Economic Example

Economic Example Economic – Book Report/Review Example February, 5, Economics People prefer certain art forms. The paper delves on the government’s art priorities. The paper focuses on the economic value of art products. The government must fund the enhancement the people’s art appreciation. Ms. Hager espoused community youth arts & drama normally involve political, national, social and economic areas (Frohnmayer 1). The government favorably maximizes youth arts funding. The Dept of Housing and Urban Development, Dept of Economic Development, and the Justice Dept help ensure the youth arts practices attain the government’s prescribed non-arts goals. The National Endowment for the Arts (NEA) agency focuses on funding art appreciation, setting the criteria for youth art funding. Likewise, the agency coordinates the funding efforts with schools and other government agencies. Further, there is a stark difference between Latin American Art and U.S. art (Edwards 1). The paper espouses that the current generation of older Latin American artists produce higher quality art masterpieces compared to the current generation’s young artists. On the other hand, the U.S. art scene indicates that the young U.S. artists produce higher quality art masterpieces compared to the older U.S. artists. The discussion delves on both the experimental artists and the conceptual artists. Some U.S. artists prefer abstract expression art form. In terms of older artists, it is more profitable to invest in Latin American art than U.S. art pieces. Based on the above discussion, I feel the government must enhance art appreciation. The government’s NEA agency must enhance the linkage between the agencies and the people’s art appreciation, enhancing the people’s art appreciation and the art masterpieces’ economic value. In terms of older artists’ masterpieces, people should invest more in Latin American masterpieces than American art masterpieces. Evidently, I feel the government agencies should fund the people’s art appreciation, increasing the art pieces’ economic values. :Edwards, Sebastian. The Economics of Latin American Art. Cambridge: National Bureau of Economic Research, 2004.Print.Frohnmayer, John. Censorship and Its Progeny. London: Fulcrum Press, 1985. Print.

Word Choice Inflict vs. Afflict - Proofeds Writing Tips

Word Choice Inflict vs. Afflict - Proofeds Writing Tips Word Choice: Inflict vs. Afflict The verbs inflict and afflict are spelled similarly and, indeed, closely related in meaning, since both refer to pain or suffering. However, these terms are also opposites in some senses, so it is vital not to confuse them in your written work. Read on to find out more. Inflict (Cause Suffering) The verb inflict means cause or impose something unpleasant, usually pain or suffering. Inflict is a transitive verb, so always takes a direct object (the thing being inflicted) and usually requires an indirect object (the thing being affected): The rider inflicted whip wounds upon the horse. In the sentence above, the direct object of inflict is whip wounds, while the indirect object is the horse being whipped. You can also use inflict to mean imposing something unwelcome, often an opinion. In this case, we could use it in a sentence like this: At Christmas, Aunt Emily inflicted her extreme views about child discipline upon our entire family. Afflict (Suffer from Something) The verb afflict means distress or affect something adversely. It is often used passively rather than actively, meaning that we usually say that someone has been afflicted by something. For example: Many people in the region were afflicted by a contagious disease. You can use afflict with the active voice by placing the subject of the sentence before the verb: Whooping cough usually afflicts those who have not been immunized. Something that afflicts a victim is an affliction. This means a state of pain or suffering. You can also use afflict and affliction figuratively, or sometimes sarcastically, to exaggerate the suffering involved in something: We had to cancel our holiday because we’re too busy. Please sympathize with us in our affliction. Inflict or Afflict? These words could both be used to describe the same situation, depending on the perspective adopted. However, because of this, it is essential not to confuse them in your work. Remember, to inflict is to cause somebody pain, suffering or injury. To be afflicted is to be the victim of pain, suffering or injury. If you would like more advice, or to have a 500-word sample of your work proofread for free, get in touch with Proofed today!

Human Resource Management Term Paper Example | Topics and Well Written Essays - 2750 words

Human Resource Management - Term Paper Example The organization chosen for the study will be IBM. Performance Management performance management can be described as a human resource strategy, which covers non-job precise behaviors such as ‘cooperation’ ‘dedication’ ‘enthusiasm’ and ‘persistence’ and is differentiated from task performance covering job-specific behaviors (Borman and Motowidlo 71-98). As Fletcher (91) mentions, contextual performance is concerned with the attributes which set off further than task proficiency and that encourage behaviors that boost the efficiency of the organization. Hence performance is regarded as behavior, in which the organizations, teams and individuals execute their work. Campbell (690-710) suggests that performance is such a behavior that needs to be differentiated from the results. An additional broader analysis of performance is attained if it is described as taking up both behavior and outcomes. Performance management can be a factor impa cting behaviors and results together. Behaviors originate from the performer and alter performance from idea to action. Performance management can be described as an important practice that concerns with overall attitude of the employees towards the organization. It replicates the perspective one has for performance and it contains secondary procedures like: policy description, plan implementation, training and performance measurement. Consequently performance measurement is a secondary procedure of performance management which is the focal point of classification and communique of performance outcomes determined by performance beacons. Performance management is concerned with the action taken based on the results whilst performance measurement deals with evaluation of results, at the same time as performance management is related with taking action depending on the outcomes of the assessment and making certain that the objective outcomes are accomplished. Performance management can also be characterized as being associated with a â€Å"future orientation† based on the inputs and output exerted an organization or individual. Performance management is becoming an important aspect of the organizations to manage the performance of their employees and keep them motivated for the achievement of their goals resulting in the achievement of overall organizational goals (Brumback 168-170). It can be seen that there is major difference between the performance management practices in private and public sector organizations in most parts of the world but nevertheless it is important for every organization to continuously improve their practices because these practices have a greater influence on the motivation of the employees. These differences in practice are subject to the working and control system being implemented in different sectors. Finally, it is the need of the hour for the organization, to keep their employees motivated intrinsically through the perform ance management practices because in this downturn economic time, it is getting important for the organizations to motivate employees other than extrinsic factors. Critical incident method is used by the current organization for the

Why is it important that I understand what independent learning is Essay - 1

Why is it important that I understand what independent learning is - Essay Example Internalizing independent learning however is not easy and it would be necessary for the student to understand what independent learning is before internalizing it. It should begin in college that would later translate to our professional lives and even in our personal lives as we sought not only to become better professionals but also better individuals. Wedemeyer defined independent learning as consisting of â€Å"various forms of teaching- learning arrangements in which teachers and learners carry out their essential tasks and responsibilities apart from one another, communicating in a variety of ways †¦ Independent study programs offer learners varying degrees of freedom in the self-determination of goals and activities† (Wedemeyer 1975:11 cited in Kobuni 2013:232). This type of learning is exclusive among adults as it relates to â€Å"lifelong learning and self-directed learning† (Candy 1991; Merriam, Caffarella, & Baumgartner 2007 cited in Kobuni 2013:232). In short, independent learning is self-motivated, lifelong and autonomous adult learning to achieve certain goals using various study programs and methods. Understanding independent learning should begin in college. It should start in college because it the stage where we prepare ourselves for our professional lives. Also, the academic rigors in college requires that we should understand and learn independent learning. College is very different in high school where many of the lessons are spoon fed. In college, we are required to look for information on our own through our research and study. We are also encouraged to think on our own and to do critical thinking. These modes of study require independent learning seeking information and learning materials using various methods such library, internet, interview, observation etch to be able to have the inputs necessary to do reports and critical thinking. It is important that

Bridge On The River Kwai Essay Example for Free

Bridge On The River Kwai Essay For example: a characters intention, sequence of events, etc? A part in the movie which was confusing was when Nicholson decided to assist the Japanese in building the bridge. He becomes so obsessed in building the bridge (which he regarded as a symbol of British efficiency and resourcefulness, which will be remembered for times to come) that he fails to identify that he is collaborating with the Japanese even when he was informed by his own medical officer. He becomes so blinded by this that he, a man of principles and one who follows rules mentioned in the Geneva Convention is willing to make his officers work for the timely completion of the bridge. Saito tells Nicholson that it will not be necessary to bring the copy of the Geneva Convention and walks away making the silence/no-response response speak for him. Due to the indirect form of communication it is hard to follow if Saito means that Nicholson should not bring the book because he has previously read it and now that it has been brought to his attention he will not make the British officers do manual abour or that he has read the book but will still make the British officers do manual labour. Making silence speak instead of words and the indirect form of communication gives the essence of a reactive culture. Another part of the movie which was hard to understand was when Nicholson fell on the detonator at the end of the film. It is unclear if Nicholson had an intention to destroy the bridge or if it was a mere accident. His last lines what have I done do clarify his intent but due to the fact that he falls on the plunger there was no ample clarification for the same. There is a possibility that due to his love for the bridge uilt by the British soldiers he had Just proceeded towards the plunger to disconnect it, however, dies while doing so and hence falls on it instead. 0 What was the best thing about the movie? What was the worst? The best part about the film was the way Nicholson stood by his principles and persuaded Saito to not make his officers do manual labour and hence go by the rules mentioned in the Geneva Convention. The astonishing part about this was that this was taking place in a POW camp where the bargaining power was higher with Saito than Nichonson. Nicholsonss leadership abilities made his officers not give in to Saito and start anual work, and hence continued to be punished in the oven. His leadership abilities are portrayed well when the British medical officer comes to meet him at the oven, Nicholson was more concern about his officers than about himself even after he was deprived of food and water for numerous days. His pride and patriotic qualities tacilitate him to stand by his word against Saito even atter physical and emotional harm is being inflicted on him during the period of negotiation. On the other hand I feel that 2 Saito underestimated his BATNA (Best alternative to a negotiated agreement). I feel hat during the time of positional bargaining with Nicholson, ultimately carving under pressure and letting him out of the oven, Saito should have used his own soldiers for the bridge (till such time Nicholson was persuaded to make his men work) and created more discipline and collaboration among the workers for the timely completion of the bridge. I feel that there was little room for principled negotiation as Nicholson was not willing to do so. The worse part of the movie was the collapse of the bridge in the end. A bridge which was the cause of various negotiations between Saito and Nicholson, in the process esulted in numerous threats, blackmail and infliction of physical and emotional harm from Saito to Nicholson and consequentially got Nicholson himself killed. By the collapse of the bridge all that seemed to be a waste. 0 What did you find to be the most interesting or surprising element of the film? Why? The most surprising element of the film is the fact when Nicholson decides to take over the responsibility to construct the bridge after having won the negotiation against Saito and having no obligation towards doing so. He becomes so obsessed in building the bridge (which he regarded as a symbol of British efficiency and resourcefulness, which will be remembered for times to come) that he fails to identify that he is collaborating with the Japanese even when he was informed by his own medical officer. He defends himself in front of the officer by saying that he is getting the bridge made efficiently as he wants people who use to bridge in the future to remember how it was built and who built it. He also adds that by working on the bridge together his men will feel like British soldiers rather than Japanese prisoners. The bridge was Nicholsons trophy and was not an instrument to keep the British soldiers together. He becomes so blinded by this that he, a man of principles and one who follows rules mentioned in the Geneva Convention is willing to make his officers work for the timely completion of the bridge. He forgot about the war and his loyalties and started to aid in the improvement of the bridge rather than working in accordance with the instructions provided by the Japanese. It was this perceived duty that lead to his downfall ultimately. This was due to the fact that if he was not that keen of building a good bridge, he would not have reacted the way he did once he identified the explosives and could have prevented the unnecessary loss f lives towards the end including his own. 3 0 What is the movie trying to tell viewers? The movie glorifies the western civilization, especially that of the British. On the other hand it portrays the east Oapanese) to be weak and still learning. 0 How does it go about conveying this message? In the beginning Saito and Nicholson did not get along well. Nicholson insisted that his officers were not to do manual labour as per the rules stated in the Geneva Convention, however, Saito was more bothered about getting the bridge ready on time. When the numerous attempts Saito made to persuade the stubborn Nicholson ailed he tried a friendly approach by offering the starved Nicholson with Beef corn and Whiskey and by telling him that the senior officers including him do not have to manual labour. Saito had to ultimately carve and wilt towards the strong armed Nicholson even though Nicholson was in his POW camp. This was done using the anniversary of Japans victory in the Russo-Japanese war in order to save face. The concept of saving face is due to the impact of collectivism. This concept of saving face suggests that Saito is from a country with a high long term orientation index (L TO) culture. Not only this, once Nicholson took up the responsibility of the bridge and implemented British designs, oversight and ingenuity to it, he ended up making a more technically sound and competent bridge than the Japanese could have otherwise built. What cultural issues do you see? How are these portrayed? o Individualist, Power distance and hierarchy, Communication styles, role of gender, etc? In the initial part of the movie the American soldier bribes the Japanese captain to assist him in getting hospitalized. The Japanese soldier does not use the word No. He indirectly tries to xpress his reluctance to hospitalize the American. When the American insists using the usual American loud and verbose atti tude, the solder uses silence for the same and walks away after moving his head from side to side. This indirect and non-verbal form of communication indicates that the Japanese is from a collectivist, low IDV and a high context culture. The American soldier wanted to be hospitalized as he was self-centered. This along with the fact that he ran away shows that he was individualistic and did not care about anyone else. It can therefore be perceived that e has a high internal locus of control, signifying that he is in charge of his own life and that what happens to him is a result of his own actions and hence indicates that he is from a high IDV and a low context culture. 4 A more participative hierarchy is portrayed by the British soldiers. This can be seen when the British officers and their Colonel meet and have a debate on the topic of escape from the camp. One of the officers directly disagreed with Nicholson when he advised the officers not to escape from the camp. The officer argued that staying in the camp is a sure way of getting killed. This shows the impact of an individualistic ulture as in a collectivist culture disagreement is usually done indirectly or very discreetly. The British (westerners) usually like to near the word No in order tor the meaning to be conveyed effectively; they do not understand indirect negative responses. This kind of participative nature and direct denial from an officer to the colonels advice signifies a low power distance index (PDI) as power seems to be shared and well dispersed. This direct approach can also be seen in Nicholson when Saito tells him at the beginning of the movie that he will order his officers to work and he directly replies saying No. The local woman are looking up to the men and taking care of them in the scene where the American is returning the POW camp to destroy the bridge. It seems as if the women expect the men to be tough, assertive and be the provider. This shows that the local community is a high Masculinity index (MAS) culture. Hierarchy has been shown in many instances during the film. As far as the Japanese were concern, the Japanese soldier taking his cap off and bowing (In Japan there are rules for the Japanese equivalent of the Western handshake for who to bow, how much they should bow and hence are difficult to master) to Saito at the beginning of he film, bringing him a platform to stand on as he was short and so that people look up to him and salute him, were some instances showing hierarchy amongst the Japanese. Also the man responsible for fanning the Saito does not speak due to respect and even if it is raining the soldier still stands outside the premises as they are lower down in the hierarchy. 0 Did you like the film? Why or why not? Yes, I liked the film. The film did not have a right or wrong due to which it follows a unique and realistic approach based on individuals. Like more war films it is neither for nor against the war. By the end of the movie the viewer is less interested in the fact that who wins the war than about how the individuals will behave. 0 What adjective would you use to describe your reaction to the film? Why did you react this way? As rightly described by Clipton at the end of the film, the adjective that can be used to describe my reaction of the film is madness. Every individual in the film is inclined towards their own duty, order and chaos that they lose what really matters and what is most important. Emotions and orders have taken over the right or sane thing to do. The characters have hence led the situation to go out of hand. 0 In what ways can you identify with the movie, its characters and its message? The movie is more about the events surrounding the war rather than the battles and the fighting. These events have turned mortality, Judgment and sound thought around and have eventually lead to madness. There are various examples of this so called madness in the movie; the madness of Nicholson who says that working with the enemy is not going against ones country, the madness ot the American who accepts to return to a camp on a suicide mission where he escaped, nearly getting killed and he madness of a struggle the obliged men to make harsh decisions. Based on your knowledge of negotiations what do you think was going on? o What kind of dirty tricks were being used? Give 3 examples. Initially Saito used a forceful approach in negotiating with the Nicholson. Saito caused emotional (By cutting food supply and taking people from the hospital to work) and physical (When Saito slapped Nicholson and put him in the oven) means in order to persuade the soldiers to commence work on the bridg e. Saito underestimated his BATNA (Best alternative to a negotiated agreement). I feel that during the time of positional bargaining with Nicholson, ultimately carving under pressure and letting them out of the oven, Saito should have used his own soldiers for the bridge (Till such time Nicholson was persuaded to make his men work) and created discipline and collaboration among the workers for the timely completion of the bridge. I feel that there was little room for principled negotiation as Nicholson was not willing to do so. One of the dirty tricks used by Saito was that of threat when he warned Nicholson that if he does not order his troops to start work on the bridge he will be shot. Another dirty trick used by Saito in the initial part of the movie was that of Chinese water torture, signifying that he kept repeating his demands without bothering much about what Nicholson has to say. 6 The third dirty trick in the movie was when Saito asked the British soldier to meet with Nicholson for 5 minutes and tell him that if he doesnt order his officers to start work he will make the people in the hospital work. This was a bluff on Saitos part, even after hearing this Nicholson never changed his decision and the soldiers at the hospital were never made to work. What values are portrayed? Independence, cooperation, hierarchy, power, etc? The values that are portrayed in the movie are Independence, hierarchy, bravery, power, pride, patriotism, collaboration, leadership and commitment to duty. 0 How were these values portrayed? o Give examples of the type of behaviour that you base your answer upon Independence was shown when the American played on his life in order to esca pe from the Japanese camp in order to be free. Hierarchy can be seen by the Japanese soldiers to Saito when they remove their cap and bow to him, when they get him a raised platform during the time of his speech, y the guard to Saitos house has to stand outside even though it is raining and by the man responsible for fanning not speaking in the entire movie. These major differences in hierarchy and the soldiers accepting an unequal distribution of power indicates a high power distance index (PDI). Bravery has been shown by Nicholson when he did not give in even though Saito threaten ed him witn a gun hidden in the truck. Collaboration was shown by the soldiers once the bridge was the responsibility of Nicholson. This was not present when Saito is in charge of the bridge as stated by he British engineer when he was questioned by Nicholson what he would have done differently if this was his bridge. Because of the task-oriented approach of Nicholson and he planning ahead step by step which can be seen when he says this is the end of the agenda while meeting with Saito for discussion of the proposal for the new bridge, the soldiers were able to effectively collaborate. This suggests that Nicholson is from a linear Active Culture. Pride and patriotism can be seen when the British officers were marching in group and whistling. 7 Leadership was portrayed by Nicholson when the British soldier brought him food in he oven. Nicholson had not seen sun light for days, was weak and deprived of food and water but even then he was more concern about his officers than about himself. Commitment to duty was shown by Nicholson when he took over the responsibility of the bridge. He made the best and most efficient bridge possible, forgetting about the war and his loyalties. 0 Was there anything about the movie (sights, sounds, smells, colors, background scenes) that told you something about the culture that you were dealing with? What did you learn? The type of culture seemed to be a collectivist one. This can be seen rom the behavior of the society when the American escapes and reaches a village. 0 What does the movie tell you about the culture of the producers of the film? What about the film gives you this indication? The movie portrays glorification of western civilization in terms of perseverance and inventiveness, specifically the British. This indicates that the producer is from the British culture. Nicholson was able to circumvent Japanese commands due to his Engineers having the ability to construct a more technically sound bridge than the Japanese Engineers. 0 How do you think other audiences would react to this film? Why? I feel that other audience would feel that the film is more about the events surrounding the war rather than the battles and the fighting. These events have turned mortality, judgment and sound thought around and have eventually lead to madness. There are various examples of this so called madness in the movie; the madness of Nicholson who says that working with the enemy is not going against ones country, the madness ot the American who accepts to return to a camp where ne escaped, nearly getting killed and the madness of a struggle the obliged men to make harsh decisions.

The Elderly in the Workplace :: Psychology, Civil Rights Act

While Industrial and Organizational Psychology can be traced back almost to the very beginning of psychology, it did not truly become the science that it is today until 1964 (Landy & Conte, 2010). The Civil Rights Act of 1964 was â€Å"federal legislation that prohibits employment discrimination on the basis of race, color, religion, sex, or national origin† (Landy & Conte, 2010, p. 22). The Act, which made a great impact on the workplace, may not have been directly connected to I/O Psychology, but it appears to have ushered in the modernization of I/O Psychology (Landy & Conte, 2010). The first of many changes that occurred in I/O Psychology occurred in 1973 (Landy & Conte, 2010). It was then that the word organizational was added to the Industrial Psychology name to make it I/O Psychology (Landy & Conte, 2010). This change came about after it became apparent that it was just as beneficial to study group behavior rather than just individual behavior in the workplace (Landy & Conte, 2010). Our textbook says that the name was altered to stress that an individual who is part of an organization will be subject â€Å"to a common goal and a common set of operating procedures† (Landy & Conte, 2010, p. 23). The changing of the name may be one of the most blatant changes in I/O Psychology, but there were other changes as well. For instance, prior to the field being modernized, it placed great emphasis on mental ability tests (Landy & Conte, 2010). Currently, instead of being the main focus, they are now viewed as just being one of many things that are considered important to I/O Psychologists. A second example is that the individual branches of industrial psychology used to see themselves as separate entities and were perhaps competing rather than working together for the same goal (Landy & Conte, 2010). Luckily, the individual branches now see the importance of working together and have switched their views regarding work behavior and have now adopted a systems view (Landy & Conte, 2010). This changed outlook recognizes that there are multiple variables that impact the behavior that is seen at the workplace (Landy & Conte, 2010). One challenge that is affecting today’s workplace and that could be addressed by I/O Psychologists involves the elderly and the technology that seems to be constantly advancing. Elderly people are retiring at a later age than they did in the past, which can be connected to the economy as well as to other things.

The Nature of the Soul

In St. Thomas Aquinas' comprehensive Summa Theologica, the work consists of a detailed summary that pertains to the theological explanation on the notion of the existence of God and the relationship between God and man. The summa also tackles the divine reconciliation of man and how it is achieved through Christ. Aquinas also enumerates the nature of God and proofs of his existence through questions supported by arguments and claims. This method adopts several Aristotelian concepts where Aquinas explains the nature, origin, and purpose of the universe and how the totality of all concepts in a universal existence as an integral part in achieving that purpose. Aquinas attempts to explain the totality of universal existence of the soul, the existence of God, and Catholic doctrines through a rationalistic view. Aquinas attempts to explain the nature of the human soul by positing seven questions coupled with several objections in order to clearly define the soul’s nature. These questions ask whether the soul is a body and whether the soul is a subsistence. Aquinas’ inquiry is furthered into the question of the souls of brute animals, if man’s soul is composed of body, soul, matter, and form. The last two questions inquire on the soul’s corruptibility and its comparison to the species of angels. First, Aquinas asks whether the soul is a body and poses the following objections. The soul is a body since the soul is the foremost moving principle and the body cannot act without a soul. Thus, if there is a thing that moves but not moved, according to Aquinas, that thing is the main cause of eternal movement. Hence, Aquinas proves that the soul is a body since the soul is a mover that is moved, and every mover moved possesses a body. To further the objection, Aquinas elaborates that knowledge is caused by likeness that is integral in assuming corporeal things. â€Å"If, therefore, the soul were not a body, it could not have knowledge of corporeal things† (Aquinas 663). The nature of the soul then is defined as the main principle or essence that is present in all things that live, which Aquinas calls as animate, meaning having a soul. The inanimate are those that have no life. Life is separated by knowledge and movement. Furthermore, Aquinas criticizes the ancient philosophers of having to maintain the ideal that the soul is corporeal or specified in the physical aspect. â€Å"The philosophers of old, not being able to rise above their imagination, supposed that the principle of these actions was something corporeal; for they asserted that only bodies were real things, and that what is not corporeal is nothing†¦Ã¢â‚¬ (Aquinas 663). The ancient philosophers (the pre-Platonics, Socrates, Plato, and Aristotle) defined the soul as a material essence as a part of the universal order. If the soul is not corporeal or bordered by physical matter, then it cannot be construed as something real. Aquinas rejects this statement by manifesting the difference between the body and soul. â€Å"For it is clear that to be a principle of life, or to be a living thing, does not belong to a body as such; since of, that were the case, every body would be a living thing, or a principle of life† (Aquinas, 664). Thus, the soul is the act of the body, since the body in itself is the first principle that defines life. Aquinas attempts to differentiate the soul between the animate and inanimate as well as the rational and irrational souls. Unique to human beings, man has will of reason or the ability to conceptualize choice. This will of reason is also the rational appetite of the individual that attempts to fulfill its purpose and attaining the good. In addition, Aquinas answers his first objection through the soul as something that is moved. Everything that moves is definitely moved by something else but not every mover is moved. Thus, certain things remain stationary or permanent as an effect of preceding causes. This explains the nature of the soul as a thing that is not essentially moved but moved accidentally. The body is then a thing that is moved inessentially, contrary to the soul. To be moved means that the soul passes from being a potential to being real or actual. The soul transcends from bodily knowledge through the intellect – immaterial and universal. However, God is the source of understanding and therefore is the only being capable of true understanding. Furthermore, the soul is divided into the cognitive soul, wherein it has the choice of forming understanding and sensation. Contrary to Plato’s Theory of Forms where knowledge is derived, Aquinas argues that real knowledge comes from God: â€Å"Now participated existence is limited by the capacity of the participator, so that God alone, who is his own existence, is pure act and infinite† (Aquinas, 671). Knowledge is then formed through the combination of the potential or passive senses (body) and the active or actual intellect (soul). On the question of the soul’s subsistence, Aquinas equates the soul as an act of understanding, meaning that the soul is the action of the body. Thus, the soul necessarily becomes incorporeal (separate from the body) and subsistent. Man can only understand the nature of all physical things through the body. â€Å"For it is clear that by means of the intellect, man can have knowledge of all corporeal things. Now whatever knows certain things cannot have any of them in its own nature; because that which is in it naturally would impede the knowledge of anything else† (Aquinas, 665). Man’s experiences are then dependent on the body, which is the only avenue in understanding the physical knowledge, different from the understanding of the soul. Similar to the foremost arguments and objections, man’s soul is rational, and thus separates itself from that of animalistic reason. â€Å"The body is necessary for the action of the intellect, not as its origin of action, but on the part of the object; for the phantasm is to the intellect what color is for sight† (Aquinas, 666). Thus, these mental images are essential in acquiring knowledge as well as utilizing the use of sense experience in order to abstract such forms for understanding. On the notion of the soul’s incorruptibility, Aquinas argues that the soul may be corrupted in two ways: per se and accidentally. He argues that any substance that can be corrupted accidentally is impossible since corruption is considered as a thing, along with existence. â€Å"Therefore, whatever has existence ‘per se’ cannot be generated or corrupted except ‘per se’; while things which do not subsist, such as accident and material forms, acquire existence or lost through the generation or corruption of composite things† (Aquinas, 672). Man’s soul is then dependent on the subjective sensual experience that the individual experiences everyday in attaining the ideal since man is created in the image and likeness of God. The passage also implies causal explanations towards the nature of man’s choice—that every actions constitutes a reaction that necessarily ‘corrupts’ the soul of man. This corruption comes from man itself and not from another generation or cause. The soul remains pure while the body experiences corruption because of misleading sensual experiences that does not act as universals. In addition, Aquinas adds that even though the soul may be composed by matter and form, it still remains incorruptible for corruption possesses contradiction. â€Å"Since generation and corruption are from contraries and into contraries. Wherefore the heavenly bodies, since they have no matter subject to contrariety, are incorruptible†¦there can be nor contrariety in the human soul for it receives according to the manner of its existence†¦Ã¢â‚¬  (Aquinas 673). The attainment of knowledge lies in the nature of man’s soul where the intellectual capability of the individual is a separate entity from that of the soul while remaining a part of the soul. The soul is also the capacity to reason, a similar term used by Platonic philosophers and the like as a means of attaining knowledge. Aquinas shares the same similarities with Aristotle as man’s essence is its rationality. However, Aquinas does not total man’s entirety with rationality, contrary to Aristotle. In addition, Aquinas also rejects the nature of innate ideas of Plato since the physical mind forms ‘phantasms’ that are derived mental images from sensual experience. From this, human being form passive knowledge from experience and the soul forms active knowledge. â€Å"Further, if the soul were subsistent, it would have some operation apart from the body. However, it has no operation apart from the body, not even that of understanding; for the act of understanding does not take place without a phantasm, which cannot exist apart from the body† (Aquinas, 665). These phantasms are not considered as universal knowledge since there is would be subjectivism instead of an objective standard of truth. According to Aquinas, God is the only source of knowledge contrary to a subjective sensual experience which contradicts the notion of an objective truth. The soul is then a reaction, the unmoved object that grants substantial truth as it relates itself to the function of the body. Moreover, the body is also an integral part of knowledge, as it provides sensual experience that directly hands abstractions. Though sensual experience does not necessitate in becoming universal knowledge, the soul’s active intellect filters the passive knowledge of the body into one. However, even though sense experience is necessary in formulation phantasms or mental images of an object as well as a universal concepts that applies to all things, it is impossible to have knowledge of a particular material object because there is already a conception of a mental image of it. Though the way to know the essence of a physical object is through abstraction, we cannot entirely have a real grasp of what that object is. All knowledge then is necessitated as abstract. This abstraction process leads to the use of scientific knowledge where there is an inkling of knowledge through cause and effect. On the other hand, it remains that the intellect has limitations with regard to abstract knowledge. We may have a concept or a grasp of what is sweet or sour through experience but we can never understand the real meaning of sweetness and sourness in itself.

How Far Was the Nuclear Arms Race a Threat to World Peace Essay

The nuclear arms race did threaten world peace because the weapons being created had the potential to destroy the world, to any nation this comprehension was threatening especially due to these weapons being in control of two countries that ideologically conflicted. Additionally, both superpowers paranoia for one another grew as the power of the weapons created grew and multiplied, this further threatened world peace since any minor movement made by either power could have been misinterpreted as an attack. However, it becomes clear from a post perspective that the arms race did in fact deter any form of violence between the USA and the USSR, this was due to their fear of mass destruction and that it was more a competition of ability between the two powers rather than a desire to attack their opponent. Although these facts do suggest the arms race wasn’t threatening, the fact that both nations had the capability to destroy the world can be seen as enough for the arms race to have been a threat to world peace. The Culture of secrecy that developed during the arms race threatened world peace because it fuelled the paranoia consuming each nation as to whether the other had military superiority. The fears concerning both powers led to assumptions being made on the other country’s progress, this is evident with the profound effect the Gaither report of 1957 had on the US. The report which was commissioned just after Sputnik heightened fear that the Soviet Union had military superiority because there was a missile gap between the two nations. The report led to the US creating a National Defence Education Act in an attempt to reinforce their already extensive military science and defence units, at the time the number of students studying at college doubled (mainly in engineering, maths and science). The impact of the report illustrates US fears of Russia gaining military superiority and if Eisenhower had thought the report to be true, it is questionable how much action might have been taken to prevent Russian military knowledge expanding. Therefore the culture of secrecy and the ignition of fear it created made the arms race a threat to world peace. Additionally, the concentration of power in the hands of both nations encouraged dangerous tactics to be considered, such as, the US doctrine of ‘massive retaliation’ in 1954. The US was confident at this point of their nuclear superiority over the world and believed that no nation would risk a war against their nuclear based force, it used the method of brinkmanship which involved going to the brink of nuclear war. Therefore the method was extremely provocative and if used would easily cause further hostility and conflict, especially since the USSR was adopting similar methods. An example of Brinkmanship can be seen in the Cuban Missile crisis 1962 which did arguably come to the brink of nuclear war, it’s an example of how dangerous the method is since if both powers were attempting to use it it wouldn’t have the desired effect of forcing the other country into submission. Consequently it seems the arms race in the 1950’s had led to over confidence for both nations to be considering such tactics which undoubtedly would have threatened world peace. However, the nuclear arms race did arguably deter both nations from participating in direct conflict due to the threat it would disrupt world peace. This concept of nuclear deterrence arose during the Korean War due to the threat direct conflict posed for not only Korea but the world. To prevent nuclear escalation procedures were followed such as Stalin not becoming directly involved in the war and Truman not using nuclear weapons against China, since this would lead to Russia having to support China and an indirect nuclear conflict taking place. When evaluating the Cuban Missile Crisis it is evident the effect different concepts and methods have on the outcome of nuclear threat, massive retaliation led to a quarantine in the Cuban crisis, whilst in the Korean war nuclear deterrence led to peaceful existence of both countries in opposition with no nuclear threat present. But this does show that different methods being interpreted played a key role in the arms race being a threat to world peace and that it wasn’t solely the nuclear arms being created. It is also clear during 1949-62 that the arms race was more of a competition between the two powers, hence ‘race’. Neither concluded any form of destruction or conflict as a result of the arms race, therefore it’s difficult to view the race as a threat. It is evident that it was simply a competition since it also involved technological and space advances, such as when Sputnik was launched in 1957, US failed in launching their own satellite Vanguard which was seen as a great failure and embarrassment for the US. The Soviet Union seemed to advance with rocket technology and in 1961 Yuri Gagarin in Vostok I became the first man in space, this indicates that particularly for Russia the arms race was not only about military advancements but overall technological advancements. It illustrates that the arms race was more about being the smartest and most powerful nation rather than bringing about the others destruction and thus being a threat to the world. It appears that the arms race wasn’t only about the destructive weaponry but about the paranoia and the ego of the two powers. Both nations were in fierce competition with the other to be the best super power and this seemed far more important to them than actually attacking the other nation, this is clear due to both countries agreeing to nuclear deterrence and limited war. Neither country wished to disrupt peace but simply lived in fear of the other country developing a more powerful weapon they could confront the other with, or succeeding them in space technology and thus being the better nation. Although any confrontation that had taken place rarely truly would have led to a nuclear war, there was always a slight threat that even with the most minute misinterpretation a missile could have been fired. This concern combined with the fact both nations did have the capability to destroy the world is enough to conclude that the nuclear arms race was a threat to world peace.

Feminism Essays - Gender Studies, Gender, Womens Rights, Gender Role

Feminism Essays - Gender Studies, Gender, Womens Rights, Gender Role Feminism Of what historic and contemporary concern is it that the architecture profession has been, and continues to be, strongly male dominated in Australia (currently 90% of registered architects in NSW are men). Ideally, what proportion of the profession should women occupy and why? From the start of human history, we always experience certain level of inequality between sexes. It can be seen everywhere around the world and is a concern to everyone, both men and women. This inequality is an important issue within the workforce of many professions, such as being an architect, landscape architect, city planners and designers within the built environment. Industrial revolution is the onset for women to become segregated from home, creating greater spatial division to impact on gender roles. There is common concept between the relationship of public and private space with male and female as described by Kate Lyons, PUBLIC Male Economic and Political WORK PRIVATE Female Reproduction and Domestic life HOME This model represents the suburbanisation occurring in the late 19th century and the early 20th century. Many suburban women are forced within their daily activities due to the constraints on accessibility and mobility in low-density suburbs and lead to a feeling of being isolated from the inner city. These constraints of this gender role affect the women's ability in the broader professions within the built environment, as they were restricted at home. Architects do not like to employ women in their offices; contractors do not like to build from their plans; people with money to spend do not like to entrust its expenditure to a woman. This is probably due to the fact that women are kept at home without 'knowing much' of the 'outside world'; the design professions have intrigued women into marginal roles. Architects and other similar professional fields have perceived women not as profession but as passive clients. From these, women are users of the designed built environment as there are only few to have the opportunity to design them. This forces women to adapt to the way environments have been designed (by men). There is a concern where many women architects, landscape architects, planners, builders and designers such as Catharine Beecher, Louise Bethune. Eileen Gray, Julia Morgan, and others are not formally identified with professions. Many of their works have been credited to their male colleagues. Another concern is that there is a lack of sensitivity towards women's needs within the built environment. Design strategies and schemes often fail to consider women as a disadvantage group with exclusive needs, many of these needs are inadequately met or even un-met. This was evident in several Local Environmental Plans and Development Control Plans of the Sydney Metropolitan area that had not identified women as a disadvantage group to be included amongst the handicapped and elderly in design issue. Having considered women's issues within the built environment, in concluding one must ask are the fundamentals of professions of the built environment gender biased? Whilst the outcomes of these are gender biased, the fundamentals of planning require subsequent analysis in order to resolve the question. not only do men and women view a common world from different perspectives, they view different worlds as well. The issues raised are not subject to strictly to women, but men also experience them though with less intensity. In addressing these issues a gender sensitive environment will be beneficial to all. Bibliography 1. Allen, J., Evidence and Silence: Feminism and the Limits of History in Feminist Challenges, 1986. 2. Freestone, R., Florence Taylor: The Lady Town Planner of Loftus Street in New Planner, Dec 1991. 3. Hanna, B., Florence Taylor's Hats in Architecture Bulletin, Oct 1986. 4. Hanna, B., Three Ferminist Analyses of the Built Environment in Architectural Theory Review, vol. 1, no.1, April 1996.

Coal Mining in the UK During the Industrial Revolution

Coal Mining in the UK During the Industrial Revolution The state of the mines which boomed throughout the United Kingdom during the industrial revolution is a passionately argued area. It is very hard to generalize about the living and working conditions experienced in mines, as there was great regional variation and some owners acted paternalistically while others were cruel. However, the business of working down the pit was dangerous, and safety conditions were often far below par. Payment Coal miners were paid by the amount and quality of the coal they produced, and they could be fined if there was too much slack (the smaller pieces). Quality coal was what owners required, but managers determined the standards for quality coal. Owners could keep costs low by claiming the coal was of a poor quality or rigging their scales. A version of the Mines Act (there were several such acts) appointed inspectors to check the weighing systems.   Workers received a relatively high basic wage, but the amount was deceptive. A system of fines could quickly reduce their pay, as could having to buy their own candles and stoppages for dust or gas. Many were paid in tokens which had to be spent in shops created by the mine owner, allowing them to recoup the wages in profits for overpriced food and other goods.   Working Conditions Miners had to cope with hazards regularly, including roof collapses and explosions. Starting in 1851, inspectors recorded fatalities, and they found that respiratory illnesses were common and that various illnesses plagued the mining population. Many miners died prematurely. As the coal industry expanded, so did the number of deaths, Mining collapses were a common cause of death and injury.   Mining Legislation Government reform was slow to take place.  Mine owners protested these changes and claimed many of the guidelines meant to protect the workers would reduce their profits too greatly, but the laws passed during the nineteenth century, with the first Mines Act passing in 1842. Although it contained no provisions for housing or inspection. It represented a small step in the government taking responsibility for safety, age limits, and wage scales. In 1850, another version of the act required regular inspection in mines throughout the U.K. and gave the inspectors some authority in determining how the mines were run. They could fine owners, who violated the guidelines and report deaths. However, at the start, there were only two inspectors for the entire country.   In 1855, a new act introduced seven basic rules about ventilation, air shafts, and the mandatory fencing off of unused pits. It also established higher standards for signaling from the mine to  the surface, adequate breaks for the steam-powered elevators, and safety rules for steam engines. Legislation enacted in 1860 banned children under twelve from working underground and required regular inspections of the weighing systems. Unions were allowed to grow. Further legislation in 1872 increased the number of inspectors and made sure they actually had some experience in mining before they began. By the end of the nineteenth century, the industry had gone from being largely unregulated to having miners represented in Parliament through the surging Labour Party.

The Influence of Using YouTube to Improve English for EFL Students Essay

The Influence of Using YouTube to Improve English for EFL Students - Essay Example According to the paper access to great positions and attractive pay rates requires English capability to communicate. In countries where English is not, the first or main language used there has been a growth in teaching English as a Foreign Language (EFL). Due to this worldwide demand, there has been a growth in teaching English as a foreign language (EFL) in countries where English is not first or main language. Therefore, the education system in Saudi Arabia is containing English as one of the most significant majors nowadays. This study highlights even though the government through its Ministry of Education has outlined the objectives of the English language, the goal is yet to be achieved. The ministry aims to ensure improvement in students’ listening, reading, writing and speaking skills abilities. Furthermore, the ministry endeavours to assist students acquire the necessary linguistic competences relating to life. However, these and other objectives encounter challenges as the one stated above. The ministry’s goal is to equip and develop development skills to the students rather than just the role learning. In essence, EFL implies that the English language is not viewed as a primary language, and that the locals have their first language. In these cases, countries tend to use their first language even in the learning, meaning students seldom perform well in English-related tasks, including speaking and writing. When learners become less acquainted with the English language, the end-result is that their competitive advantage especially in the international affairs is adversely affected. Surprisingly, some countries use the first language in the education sector up to university level.