean that God’s essence does not possess existence 3. This is absurd since Substance (God/Nature) necessarily exists 4. Therefore, God necessarily existsWith this argument, Spinoza is suggesting that existence is an attribute of God's essence. By attribute, Spinoza is referring to â€Å"what the intellect perceives of a substance, as constituting its essence†. (Spinoza 85) This differs slightly from Cartesian philosophy in that for Descartes existence is an omni-generic attribute and therefore does not contribute to the essence of a substance. Regardless, what Spinoza is actually saying is that we perceive existence to be essential to God. If existence is essential to God, then it is in God's nature, as substance, to exist. Therefore, God necessarily exists.Thus, this proof not only argues the exist ence of God but the nature of the Spinozan substance as well, in that a substance is that of which existence is its essence. That is, â€Å"it pertains to the nature of a substance to exist†. (Spinoza 88) Spinoza's proof of the existence of God can be further represented via an argument of causation: 1. There is a cause for existence and non-existence 2. The cause of existence or non-existence is internal or external of the thing 3. If nothing can hinder the existence of a thing internally or externally then it exists necessarily 4.There is no cause internally or externally hindering God’s existence 5. Therefore, God exists Like Descartes Spinoza believes anything that exists must have a cause, however Spinoza takes it one step further to suggest that anything that does not exist so too must have a cause. The cause for this existence, or lack thereof, must originate from within or without a substance. If there is nothing within or without the substance that limits its existence then it must necessarily exist. Here, Spinoza is discussing finite and infinite existence. If something is finite then it is limited in existence by something less finite.That is, there is something that limits the finite to its finite existence. Thus all finite things are hindered by the existence of something else, eg, the infinite. The infinite exists in essence as something that admits of no limit. There cannot be more or less of an infinite substance as it is limitless, complete, and whole and thus internally and externally unhindered. Therefore in the above proof, Spinoza is not only saying that God exists because there is nothing within or without of God to hinder its existence, but moreover that God and substance are infinite.If this is the case, then finite existence cannot be possible as this would imply its hindrance in some fashion, deeming it non-existent. If there is no finite existence, then â€Å"every substance is necessarily infinite†. (Spinoza 88) Thus, there can be but one substance: the infinite, unhindered, God. Spinoza's proof of the existence of God as well as the nature of the God he is describing can be further explained through the representation of this final argument: 1. Ability to exist contains power 2. Inability to exist demonstrates a lack of power 3.If an infinite being does not exist a finite being would have more power than an infinite being 4. This is impossible 5. An infinite being exists Similar to Descartes, Spinozan theology can be described via the idea of privation and used to establish a specific understanding of God. For Spinoza, the ability to exist contains some kind of power. This power refers to the ability of a substance to exist independently of anything else as a self-generating substance. A substance possesses the power to essentially spring into being unaided by anything else. Hence, existence implies power.Therefore, to not exist would imply a lack of this power. If we are to go back to th e previous proof we can deduce that God is an infinite substance, meaning that it is unhindered or unlimited by anything else. Given the present argument, if God were to not exist then it would be somehow limited by that which does exist. That is, God the infinite substance would be limited in power by finite substance. According to Spinoza, this concept is absurd as it is impossible by the very essence of an infinite substance to be hindered by anything of the finite, including power.Therefore, God must exist. With the above explanation one can not only deduce that God must necessarily exist but that God must necessarily exist as one, complete, infinite, substance. It can be said then that Spinoza employs a kind of monism to his understanding of God similar to that of Eastern theology. That is, the existence of only one infinite substance, or God, draws a strong parallel to the Brahman or â€Å"divine breath† of Hinduism through which existence was created Ex deo or out of t he substance that is God.Therefore, there is no actual separation between God and human existence rather a perceived separation caused by human ignorance of the divine nature. (Van Voorst, 23) Therefore, although Spinoza will agree with Descartes that God is infinite and all-powerful, both philosophers differ radically in their interpretation of this infinite, all-powerful substance. Significant to both Cartesian and Spinozan philosophy is the fact that God must necessarily exist in order to support the philosophy in question. That is, if God did not place the idea of God within the mind then any analysis of this idea is useless.Similarly, without the existence of an infinite substance, the Spinozan theory of substance is irrelevant. Therefore, God must exist if either theory is to succeed. Despite this fact as well as the above differences, the most significant contrast within Spinozan and Cartesian theology lies within the basis and structure of each argument. From an analytical p erspective, specifically from that of Frege, Descartes argument differs radically from that of Spinoza in that the former possesses the most truth value. Truth value, is determined via the criteria of sense and reference.With regards to a particular proposition, such as â€Å"Aristotle exists† the sense is that which the subject â€Å"expresses†. (Frege 210) That is, sense is the way in which the subject is considered or described. For example, the subject â€Å"Aristotle† could express many senses ranging from â€Å"Citizen of Athens† to â€Å"Philosopher†. The reference is that which is â€Å"designated† by its subject or that which the subject â€Å"stands for†. â€Å"Aristotle† stands for or designates Aristotle himself. (Frege 210) Thus, the reference is that knowable and concrete object from which the subject draws its credit.For Frege, a proposition must contain both sense and reference in order to possess any truth valu e. That is, in order to say anything whether true or false about the world we must first know to what within the world the subject is referring and how exactly it is referring to it. Otherwise we would have no true way of knowing what the proposition means. Given the above description, Descartes' understanding of God describes the Judeo-Christian sense of the term in that it is infinite, immutable, eternal, and responsible for the creation of all existence.According to Spinoza, God is best described in a monist sense as one infinite substance similar to the Brahman of Hindu thought. However, in order to determine the reference of each subject a precise pedigree of Cartesian and Spinozan thought is necessary. The reference of the Cartesian God can be traced back to Descartes' theory of existence in the Cogito. According to Descartes, all that we believe to be true is ultimately subject to doubt as it is provided via the senses which are commonly deceived. This is easily illustrated g iven the perceptions of a single piece of wax.If our senses illustrate a ball of wax as both in a solid and liquid state how is it that we can know anything concrete about the wax? In order to determine what it is that we actually do know we must purge ourselves of all former beliefs and methodically build our collection of knowledge based on that which is beyond a shadow of a doubt. Once purged of these beliefs Descartes determines that regardless of the valid existence of anything else, he cannot deny that he is indeed doubting. If he is doubting he is clearly and distinctly thinking.Therefore, Descartes concludes that there must be some thing that exists as a thinking thing. Cogito ergo sum, I think therefore I am. By the same token, body and mind must exist in that regardless of the validity of the empirical world one cannot doubt that something exists to sense it. Thus, with regard to reference, existence refers to the experience of thinking just as the concept of the body refe rs to the experience of sensation. Next Descartes categorizes the thoughts within his mind as ideas, volitions, and judgments.Of his ideas Descartes distinguishes between those that are innate, imaginative, or adventive. Given that an adventive idea is caused by a bodily sensation and an imaginative idea is caused by the mind itself, Descartes determines that an innate idea, such as God, must be caused by God itself by virtue of the theory of causation. If one is to carefully trace each discovery back to its point of reference one would conclude that the existence of God draws its reference from the existence of innate ideas which in turn draw their reference from the experience of the phenomenon of thought.Thus the proposition that God exists possesses the knowable experience of thinking as its reference. Since Descartes' proposed existence of God contains both sense and reference it is indeed capable of saying something meaningful about the world because it both refers to somethin g knowable and expresses something about it. If one were to analyze Spinoza's proposition of God's existence the origin of reference is not so clear. Proposition 11 states that God, or the substance consisting of infinite attributes, of which each one expresses eternal and infinite essence, necessarily exists. Spinoza 91) This proposition is the conclusion of the ten propositions before it which are in turn based on seven axioms and eight definitions. Of each of these concepts, proposition 11 refers most ardently to Spinoza's definition of Substance. That is, substance is â€Å"what is in itself and conceived through itself†¦ †. (Spinoza 85) It is self-generating and its existence depends upon nothing else. The definition of essence, as that which is necessary for the existence of a substance, then refers to the above substance.Similarly, the definition of an attribute, as that which the intellect perceives as the essence of a substance, directly refers to the definition of essence which is itself based on the definition of substance. Once these three definitions are proposed Spinoza uses the theory of causation and privation outlined above to help reach the conclusion of God's existence in proposition 11. While logically this lineage is sound, upon closer inspection one must notice that the original idea of substance which forms the foundation for the entire Spinozan theology has no reference!That is, the concept of substance as independent and self-generating does not refer to anything within the world that contains these qualities. While Descartes' theory rests on the experience of thought as its original reference, Spinoza has no concrete, knowable reference to hinge his theory upon. One does not experience self-generating, independent substance in a way in which the construction of knowledge is possible because a self-generating, independent substance is unknowable. The only substance the human mind can make reference to is that which is finit e and graspable as this is what we are in contact with.Therefore, Spinoza's definition of substance may express substance in the sense that it is self-generating and independent but this substance does not refer to anything concrete and knowable. To make this proposition is much like claiming â€Å"The present King of France is bald†. Although, the statement expresses the present King of France in the sense that he is bald, there is no King of France to be bald. Therefore, the present King of France. like the Spinozan substance, is but a concept with no real reference with which to draw its meaning.Since the definition of substance holds no reference, the subsequent definitions of essence and attribute refer only to a concept. If this is the case, the culmination of these definitions in proposition 11 is also based on a concept. Therefore, the entire Spinozan proof of God is but an idea abstracted from a series of underlying empty concepts. Thus, although the Spinozan proposi tion for the existence of God is logically sound it is incapable of saying anything, true or false, about the world. Therefore, the entire proposition is meaningless.Despite its' empty nature, Frege does not mean to say that propositions lacking reference should be dismissed. Rather, propositions such as these comprise the world of art. Take for example a poem. To say that â€Å"Odysseus landed on the shores of Ithaca† is not to say anything true or false regarding the world because although the subject â€Å"Odysseus† describes â€Å"the fictional character of myth† this subject holds no real reference as this character has never existed. This is not to say that the proposition is any less euphonic or pleasing to the intellect. A proposition doesn't have to say anything of value to be beautiful and artistic.Therefore, Spinoza's proposition for the existence of God, albeit meaningless, is still an outstanding artistic accomplishment. In conclusion, both Descarte s and Spinoza argue for the necessary existence of God. Although each argument is similar in execution, the Cartesian idea of God is more aligned with the Creator of the Judeo-Christian tradition whereas the Spinozan concept of God is similar to the monistic Brahman of Hinduism. Although this difference is indeed important the most significant difference lies within the logical structure and foundation of each argument.Given Frege's criteria of sense and reference, the Cartesian proposition for God's existence possesses both sense and reference and is therefore capable of saying something meaningful about the world. On the contrary, Spinoza's proposition for the existence of God possesses sense but no reference and is therefore built upon an empty concept. Despite its inability to say anything meaningful, true or false, about the world the Spinozan proposition for the existence of God is nonetheless an extraordinary artistic achievement. Works Cited Descartes, Rene. Meditations of F irst Philosophy. Blackmask Online, 2002. Blackmask. Web. 1 Oct. 2012. lt;http://www. blackmask. com>. Frege, Gotlobb. â€Å"Sense and Reference. â€Å"The Philosophical Review 57. 3 (1948): 209-230. JSTOR. Web. 1 Oct. 2012. . Spinoza, Benedict D. â€Å"The Ethics. † A Spinoza Reader: The Ethics and Other Works. Ed. Edwin Curley. Princeton, New Jersey: Princeton University Press, 1994. 85-265. Print. Van Voorst, Robert E. â€Å"Hinduism† Anthology of World Scriptures. 7 ed. Boston, Massachusetts: Wadsworth, Cengage Learning, 2011. 21-27. Print. Van Voorst, Robert E. â€Å"Judaism† Anthology of World Scriptures. 7 ed. Boston, Massachusetts: Wadsworth, Cengage Learning, 2011. 209-217. Print.

Emotion and the arts Essay

The language arts and the fine arts follow parallel developmental patterns in childhood. As in the other phases of child growth certain developmental patterns are characteristic of growth in both the language arts and the fine arts. The language arts, like the fine arts, reach their highest peak for the individual in creative expression. Even a decade ago much teaching of art and musical and most teaching of language emphasized the mechanics involved in skill activities typical of these areas. Children’s language products, like their art products, should not be judged solely by adult standards. The modern teacher hopes that the oral report, dramatization, contribution to discussion, or choral reading is pleasurable; that the child has improved in terms of his own past performance; and that the activity has contributed to wholesome personality growth. In general the process, not the product, is the thing-in both the language arts and the fine arts. In both the language arts and the fine arts, the study of mechanics has a place as a contribution to more artistic expression. In their best forms, both the language arts and the fine arts involve a large measure of interpretation. The language arts and the fine arts have similar values for children; they have similar content in that both are included in that part of our cultural heritage which may be described as â€Å"expressive arts. † Many language activities may be called arts in their own right. It is apt today as it has ever been to speak, for example, of â€Å"the art of conversation,† â€Å"the art of persuasion,† and â€Å"the art of writing. † These and other language activities are arts in and of themselves. They are arts because they involve aesthetic experience, personality enrichment, and creative urges and expression and even because, less frequently perhaps, they involve fine craftsmanship and, on occasion, original contribution to our culture. For this reason, too, the various language arts can be developed more as arts by the classroom teacher. School people have accepted this idea in theory (Rokeach 1968). Art is a projection in material form, of a wide range of emotional and intellectual experiences. It thus adds countless and important records to those which written documents have preserved for us. Art also supplements literature in a special sense, because it not only furnishes material in additional quantity but material which is peculiarly different in kind. The arts of form with their vocabulary of visible shapes and colors can embody and preserve certain significant human interests which literature, from the very nature of the indirect terms which it uses, cannot express. These records of art are intimate in a unique sense, because in many cases we see the actual forms and surfaces which the artists and craftsmen produced. For this reason original art material is peculiarity confidential. It transmits, in addition to the actual subject matter, an element akin to what inflection and gesture add to words. Few educators would disagree with the proposition that education transmits values; art education makes a significant and unique contribution to general education in the study of values. The values embody in visual forms, of course, are not about the techniques of art alone, but speak to the broad concerns of humankind. Indeed, the values present in visual forms are but visual representations of values taught in other subjects. Visual knowing renders values-which are otherwise abstract concepts-vivid and concrete (Rokeach 1968). It also augments the learning of values by creating a bond with what is taught in other disciplines and what is taught in other disciplines and what is experienced in other aspects of life. Students who learn to read visual forms, to know visually what values and counter-values can look like, can then critically examine and question them for their merit, relevance, and utility. The concept of values is complex at best, and the amount of literature on the subject is vast. To make matters more complicated, the word values often is used synonymously to mean beliefs and attitudes. This imprecise usage occurs not only in everyday parlance, but also in much of the social psychology literature. Unfortunately, such confused frequently obscures the issues that the words purport to represent. Each of us has a general approach to life, an ideology concerning the self and the physical and social environment. And ideology is composed of organized and interrelated beliefs, attitudes, values, and the behaviors that support them. An ideology can be consciously held, preconscious held, or subconsciously held. The collective ideology of a culture is represented in its power structures-political, economic, educational, aesthetic sexual, religious, and so on. These structures define the status quo which, in turn, strongly influences the way we feel, think, and act with respect to love and family, work and play, the individual and society, nature and the environment, war and peace, beauty and ugliness, violence and love. An art education shares with general education the concern about the values of humankind. Art education, however, offers a particularly unique contribution: the art content of art education-visual forms-makes values, which are abstract concepts, vivid and concrete. To transmit the values of our heritage is a laudable educational endeavor. To transplant those values indiscriminately into contemporary culture without first critically examining them is unsound-that would be indoctrination rather than education. The critical examination of values helps to promote the progress of civilization. Art education makes a unique contribution to that prigress. Our future depends upon our creativity and our time. As our physical resource become less plentiful, we must rely more heavily on human resources-our creative selves. We must use the time of our lives creatively. The arts meet a basic human need: creative personal expression. In addition to their intrinsic value, the arts give insights into other aspects of life, helping people understand themselves and the world in which they live. It is recognized that quality education should include the development of skills, knowledge, concepts, values, and sensitivities with which to understand and engage the culture of a nation. The arts offer significant opportunities for this development. Learning must incorporate the arts as a central, significant, and integral component. Artistic and educational institutions must recognize and support this concept. The arts can greatly enrich our lives and in so doing have basic value. The arts can and should touch upon every aspect of our lives. Through education we hope to extend appreciation of the arts to all citizens and to build discerning audiences. The arts filled with possibilities. Given the chance, the arts will not fail us. We must not fail the arts. References: Eliade, M. , & Cappadona, D. A. (1985). Symbolism, the sacred, and the arts. Crossroad Publishing. Hjort, John A. , & Laver, S. (1997). Emotion and the arts. Oxford University Press. Kieran, M. , & Lopes D. M. (2003). Imagination, philosophy, and the arts. Routledge. Kouwenhoven, J. A. (1967). The arts in modern American civilization. W. W. Norton. Rokeach, M. (1968). Beliefs, attitudes, and values. San Francisco: Jossey-Bass, Inc.

The sociological viewpoint toward social problems

The sociological viewpoint toward social problems According to Crone (2011), there are many ways that sociology can help in solving the present problems in the society. Sociologists can enlighten the society about the problems, conduct research about the problem and give report to the public on what needs to be done.Advertising We will write a custom report sample on The sociological viewpoint toward social problems specifically for you for only $16.05 $11/page Learn More The research performed by sociologists can be used by policy makers to address the problem, analyze the existing policies and see if they are working properly or not. In his book, James provides some steps that sociologists can use in solving social problems. Some of the social problems discussed in the book include; violence, inequality, Gender inequality, crime, and drug abuse. Raising society’s awareness The first step towards solving social problems is raising the society’s awareness. He suggests that sociologists can do this by analyzing the social phenomena to recognize new social problems that may have developed in the society. According to Leon-Guerrero (2011), social problems can be described as those issues that affect most people directly or indirectly. Social problems can also be viewed as issues that affect all members of the society. They affect the society and are beyond the influence of an individual regardless of his or her power. Once a problem has been identified, sociologists can inform the public through the media and or report to political authorities about their findings. Sociologists can act as whistle blowers by enlightening the society about what they feel is a social problem. Presently, social media also provide a good avenue where people can air their views. Sociologists can use social media platform to excite members of the public to think about social problems. Sociologists can identify social problems based on certain sociological guidelines.Advertising Looking for report on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, whether the social condition is harmful to people’s lives and how many people could be affected by that condition. Sociologists can also raise awareness by writing articles and publishing books about social problems. James point out that through publications and teaching activities, sociologists are able to make people to perceive certain social conditions as problems. Raising awareness is an important step in seeking solutions society’s problems in the long run (Crone, 2011). Conducting research Another important step that sociologists can use in solving social problems is conducting research. It is the responsibility of sociologists to research on issues that affect the society. Research not only provides useful information about the society’s problems but also helps in finding the most suitable ways of solving such problems. In addition, research helps to validate the existing theories and modifies them to suit the prevailing conditions. Research helps sociologists to identify problems based on their standards. For example, based on statistical research and the extent to which an issue is harmful to people’s lives, sociologists are able classify it as a social problem or not. Data collection forms a significant part of research. Sociologists can collect data about the victims of social problems by using accurate methods such as carrying out surveys, interviews, and direct observations. James mentions that policy makers can only develop good policies based on valid data collected. They can use some guiding questions to obtain accurate and useful data. For instance, sociologists can find out what the experiences of the victims are, how victims handle the social problem, and what happens in their lives that could be different from the rest of the society. Sociologists can also ask the victims to give t heir opinions about the solutions to the social problem. Data collected from research can also help policy makers to develop appropriate strategies and policies towards solving social problems.Advertising We will write a custom report sample on The sociological viewpoint toward social problems specifically for you for only $16.05 $11/page Learn More Developing sociological perspective Developing sociological perspective is another step in solving social problems. Sociologists can steer members of the society towards developing sociological perspectives of viewing and solving social problems. Developing sociological perspective involves making the society to have an understanding of a social problem from the perspective of sociologists. For instance, sociologists can make people to see the negative effects of a social problem, thus stimulating them to think towards solving it. Most policy makers use sociological principles, hypothesis, theories, and studies to evaluate and seek solutions to social problems. According to James, sociologists can solve social problems by taking two actions. These actions include making necessary effort to communicate the results of their studies to policymakers and make them to develop a sociological perspective towards the social problem. This will help policy makers to acquire a deeper understanding of the causes, the effects and help them seek for appropriate solutions. Coordination of social policies Sociologists can also solve social problems by employing proper coordination of social policies. How social policy is carried out is a key step to solving social problems. Social problems can better be solved if novel social policies are coordinated well with the existing social policies. Sociologists should analyze how new policies and the existing policies would affect and or supplement each other. In addition, if sociologists feel that the two policies conflict each other, they can find ways of harmoni zing them with an intention of solving social problems. Implementation of social policies could fail or slow down without proper coordination of policies. Therefore, sociologists need to analyze and coordinate existing and new policies to solve social problems. Working towards a shared value is closely associated with coordination of policies.Advertising Looking for report on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Even though conflicting values of society members could lead to failure or slow pace of solving problems, having common values can be helpful in solving social problems. There are certain values that are widely accepted in the society. Some of these values include freedom, equal opportunity, equality, honesty, and democracy. According to crone, these values could form the basis for solving social problems. Developed policies that are consistent with shared values would be widely accepted by majority of people, which is very useful in solving social problems. Being realistic Finally, it is important to be realistic in solving social problems. Even though some social problems could be solved completely if they are addressed properly, most social problems would only be solved to a small extent. This is because solving some social problems conflict with political powers, vested interests, and the ideals of groups of people. This implies that most social problems would be bettered rather than solved fully. However, it is important to give social problems proper attention and visibility through the media to encourage the public to take action. When media persistently covers a social problem, it is likely to be addressed by policy makers completely. Therefore, sociologists should not have very high expectations of solving all social problems completely. Nonetheless, if the condition of the social problem is made better from time to time, it would eventually be solved completely. References Crone, J. (2011). How can we solve our social problems?. Los Angeles: Pine Forge Press. Leon-Guerrero, A. (2011). Social problems: Community, policy, and social action. Thousand Oaks, Calif: Pine Forge Press.

Significance and Limitations of the Royal Prerogative Essay

Significance and Limitations of the Royal Prerogative - Essay Example In the 1700s, debates regarding the extent of the Royal Prerogative powers ensued.   This was further aggravated by the execution of one King and the expulsion of Charles I in 1649 and James II in 1688.   Discussions on the issue culminated with the passing of the 1689 Bill of Rights, which considered the use, and abuse of certain specific royal prerogatives as unlawful.   It was concluded that most of the prerogative powers may be exercised only upon the advice of ministers, and although the Monarch retained certain powers which can be exercised independently such as the power of appointment and removal of ministers and ministries, the royal power found it difficult to freely exercise its prerogatives, especially if it is in contravention of the advice of the Parliament. The following are some of the powers vested under the Royal Prerogative:   (1) Calling for and dissolving of the parliament, calling of elections; (2) Giving of royal assent to legislation; (3) Preparing plans to confer benefits to citizens; (4) Granting of clemency, pardoning of convicts, or reducing penalties thereof; (5) Entering into treaties, declaring war and making peace, controlling the issuance of passports and preventing foreigners from entering the country; (6) Controlling, organizing and disposing of the armed forces; (7) Appointing of judicial officers, ministers, and other public officers; (8) Procuring of ships; (9) Printing of authorized versions of the Holy Bible. The royal prerogative to establish and enter into diplomatic relations with other countries or states played a significant role in the formation of a strategic alliance that has been an important factor in international relations.   The wisdom of determining whether or not the country should befriend another country, and which country or countries it should be, is properly laid on the Crown/Monarch.   The latter is in a better position to evaluate the conduct of relations with other jurisdictions.   The long process of debates and arguments in the Parliament is considered unnecessary as it involves a purely executive function.  Ã‚  Ã‚   Also, since it is the Crown/Monarch who personally engages himself in these functions, it is but proper that such power be exercised by him, to the exclusion of the Parliament.

Think Detroit Police Athletic League (PAL) Research Paper

Think Detroit Police Athletic League (PAL) - Research Paper Example Think Detroit PAL, a private non-profit organization that has been positively touching the lives of thousand youths through sports and leadership development programs. The organization mission’s is to develop character in youths through athletics and leadership development programs and academics. The program has been developing mentors and training volunteer coaches. Presently, Think Detroit offers fall and spring soccer to youths, however following increased prevalence of obesity, diabetes and hypertension due to inactivity; Think Detroit wishes to expand is program to become an all year soccer competition. To implement the year round soccer program for youths in the inner city, Think Detroit requires to raise 18621 dollars. These funds will be used to purchase player’s uniforms, balls and ball bags. Moreover the money will be used in rewarding teams and organizing celebrations. The organization will use some of volunteer coaching staff to aid in administration of the club affairs and parents will have to pay 40 dollars for their parents to participate. The organization has adequate and well experienced professionals to initiate such a program. The program will target youths leaving in Wayne County and those in the inner city. However, those in Detroit will be given priority. There will be five coed teams and the program will run from November 2012 to August 2013 with two seasons; summer and winter tournaments. Children in the program will have to show their report cards to the coaching staff as an indicator of any improvement. The contact point with the organization is Dana Cooper who is the soccer commissioner. Organizational Information Our organization; Think Detroit Police Athletic League (PAL) is a non-profit organization that has been positively touching lives of about ten thousand children annually by use of athletics and leadership mentorship programs. The organization was formed following a merger of Think Detroit and Detroit PAL in 2006. The organization empowers the society by educating volunteer coaches and developing safe areas that our kids can play. Annually, Think