Strengths and Weaknesses of a Leader Essay Example | Topics and Well Written Essays - 1750 words

Qualities and Weaknesses of a Leader - Essay Example In addition, individuals will in general follow those whom they see as giving a methods for accomplishing their own wants, needs, and needs. Administration and inspiration are firmly interconnected. By getting inspiration, one can value better what individuals need and why they go about as they do. The inspiration given by the authority makes the devotees to portray certain conduct mentalities. These qualities changed by the pioneer in his/her supporters are diverse in people. As referenced by Weber in his meaning of alluring pioneer Schmidt is an uncommonly talented individual who developed in circumstance of edginess for Novell and gave the association a lot of thoughts giving an extreme answer for the emergency. Through his receptiveness for change and unpredictability he prevailing to cause the workers of the association to accept that he is the ideal individual whom they ought to follow. They approved Schmidt's remarkable endowments and which brought about rehashed accomplishment of association. The need of good administration can issue from physiological and security needs. Great authority assists with guaranteeing that the association and its occupations will keep on existing. Also, the self image requests that one-regard individual from whom requests and bearings are to be gotten. It is exceptionally disappointing to be oppressed by and by to an order from a person who is regarded disgraceful and inept. Sensible requests and bearings: The request I... equirements of the circumstance, fit for being executed, finished yet not superfluously point by point, clear and compact, and given in a way that invigorates acknowledgment. Preposterous requests unequipped for achievement serve just to build instability and dissatisfaction. Irrational requests that work in opposition to the eventual benefits of the association may prompt a type of malevolent compliance; the representative takes extraordinary get a kick out of tailing them to the letter in order to harm the prevalent who justifies little regard. A socially significant association: The pattern toward more prominent social desires for private associations has sway upon such an association's worker's desires. This need issues from human needs of confidence, and tolls a profoundly testing duty upon the association's administration. In an occupation situation where the majority of the previously mentioned conditions will satisfied the representatives will be increasingly dedicated and beneficial. On account of Networking programming creator Novell Schmidt kept temperaments and feelings as a main issue in the authority procedure. All the more explicitly it was recommended that passionate knowledge, the capacity to comprehend and oversee dispositions and feelings in oneself as well as other people, added to successful initiative in Novell's reconstructing. Schmidt maintained his attention on four significant parts of passionate insight: The evaluation and articulation of feeling, the utilization of feeling to upgrade subjective procedures and dynamic, information about feelings and the board of feelings. By controlling these four angles he created aggregate objectives and targets. He imparted in his associates and sub ordinates a valuation for the significance of new thoughts, eagerness to buckle down, trust in himself and trust with in themselves and different colleagues. He

Adolecent Behavior In The School Environment Essays - Free Essays

Adolecent Behavior In The School Environment Essays - Free Essays Adolecent Behavior In The School Environment George Fischer Middle School is an enormous school and has understudies going to from six Putnam County towns and two Dutchess County towns. By and large, the graduating class has near 500 understudies and the average class has 32 understudies joining in. The school has two cafeterias so as to oblige it's huge understudy populace, one cafeteria to accommodate fifth and 6th graders, and another for seventh and eighth graders. Sufficiently intriguing, the various classes don't go to lunch together, as such, seventh and eighth graders don't go to lunch together nor fifth and 6th graders. Again I accept this is carefully do to the huge populace of this school. I entered the school toward the beginning of the day, I believed this to be furthering my potential benefit, therefor not standing apart such a great amount among the clusters of individuals accumulated outside the school building. It very well may be said that the understudies appearances fluctuated to some degree, however an entire it stayed inside a specific implicit code. The young ladies wore their hair long-medium length or more, and had it tied in a braid or straight. Some were in skirts (somewhat above knee level)- all were either corduroy or flower material. A large portion of the young ladies however were in pants and hip length sweaters and wore tennis-tennis shoes or the inconvenient kind shoes which are for the most part the style now. All the young ladies I saw wore hoops, for the most part the little dangling type and regularly they had two gaps penetrated. The majority of the young ladies wore make-up, for the most part lipstick and eye-shadow, in spite of the fact th at it was not extreme. The young men all appeared to be in garments that were least five sizes too enormous. It comprised basically of one of these two attire choices: extra-enormous sweater covering a warm kind shirt, with pants that were barely shy of slipping to the ground or extra-huge wool covering a warm sort shirt, with pants that were barely shy of slipping to the ground. A nearby second to this dressing pattern for young men was the sweater and pants/sweater and khakis style, albeit not even close as conspicuous. About the entirety of the young men wore their hair short, most much of the time with the back trim near the scruff of the neck and the top gelled. Some had hoops (both circle and stud types were watched) and many wore neclaces-either choker chain or hemp styles. The entirety of the young men appeared to be wearing shoes of unlimited assortments, and most in the one-hundred dollar territory. Beside these essential sexual orientation designs, there were the individu als who contrasted. A couple of the young ladies had short hair, a couple of the young men developed the highest point of their hair long. A portion of the children were in attire that appeared to be out-dated in contrast with their wharfs, and even resembled being passed down from a more established kin. For instance, not being in this seasons shading or style. There were likewise those understudies, fundamentally young men, that were in football or ball pullovers or coats that brandished the schools name or mascott. I noted a couple of young ladies wearing a football coat, by chance with young men names on the front. It was anything but difficult to note from these perceptions that by and large, apparel was an outward pointer to recognize among the different social gatherings. The garments the understudies wore was a prompt sign to different social gatherings, being that it is a visual perception. It tends to be said this is a typical factor even in the grown-up world, yet not once did I note a wretched understudy associating with an understudy that was in an athletic coat or an understudy that was design forward. It was during the lunch time frame that I figured I could make differentiations among social gatherings most precisely At first entering the cafeteria, it was much as I recollected, even a lot of like school. The volume was high and quickly I saw the gatherings shaping, again this is something which extends into the later adolescents, and even into adulthood, however here I was watching a significantly more inflexible norm. There didn't give off an impression of being any easygoing associating among various gatherings (with the exception of in one circumstance which I will make reference to). The principal bunch I saw was the muscle head gatherin g, I in all probability noted

SIPAs MPA in Development Practice COLUMBIA UNIVERSITY - SIPA Admissions Blog

SIPA’s MPA in Development Practice COLUMBIA UNIVERSITY - SIPA Admissions Blog By Molly Powers At the Office of Admissions we get a lot of questions about the MPA in Development Practice (MPA-DP also known as MDP). It’s understandable, considering that the degree program was established in 2009 and just graduated its first class in May 2011. As a current second-year MPA-DP student, I am often the go-to person fielding these questions, so in the interests of sharing some insights with folks who can’t come by our office, I’m highlighting a few of the most common queries here. Q. Where did the MPA-DP degree come from anyway? A. The creation of the MPA-DP degree was one of the core recommendations of the International Commission on Education for Sustainable Development Practice, supported by the John D. and Catherine T. MacArthur Foundation.  The year-long Commission was co-chaired by Jeffrey D. Sachs, Director of The Earth Institute at Columbia University, and John McArthur, then Executive Director of Millennium Promise, and comprised 20 top thinkers in the field of sustainable development, including the CEO of CARE, the then Executive Director of UNICEF, and a former president of Mexico. This group concluded that there is significant and growing demand for generalist development professionals individuals highly trained in a set of cross-disciplinary competencies that prepares them to address the complexities of sustainable development.  Leaders in the field need multidisciplinary knowledge and skills to solve problems in an increasingly complex and dynamic world. There are now students pursuing MPA-DP or MDP degrees at more than 20 universities around the world. You can learn more at the Global MDP Secretariat website. Q. What is the difference between MPA-DP and a traditional MPA? A. Each MPA-DP or MDP program around the world may be slightly different, although they share the same cross-disciplinary objectives. At SIPA, the MPA in Development Practice program is a two-year MPA degree, but the student cohort is smaller (fewer than 50 students per class) and the core courses differ somewhat from a traditional MPA. The MPA-DP is geared toward development practitioners with some field experience who are interested in a multi-sectoral approach to sustainable development and poverty alleviation. Due to the number of required core courses in varied subjects such as health, food systems, management, infrastructure, and economics, MPA-DP students do not select a concentration or specialization.  As with a traditional MPA, macro and microeconomics, statistics, and professional development are required, but MPA-DP students are not required to do a capstone project in their fourth semester (though they may if they apply and are accepted). One of the major differences is the nature of the MPA-DP internship. Rather than find their own internship, MPA-DP students are matched with select partner organizations for a three-month field internship in a developing country during the summer between first and second year. Otherwise, most courses available to MPA and MIA students are also available to MPA-DP students. Q. What kind of background do MPA-DP students have? A. There’s a big range. My cohort includes four engineers, six Returned Peace Corps Volunteers, a lawyer, four corporate consultants, two with experience working in corporate social responsibility, a number of entrepreneurs who started their own non-profit enterprises, and many who have experience with international NGOs like WWF or multilateral organizations like UNDP and ILO.  One thing is for sure, MPA-DP encourages potential students to gain hands-on field experience before applying to the program. For each cohort, we seek diverse international representation and undergraduate degrees. The first two MPA-DP classes include students from 21 countries, coming from a range of academic backgrounds including economics, business, engineering, computer science, agriculture, public health, biology, religion, history, communications, political science, law and international relations.   The cultural and professional diversity within each cohort is a powerful asset for learning and contributing to a vibrant program. Q. Is the MPA-DP program more quantitatively rigorous? A. The MPA-DP degree requires that students take advanced 6400 level macro and microeconomic analysis for international affairs rather than the (slightly) less advanced 4200 level. This is in preparation for some of MPA-DP’s other core curriculum including Human Ecology and Energy and Infrastructure Planning. Economics is a key component of international and public affairs and students who have not been exposed to statistics or a college-level economics class will find the first semester particularly challenging. That said, MPA-DP is not significantly more rigorous than the traditional MPA or MIA degrees, quantitatively speaking, and people who have not cracked open a calculus textbook since high school should not feel discouraged from applying.   Speaking for myself, I came to the program with a Religious Studies and Anthropology major, having little exposure to economics and having avoided statistics in college. I struggled with some of the concepts, but managed to do better than I expected. So long as you are able to demonstrate quantitative competency (I had taken a number of natural science courses and my work experience included budgeting and excel), you should be able to survive, and even hone new skills. Q. What kind of jobs are MPA-DP graduates qualified for? A. MPA-DP graduates are qualified for the same jobs as MPA and MIA graduates, although the degree is particularly well suited for work in international development-oriented organizations requiring fieldwork. Grads are equipped to understand and solve complex development problems at local, national, and global levels. In addition, the small size of the cohort and the program’s alliance with the Earth Institute and Global MDP Secretariat gives students access to additional networks through which to pursue career opportunities. In May 2011, our first class of 23 students graduated from the program. They have since found jobs with a diversity of organizations across 9 countries. These include positions in the World Bank, US government, foreign governments, international NGOs, development  consulting firms, entrepreneurial ventures, philanthropic organizations, and universities. Q. How do I select a Summer Field Internship site? A.  The three-month summer field internship is an essential component of the MPA-DP curriculum and is designed to provide students with practical work experience in sustainable development practice. MPA-DP students are given a number of possible, approved sites and organizations employing integrated approaches to sustainable development around the world. Students are also provided descriptions of project work that is available at these sites, then rank their preferences, and are matched in teams of 3-4 with these preferences and the site needs in mind. In 2011, MPA-DP students worked in six Sub-Saharan African countries with Millennium Villages Projects, in Bangladesh with BRAC, in Cambodia with Maddox Jolie-Pitt Foundation, and in East Timor with the Earth Institute. The number of projects and countries will expand in 2012 to include Haiti as well as more Asian, African, and Latin American project sites. To read student blogs from summer field internships, you can visit this site. Q. Can I do a dual degree with MPA-DP? A. As of 2011, the answer is no.  It is not possible to combine the international dual degrees, such as the two-year London School of Economics Degree or Sciences Po Program in Paris with MPA-DP because of the specific core requirements for the degree. The MPA-DP curriculum is densely mapped out over 22 months and cannot be completed in only one year at SIPA. Domestic, three-year dual degrees with Mailman School of Public Health or the School of Social Work, for example, might be more feasible, but are not currently available to MPA-DP students. Q. Can I submit an application to both the MPA-DP and to a traditional MIA/MPA? A. Yes, you may apply to both MIA/MPA and MPA-DP programs by creating two separate applications. The MPA-DP admissions process does not differ significantly from the traditional MIA and MPA process. The same elements are required (application, personal statements, traditional and quantitative resumes, GRE or GMAT, and 3 recommendations), however the MPA-DP applications are reviewed by a different committee to select a well-balanced cohort. For more information, interested applicants should also check out the MPA-DP website, or contact the program manager, André Correa D’Almeida, directly at ac3133@columbia.edu or at (212) 854-2636.

Analysis of Descartes Argument - 788 Words

Write a three to four (3-4) paragraph essay (250 words) which analyzes the surprise ending of the reading selection.? Reading selection from Descartes Discourse on the Method (Part IV). Descartes begins with the problem of being able to prove his own existence but ends up with an argument proving the existence of God. Read more about the Discourse on the Method located at HYPERLINK http://www.earlymoderntexts.com/pdf/descdisc.pdf http://www.earlymoderntexts.com/pdf/descdisc.pdf. In his Discourse on the Method, Descartes essentially asked his famous question: how can we know that we are not deluded by a demon to think that we exist and he answered with his famous riposte Cogito ergo sum I think because I am I.e. the very fact that I am aware of my doubts informs me that I exist. He knows this from his intellect; therefore the mind is superior and more immediate to him than is the body. Descartes knowledge of his existence comes to him through a mediate perception, and he wonders what else can come to him through this immediacy. May God be deceiving him? The idea of God (as per entity) is one of perfection. The mind is fallible and corrupt. An idea of such perfection entering a corrupt mind can, therefore, be only be put there by God. So God exists. And, because God is perfect, He would not deceive anyone. Ipso facto, error only arises due to our limited intellect that is blocked by materialism from seeing true Knowledge. Descartess argument, actually, for God sShow MoreRelatedDescartes Argument And Doubt Argument Analysis1943 Words   |  8 PagesDescartes was a rationalist, he believed that knowledge is not coming from sense, but through arguments and persuasive arguments. In the â€Å"Of the Things Which We May Doubt† by Rene Descartes, Descartes argues how knowledge is gaining by rationalism rather than empiricism. Descartes states in the beginning that all his youth year had been accepting the wrong view from outside the world, he started to doubt everything that he knows. He should get rid off all the view he believed before and restartedRead MoreAnalysis Of Descartes Dreaming Argument812 Words   |  4 PagesDescartes dreaming argument suggests that perhaps our senses cannot be fully trusted because we cannot be certain we are not dreaming, and this means we therefore cannot be certain of anything. His evil demon argument is similar but uses the idea of an evil demon deceiving you instead of your senses. These sceptical arguments mean that we cannot be certain of anything at all for it may be happening whilst we are dreaming, or we are being tricked into thinking it is happening. I do not agree withRead MoreAn Analysis Of Descartes And The Dreaming Argument1390 Words   |  6 PagesThis essay will take a look at Descartes Dreaming argument and Evil Demon argument. As well as discussing the ir weaknesses and strengths to later decide which argument is the best. Despite my belief of subjective truths, the reason for doing this is to establish both arguments on an equal basis and to determine which would be best in an argument. The Dreaming argument first showed up in Descartes First Meditation, where he focusses on the task to educate himself on his own doubt. When meditatingRead MoreAn Analysis of Descartes’ First Meditation Essay example1448 Words   |  6 Pages13th, 2012 An Analysis of Descartes’ First Meditation In Descartes’ First Meditation, Descartes’ overall intention is to present the idea that our perceptions and sensations are flawed and should not be trusted entirely. His purpose is to create the greatest possible doubt of our senses. To convey this thought, Descartes has three main arguments in the First Meditation: The dream argument, the deceiving God argument, and the evil demon â€Å"or evil genius†. Descartes’ dream argument argues that thereRead MoreEssay on Garber on Descartes860 Words   |  4 PagesAlex Burke 2/13/13 Modern Phil. MW 2pm Garber on Descartes: Rejection and Retention In Daniel Garber’s article, â€Å"Descartes against his teachers: The Refutation of Hylomorphism†, the metaphysics of the early scholastics is presented to show the similarities and differences between what Descartes was taught through scholasticism and what he came to refute. Through analysis of the article I will present what Descartes considered to be the central ideas of scholastic metaphysics, as wellRead More Descartes Wax Argument Essay1442 Words   |  6 Pagesof the wax argument is designed to provide a clear and distinct knowledge of â€Å"I†, which is the mind, while corporeal things, â€Å"whose images are framed by thought, and which the senses themselves imagine are much more distinctly known than this mysterious ‘I’ which does not fall within the imagination† (66). Through the wax argument, Descartes’ demonstrates that corporeal things are perceived neither through our senses nor imagination, but through our intellect alone. In this argument, you will seeRead MoreDescartes’ Cogito Argument Successfully Shows the Evil Demon Argument is Unsound888 Words   |  4 PagesDoes Descartes’ Cogito argument successfully show that the Evil Demon Argument is unsound? In this essay I will attempt to show that the philosopher, Renà ¨ Descartes’ Cogito Argument successfully proves the Evil Demon Argument to be unsound. By an analysis of the structure of the arguments and what they prove, I will show the evil demon argument to be unsound. An argument is unsound when the premises as false and the argument is invalid. This analysis of both structure and content will eventuateRead More Weaknesses of Descartes Arguments Essays1641 Words   |  7 PagesDescartes was incorrect and made mistakes in his philosophical analysis concerning understanding the Soul and the foundation of knowledge.   Yes, he coined the famous phrase, â€Å"I think therefore I am,† but the rest of his philosophical conclusions fail to be as solid (Meditation 4; 32). Descartes knew that if he has a mind and is thinking thoughts then he must be something that has the ability to think. While he did prove that he is a thinking thing that thinks (Meditation 3; 28), h e was unable toRead MoreDescartes Was A Metaphysical Philosopher Whose Main Goal1371 Words   |  6 PagesDescartes was a metaphysical philosopher whose main goal was to obtain and isolate lasting scientific knowledge due to the long-held beliefs that were being disproved during his lifetime. However, this proved to be quite difficult as the majority of his previously held beliefs were either doubtful or able to be proven false. In an attempt to work towards his goals, Descartes developed his Dream Doubt argument. When first analyzing this argument, it is important to analyze it for all its premisesRead MoreThe Meditations On First Philosophy By Rene Descartes916 Words   |  4 Pages The Meditations on First Philosophy by Rene Descartes is a thorough analysis about doubt. Descartes describes his method of doubt to determine whether he can truly know something. One of his major arguments is the proof of the existence of God. In this paper, I will attempt to unravel the flaws in Descartes proof that God exists. In the meditations, Descartes evaluates whether or not everything we know is a reality or a dream. Descartes claims that we can only be sure that our beliefs are true

Battle of Okinawa in World War II

The Battle of Okinawa was one of the largest and costliest military actions during World War II (1939–1945) and lasted between April 1 and June 22, 1945. Forces Commanders Allies Fleet Admiral Chester NimitzAdmiral Raymond SpruanceAdmiral Sir Bruce FraserLieutenant General Simon B. Buckner, Jr.Lieutenant General Roy GeigerGeneral Joseph Stilwell183,000 men Japanese General Mitsuru UshijimaLieutenant General Isamu ChoVice Admiral Minoru Ota100,000 men Background Having island-hopped across the Pacific, Allied forces sought to capture an island near Japan to serve as a base for air operations in support of the proposed invasion of the Japanese home islands. Assessing their options, the Allies decided to land on Okinawa in the Ryukyu Islands. Dubbed Operation Iceberg, planning began with Lieutenant General Simon B. Buckners 10th Army tasked with taking the island. The operation was scheduled to move forward following the conclusion of fighting on Iwo Jima which had been invaded in February 1945. To support the invasion at sea, Admiral Chester Nimitz assigned Admiral Raymond Spruances U.S. 5th Fleet (Map). This included the carriers Vice Admiral Marc A. Mitschers Fast Carrier Task Force (Task Force 58). Allied Forces For the coming campaign, Buckner possessed nearly 200,000 men. These were contained in Major General Roy Geigers III Amphibious Corps (1st and 6th Marine Divisions) and Major General John Hodges XXIV Corps (7th and 96th Infantry Divisions). In addition, Buckner controlled the 27th and 77th Infantry Divisions, as well as the 2nd Marine Division. Having effectively eliminated the bulk of the Japanese surface fleet at engagements such as the Battle of the Philippine Sea and the Battle of Leyte Gulf, Spruances 5th Fleet was largely unopposed at sea. As part of his command, he possessed Admiral Sir Bruce Frasers British Pacific Fleet (BPF/Task Force 57). Featuring armored flight decks, the BPFs carriers proved more resistant to damage from Japanese kamikazes and were tasked with providing cover for the invasion force as well as striking enemy airfields in the  Sakishima Islands. Japanese Forces The defense of Okinawa was initially entrusted to General Mitsuru Ushijimas 32nd Army which consisted of the 9th, 24th, and 62nd Divisions and the 44th Independent Mixed Brigade. In the weeks before the American invasion, the 9th Division was ordered to Formosa forcing Ushijima to alter his defensive plans. Numbering between 67,000 and 77,000 men, his command was further supported by Rear Admiral Minoru Otas 9,000 Imperial Japanese Navy troops at Oroku. To augment his forces further, Ushijima drafted nearly 40,000 civilians to serve as reserve militia and rear-echelon laborers. In planning his strategy, Ushijima intended to mount his primary defense in the southern part of the island and entrusted fighting at the northern end to Colonel Takehido Udo. Additionally, plans were made to employ large-scale kamikaze tactics against the Allied invasion fleet. Campaign at Sea The naval campaign against Okinawa began in late March 1945, as the carriers of the BPF began striking Japanese airfields in the Sakishima Islands. To the east of Okinawa, Mitschers carrier provided cover from kamikazes approaching from Kyushu. Japanese air attacks proved light the first several days of the campaign but increased on April 6 when a force of 400 aircraft attempted to attack the fleet. The high point of the naval campaign came on April 7 when the Japanese launched Operation Ten-Go. This saw them attempt to run the battleship Yamato through the Allied fleet with the goal of beaching it on Okinawa for use a shore battery. Intercepted by Allied aircraft, Yamato and its escorts were immediately attacked. Struck by multiple waves of torpedo bombers and dive bombers from Mitschers carriers, the battleship was sunk that afternoon. As the land battle progressed, Allied naval vessels remained in the area and were subjected to a relentless succession of kamikaze attacks. Flying around 1,900 kamikaze missions, the Japanese sunk 36 Allied ships, mostly amphibious vessels and destroyers. An additional 368 were damaged. As a result of these attacks, 4,907 sailors were killed and 4,874 were wounded. Due to the protracted and exhausting nature of the campaign, Nimitz took the drastic step of relieving his principal commanders at Okinawa to allow them to rest and recuperate. As result, Spruance was relieved by Admiral William Halsey in late May and Allied naval forces were re-designated the 3rd Fleet. Going Ashore Initial U.S. landings began on March 26 when elements of the 77th Infantry Division captured the Kerama Islands to the west of Okinawa. On March 31, Marines occupied Keise Shima. Only eight miles from Okinawa, the Marines quickly emplaced artillery on these islets to support future operations. The main assault moved forward against the Hagushi beaches on the west coast of Okinawa on April 1. This was supported by a feint against the Minatoga beaches on the southeast coast by the 2nd Marine Division. Coming ashore, Geiger and Hodges men quickly swept across the south-central part of the island capturing the Kadena and Yomitan airfields (Map). Having encountered light resistance, Buckner ordered the 6th Marine Division to begin clearing the northern part of the island. Proceeding up the Ishikawa Isthmus, they battled through rough terrain before encountering the main Japanese defenses on the Motobu Peninsula. Centered on the ridges of Yae-Take, the Japanese mounted a tenacious defense before being overcome on April 18. Two days earlier, the 77th Infantry Division landed on the island of Ie Shima offshore. In five days of fighting, they secured the island and its airfield. During this brief campaign, famed war correspondent Ernie Pyle was killed by Japanese machine gun fire. Grinding South Though fighting in the northern part of the island was concluded in fairly rapid fashion, the southern part proved a different story. Though he did not expect to defeat the Allies, Ushijima sought to make their victory as costly as possible. To this end, he had constructed elaborate systems of fortifications in the rugged terrain of southern Okinawa. Pushing south, Allied troops fought a bitter battle to capture Cactus Ridge on April 8, before moving against Kakazu Ridge. Forming part of Ushijimas Machinato Line, the ridge was a formidable obstacle and an initial American assault was repulsed (Map). Counterattacking, Ushijima sent his men forward on the nights of April 12 and 14, but was turned back both times. Reinforced by the 27th Infantry Division, Hodge launched a massive offensive on April 19 backed by the largest artillery bombardment (324 guns) employed during the island-hopping campaign. In five days of brutal fighting, U.S. troops forced the Japanese to abandon the Machinato Line and fall back to a new line in front of Shuri. As much of the fighting in the south had been conducted by Hodges men, Geigers divisions entered the fray in early May. On May 4, Ushijima again counterattacked, but heavy losses caused him to halt his efforts the next day. Achieving Victory Making skillful use of caves, fortifications, and the terrain, the Japanese clung to the Shuri Line limiting Allied gains and inflicting high losses. Much of the fighting centered on heights known as Sugar Loaf and Conical Hill. In heavy fighting between May 11 and 21, the 96th Infantry Division succeeded in taking the latter and flanking the Japanese position. Taking Shuri, Buckner pursued the retreating Japanese but was hampered by heavy monsoon rains. Assuming a new position on the Kiyan Peninsula, Ushijima prepared to make his last stand. While troops eliminated the IJN forces at Oroku, Buckner pushed south against the new Japanese lines. By June 14, his men had begun to breach Ushijimas final line along the Yaeju Dake Escarpment. Compressing the enemy into three pockets, Buckner sought to eliminate enemy resistance. On June 18, he was killed by enemy artillery while at the front. Command on the island passed to Geiger who became the only Marine to oversee large formations of the U.S. Army during the conflict. Five days later, he turned command over to General Joseph Stilwell.   A veteran of the fighting in China, Stilwell saw the campaign through until its finish. On June 21, the island was declared secure, though fighting lasted another week as the last Japanese forces were mopped up. Defeated, Ushijima committed hara-kiri on June 22. Aftermath One of the longest and costliest battles of the Pacific Theater, Okinawa saw American forces sustain 49,151 casualties (12,520 killed), while the Japanese incurred 117,472 (110,071 killed). In addition, 142,058 civilians became casualties. Though effectively reduced to a wasteland, Okinawa quickly became a key military asset for the Allies as it provided a key fleet anchorage and troop staging areas. In addition, it gave the Allies airfields that were only 350 miles from Japan. Selected Sources U.S. Army: Okinawa - The Last BattleHistoryNet: Battle of OkinawaGlobal Security: Battle of OkinawaU.S. Army: Okinawa - The Last Battle

Essay on Frankenstein and Blade Runner - 792 Words

The notion of humanity is a picture intricately painted using the ideals and morals that define us as human beings in contextual society. The audience is influenced by the morals and values present through techniques in texts to paint their own image of humanity. Our ideals and morals that differ in texts through context, scrupulously shape our image of humanity Despite different contexts, both Shelley’s Frankenstein and Scott’s Blade Runner enthrall the audience in a journey to explore the inner psyche through the various perspectives that are drawn. BR depicts the hunger of mankind to break the barriers of humane principle and intrinsic concepts of nature. The extended irony in the film paradoxically gifts the artificial†¦show more content†¦Tyrell’s appearance and syntax delivers a cold artificial image. Batty is purposely humanized through emotions, â€Å"I want more life, father† while Tyrell’s cold response â€Å"it is not something I can promise† highlights the lack of humanity in the predicted context of 2019, depicting the replicants â€Å"more human than human†. The neglect of his creation parallels F, urging the audience to reflect on their ideals and notions of humanity in comparison to the characters present in both texts. Thus through texts, it is our ideals and morals shape our image of humanity. F was written in 1818, when a conversation between Shelley and Byron regarding the English culture after the French revolution influenced the novel. Shelley drew this inspiration to focus on the lack of contextual humanity, paralleling â€Å"four skin jobs walking†. It contrasts integral facets of human nature, through the detailed characterization developed through the narratives. The ideals and morals present reflect on the concepts of humanity portrayed through the emotive language present in the texts. These shape our image of humanity depending on our interpretation. Shelley uses Victor’s lack of humanity as a metaphor for mankind’s negligence of the dying essence of romanticism in the time the book was written. It is evident in the chapter where Victor uses the serenity of nature to attain tranquility in a troubled mind. The visual imagery created in Montanvert accentuates theShow MoreRelatedFrankenstein and Blade Runner1063 Words   |  5 PagesHow does a comparative study of Frankenstein and Blade Runner bring to the fore ideas about the consequences of the desire for control? Both ‘Frankenstein’ By Mary Shelley (1818) and ‘Blade Runner’ composed by Ridley Scott (1992) express the concerns of the dire consequences that come as a result of the need for control. These texts were heavily influenced by the rapid growth of technology although reflecting different eras. They highlight the dangers of excessive ambition and the threats to theRead MoreFrankenstein Blade Runner1395 Words   |  6 PagesFrankenstein Blade Runner Essay Analyse how ‘Frankenstein’ and ‘Blade Runner’ Imaginatively portray individuals who challenge the established values of the time. In your response, refer to both excerpts below. i) ‘Slave, I before reasoned with you, but you have proved yourself unworthy of my condescension. Remember that I have powers, you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master;-obeyRead MoreFrankenstein and Blade Runner1069 Words   |  5 Pagesâ€Å"A deeper understanding of disruption and identity emerges from considering the parallels between Frankenstein and Blade Runner.† Compare how these texts explore disruption and identity. Frankenstein and BladeRunner both explore disruption and identity through the creators who have created life unethically and through the characters who were created and were abandoned. Shelley and Scott present the responder with a disrupted world where the relationships between nature and science and creatorRead MoreAnalysis Of Blade Runner And Frankenstein1242 Words   |  5 Pagesexperiences and moral compass. Blade Runner and Frankenstein both confront the issue of non-humans displaying human characteristics. Replicants and the Monster both are on the very outskirts of humanity, but they are capable of rational thought and compassion, along with the pursuit of happiness. This has created a sort of creepy feeling, with our modern perspective of humanism encroaching on the progressive views of the two stories in question. Blade Runner and Frankenstein have a warped concept of â€Å"human†Read MoreFrankenstein/ Blade Runner Essay989 Words   |  4 Pages‘Our interest in the parallels between ‘Frankenstein’ and ‘Blade Runner’ is further enhanced by the consideration of their marked differences in textual form.’ Evaluate this statement in light of your comparative study of ‘Frankenstein’ and ‘Blade Runner’ Textual form is an issue which divide many critiques and audiences. Some view texts as a form being superior and more expressive, whereas others may view film as to be losing its credibility of expression. Never the less it is adamant that throughRead MoreCorresponding Themes in Frankenstein and Blade Runner632 Words   |  2 PagesRidley Scott’s film Blade Runner reflects some of the key themes seen in Mary Shelley’s classic novel Frankenstein. For one, both the sources touch on the necessity of creators taking responsibility for their creations. Another key theme established in both works is the idea that emotional complexity and knowledge, over memory and appearance, allow people to be defined as human beings. Throughout the novel Frankenstein, author Mary Shelley builds upon the theme that one must take responsibilityRead MoreFrankenstein and Blade Runner: Comparative Analysis1403 Words   |  6 Pagessurrounding context, effectively explore the elements which constitute humanity and convey similar warnings regarding the future of mankind through the use of representations within varying forms of texts. The novel Frankenstein (F) by Mary Shelly composed in 1818, and film Blade Runner (BR) directed by Ridley Scott in 1982, embody the above notions. A comparative study of these texts reveals that, despite the fact that the context of composition moulded both works, the distinct universal ideologiesRead MoreEssay on Comparative Study of Frankenstein and Blade Runner1449 Words   |  6 PagesShelley’s Romantic novel Frankenstein (1818) compares and reflects values of humanity and the consequences of our Promethean ambition against the futuristic, industrialized world of Blade Runner (1992) by Ridley Scott. The notions of unbridled scientific advancement and technological progress resonate with our desire to elevate humanity’s state of being, mirrored amongst the destructive ambition to overtake and disrupt nature and its processes. The disastrous implications of overreaching the boundaryRead MoreFrankenstein and Blade Runner Essay (Contexts and Representation)1792 Words   |  8 PagesExplore the way in which different contexts affects the representation of similar content in the texts Frankenstein and Blade Runner. Mary Shelley’s Frankenstein and Ridley Scott’s Blade Runner, whilst separated by 174 years, feature very similar content which can be seen by comparing the two side by side. Coming from different contexts, they both express their anxieties about technology, which is shown through a man made creature, and they both exhibit a strong valuing of nature. However dueRead MoreMary Shellys Frankenstein and Ridley Scotts Blade Runner935 Words   |  4 Pagesâ€Å"Frankenstein† composed by Mary Shelley and â€Å"Blade Runner† directed by Ridley Scott Propose two of the most paramount science fiction stories as they don’t just pursue the logic of technological futurism but also present us with ideas about our humanity. Catalysed by their powerful contexts, both texts represent their common ideas, themes and values allowing us to fully appreciate their significance which continue to resonate throughout time. Despite being composed at different times, both Frankenstein

Book Review/ Personal Response - MyAssignmentHelp

Question: Discuss about the Autobiography of Maybe Tomorrow by Boori Pryor on Book Review/ Personal Response. Answer: On the basis of the given book Maybe Tomorrow narrated by Boori Pryor with Meme McDonald, I come to know that it is an autobiography of the life of an Aboriginal man. In other words, it can be said that, this book expresses the life story of the author Boori Pryor. In this book, the author represents the success as well as failures, and triumphs as well as tragedies of his life. Along with this, I also observed that in this book, the author Boori Pryor talks about the fate that is an essential part of the life of an individual (McDonald and Pryor, 2010). On the other hand, this is an inspiring as well as interesting book. Each and every chapter of this book starts with a brief quote that outlines the content as well as feeling of the section in an effective and a significant way. For example, in the chapter first What Im Talking About, the author states that people must feel happy about them, and also feel happy about the place where they live in. According the author, this is the main mantra of a happy and pleased life (McDonald and Pryor, 2010). Moreover, the second chapter Where I Start starts with the quote that is My main asset in the role I play as storyteller is that I am not angry. In this section of the book Boori Pryor expresses that I am a storyteller and this is my major strength. Moreover, I also come to know that, Pryor is a man with lot of anger, but he also believes that anger will not make him a good storyteller. For that reason, this section represents the role of Boori Pryor and also the tone of the book in a proper way (McDonald and Pryor, 2010). Along with this, the third chapter of the book Where I Go From There, reveals Boori Pryors sense of belonging to this world. In this section the author talks about his schooling days. Moreover, with the help of this chapter, I come to know that Pryor completed his education in both Aboriginal and white schools. Also, I observed that, the interest of learning as well as appreciation made him a teacher (McDonald and Pryor, 2010). In addition to this, the fourth chapter Away From Home begins with an inspiring quote that is You cant fall down. You fall down, you die. I observed that, in this section, the author represents different examples of different storytelling styles. I also come to know that Boori Pryor mainly uses device of analogy as a style of storytelling. The main reason behind it is that, in this storytelling style, a storyteller shows a situation that is very hard to grab. But, this storytelling style is comprehensible as well as accessible by people in a very easy way (McDonald and Pryor, 2010). Moreover, in the fifth chapter, I also analyzed that the condition of Aboriginal people nowadays is the major subject of the story that is narrated by the author. Also, in this chapter, the author also exposes his own life in the Air force. He worked as a DJ, Male Model, and Sportsman in the Air force. On the other hand, the fifth chapter of the book Finding My Way Back, tells the story Father Joan Gribble who is a white hero and an Anglican priest. In this chapter, I come to know that, Joan Gribble developed a mission that was very sensitive to the people of aboriginal culture. He also passed his mission to his inheritors (McDonald and Pryor, 2010). Apart from this, I also observed that, in this fifth chapter, the author talks about a meeting that was conducted between black and white people of Australia. Apart from this, this section also represents numerous linguistic styles of Boori Pryor. For case, at the time when Boori talks about the history of the aboriginal people then he used scholarly as well as academic language in order to represent his views in an effective and a proper manner. Furthermore, I also come to know that, the author uses polysyllabic vocabulary to represents the facts in an appropriate way (McDonald and Pryor, 2010). In the same way, in the sixth chapter No Matter Where You Are, I observed that the storytelling style of the author fits in his own experiences of the life. Moreover, in this section, the author describes that there are numerous effective ways of communication that make enable to people in order to connect with nature as well as creatures in an effectual way. In addition, I also come to know that in this section the author focuses on the mystical dimension of communication that concentrates of a new level of experience and on a different type of storytelling (McDonald and Pryor, 2010). Moreover, in this last section of the book the author gave message to people that they must do respect of aboriginal culture or society. In summing up, after reading the book, I come to know that the book is not only an autobiography, but a social as well as historical document also. Along with this, this book represents the life of author in relation to the enduring struggles of Aboriginal people in Australia. I also observed that, this is not an objective documentary. This book represents a bad relationship between Aboriginal people and whit people in Australia (McDonald and Pryor, 2010). In addition to this, in this book the author expresses that, people do not have any control on their destiny and they are under the control of their fate. On the whole, according to me this is an inspiring book. It makes enable to the people so they can face the problems of their life in an effective way. This book gives the message that people must be ready anytime to face all the phases of life. For that reason, I recommend people to read this book just the once in their life. References McDonald, M. and Pryor, B.M. (2010). Maybe Tomorrow. Australia: Allen Unwin.

Recruitment challenges in the UAE

This report discuss Taguchis methods for quality Essays

This report discuss Taguchis methods for quality Essays This report discuss Taguchis methods for quality Paper This report discuss Taguchis methods for quality Paper Essay Topic: History Dr Genichi Taguchi was born in Takamachi, Japan in 1924, a city famous for the kimono industry. It was only natural for him to study textile engineering as he was expected to assume responsibility of the family kimono business. But in 1942 Taguchis draft notice came and between 1942-1945 he served in the Astronomical Department of the Navigational Institute in the Imperial Japanese Navy. After 1945 he worked in the ministry of public Health and Welfare and in the Institute of statistical Mathematics (Ministry of Education). While here he met a prize winning Japanese statistician Prof. Matosaburo Masuyama, who at the time was regarded by many as the best statistician. Under his guidance, Taguchis learned much of the use of orthogonal arrays and experimental design techniques. He also contributed to many industrial experiments that dealt with the production of penicillin, and the name Genichi Taguchi gained recognition. In 1950, he was hired by the Electrical Communication Laboratory (ECL). During this time, both ECL and Bell Laboratories were developing cross bar and telephone switching systems. Working on the project for ECL provided Taguchi with plenty of opportunities for experimentation and data analysis. Six years later, Taguchi and ECL had completed the systems project. Around the same time, Bell Labs completed its version. Nippon ATT awarded a contract to ECL, however, for its superior production. During this period, Taguchi also found time to write Experimental Design and Life Test Analysis and Design of Experiments for Engineers (the result of working in the industry for six years). In 1960, the latter book helped earn him the Deming Prize for his contributions to the field of quality engineering. This is one of Japans most prestigious awards. Two years and a doctorate in science later, Taguchi wrote a second edition of Design of Experiments that introduced industrial research on the signal-to-noise ratio. He left the employ of ECL, but maintained his relationship in a consulting capacity. After becoming part of the associate research staff of the Japanese Standards Association, Taguchi founded the Quality Research Group. Since 1963, the group has met once a month to discuss industry applications. In 1962 Kyushu University awarded Taguchi with his PHD. When Aoyama Gakuin University in Japan invited him to teach in 1965, Taguchi said yesand stayed there for 17 years. Prior to Taguchis arrival, the University had no engineering department. Thanks in part to Taguchi, it now does. Dr. Taguchi developed the concept of the Quality Loss Factor in the early 1970s; he also published the third (current) edition of Design of Experiments By the early 80s, Taguchi was making a name for himself in the United States. Ford Motor Co. had been introduced to Taguchis methods via a Ford supplier. Ford was quite interested and Taguchi was invited to provide seminars for Ford executives in 1982. By 1983 he was executive director of the Ford Supplier Institute, Inc. (which would eventually change its name to the American Supplier Institute). Taguchi received two more awards in 1986. For his outstanding contributions to Japanese economics and industry, he received the Indigo Ribbon from the Emperor of Japan. This was followed by the International Technology Institutes Willard F. Rockwell Medal for combining engineering and statistical methods to achieve rapid improvements in cost and quality by optimising product design and manufacturing processes. ASQ is not the only quality organization to bestow honorary membership on Taguchi. In 1995, the Japanese Society of Quality Control honoured him with a like membership.

Museum spaces and department stores are both phantasmagoric spaces Essay

Museum spaces and department stores are both phantasmagoric spaces - Essay Example The viewer was not able to comprehend the meaning of swiftly and chaotically changing images and thus, could only perceive them as paranormal. Since the inception of time, projection and external beam effect techniques have been used by the magicians and theater to induce their viewers to believe-in, what is displayed for them. The same strategy is adapted by museums and lately it has also been used by the department stores. The psychological implication behind this technique is to produce inimitable impression on the spectators so they can believe the clairvoyant quality of the article on display. The aura, visual light effects, structure of the building and their rapidly changing aspect make these articles exclusive in the museum. Therefore, maximum attention is paid on the surrounding of the article to give it a mystic touch. Kapferer (2002) sheds light on why any space becomes phantasmagoric space and when any space is disjoined from the day to day life thus, due to its unusual a ttributes then such a space would be entitled for phantasmagoric space. Furthermore, he explains that phantasmagoric spaces entail generative forces, which represent them as distinctive. Their aura is beyond comparison as they stand apart from the rest of the world. ‘Victoria and Albert Museum’ of London embraces the premium collection of world’s finest decorative of arts. It represents the art and design collection of over 3000 years, which is worth approximately 4.5 million. The art, design and housing decorative of ‘V & A’ represent innovation and diversity of human kind. The marble sculpture of ‘Samson slaying a Philistine’ by Giambolanga (1560-2) is design inspired from the ‘Book of judges’ (An episode of the old Testament) (Samson, 2006). The seven feet tall large-scale sculpture is well defined in its sense of movement and ‘V & A museum’ authorities have kept it wisely in a central court gallery, where na tural light of sun and dramatic shadows of the surroundings imitate realistic attributes in the sculpture. The architecture of the building is in North Italian Renaissance style with a centralized grand auditorium. In the two storey museum the sculpture is placed amidst in one of the galleries, where viewers can observe them and get enchanted. The English gothic art architecture of ceiling has a rectangular opening in between to throw natural light on the sculptures. ‘The HammerBeam ceiling inspiration’ also entails Italic Vault style in the remaining curving part of the roof. (Courtesy of V & A Museum, 2013 1) The objective of creating a exclusive aura was to display the worth of Giambolanga sculpture. The instrument of killing is carved in a manner that it shows a brutal action without hesitancy. The intertwined figures are portrayed on a differentiated surface. Hence, the lifelike sculptor has a medieval surrounding to give it a complete phantasmagoric effect. The sp ace is edified by a backdrop of carved wood temple and wall. The strap against Samson chest entails the inscription of ‘I†¦. BELGAE†¦Ã¢â‚¬â„¢ (Victoria and Albert Museum). Though, the inscription is not visible from distance, but with a closer view; it develops the aura of steadfastness and identification. The Caesarean region and tribes

Telling the Christ Essay Example | Topics and Well Written Essays - 1000 words

Telling the Christ - Essay Example The gospels of Matthew and Luke are examples of what has been mentioned earlier and to prove this point, it is encouraged that the authors’ approaches be considered in the retelling of the death and resurrection of Jesus Christ. Reading Matthew 27:45 to the last verse of the book, one could see details of the accounts of Matthew from the time Jesus was crucified until He met with His disciples in Galilee after His resurrection. Luke, on the other hand gives a more detailed descriptive narrative starting from the same time Matthew used until Jesus ascension to heaven, found from the forty- fourth verse of chapter twenty three until the last verse of the last chapter. From these readings, one could determine some similarities and also differences which will bring a clearer picture of the circumstances as we look closer. Matthew and Luke both start their narratives by describing the setting, mentioning and confirming that there was darkness that fell on the land from the sixth to the ninth hour. The two authors probably have seen the importance of making mention of this because the darkness was a fulfillment of the prophecies during the ‘day of the Lord’ mentioned in Joel 2:10 and 31 and, Zephaniah 1:15. Both prophets mentioned the dreadful day of the Lord when the sun stops shining, the moon turns to blood and the stars fail to shine. This similarity is a confirmation of each other, making the claim strong and acceptable in the analysis of the scriptures. Following the introduction of the setting, the two authors mention two different utterances of Jesus as he was hanging on the cross. Matthew quotes Jesus saying, â€Å"Eli, Eli, Lema Sabachthani?† wherein he was understood by the spectators as calling unto Elijah for help. He was given a drink of wine vinegar and cried out in a loud voice before he gave up his spirit (Attridge, 1719). Luke on the other hand quoted Jesus saying, â€Å"Father, into your hands I commend my spirit.† This does not mean that Matthew and Luke have different stories of the same event rather, Luke filled in the information that was just mentioned in passing by Matthew. Matthew mentioned Jesus crying in a loud voice before he died and Luke quoted the last words of Jesus. This is what is meant by what was mentioned earlier that the gospels complement each other. Another difference is the mention of Matthew of the guards who were paid to make sure that no one would steal the body of Jesus. The story continues to show that the guards witnessed the rolling away of the stone that covered the tomb and that they have seen the angel of the Lord who was like lightning in appearance. They told the chief priests what happened but they were paid to tell that the disciples stole the body of Jesus. Matthew went on to mention that the story circulated and was retold ‘until this day’, meaning even until the day the gospel was written. This part is not mentioned at all by Luke, showing that Luke had other things in mind that he wanted to emphasize in his gospel. Matthew on the other hand, showed how concerned he was in proving the authenticity of the story of the resurrection of Jesus so he made sure to mention the plot of the high priests against the claim of Jesus’ resurrection. After narrating the plot to deny the resurrection of Jesus, Matthew proceeds with his story to the arrival of the eleven disciples in Galilee, meeting with Jesus.

Socratess Theory of Forms

Socratess Theory of Forms Theory of Forms Introduction Knowledge about the world is developed by basing on the things we see, listen and perceive and the information about these things is dependent on the senses and our perception about them. The knowledge and the perception, about even the most common things in the world are dependent on the general concept that exists about them. The descriptions of the things are defined by their appearance. Impression and the effects they have, but, for all these some standards are defined and these standards are used to categorize the things. Socrates also made this the center of his study and in his theory about the forms, he states that the things are explained on the basis of the concepts and those concepts are abstract in nature. This paper will be about the theory of forms presented by Socrates and the allegories that he used to explain them in detail. The paper will include the summary of the theory of forms followed by the third man objection to the argument, next comes the supposed counter a rgument by Socrates of all things in the world are set of ne large poll of forms, followed by the response to the counter argument all forms being the subject of another large set or being mutually exclusive, succeeded by the fact that inexistence of infinity and finally the conclusion to the whole discussion. Socrates Theory of Forms In the famous theory of forms or idea Socrates explains that the things achieve the properties like beauty or virtue with the help of other properties like having the property of being good and being beautiful and the existence of these properties make things what they are. It is our perception and our mind that decides what is beautiful and not our senses (Pluto Republic pp. 579-582). Similarly there can be several types of the virtues and the states, in which they exist, but, there will be one common attribute to it that is virtue. We are not able to see these things, like beauty, like the way we can see the other objects (Pluto Republic 507b). Since these properties beauty and virtue cannot be seen with the eyes and they can be perceived through different means and exist in separate domain and this can be considered as forms. Since our senses can be falsified and they can have different perception and can perceive wrong things then only philosophy can give the actual solution to this problem. In terms of forms, Socrates explained that there are a varieties of objects and things in the world that are related to the same concept and if those objects are liable to that particular concept then it is the certain feature that that particular concept should be common in these objects. Based on these assumptions, these things should have that particular attribute in common and if they are related to that attribute, and then it is the part of the existence of the things. It is certain that if some objects share same attribute, then a part of that attribute may be common in them, but, it cannot exist completely in a single object. B ased on the facts we can say that if a group of objects have some attribute in common it is because of the fact that they all are liable to it, but, it cannot exist completely in one objects and this comes to the result that the particular attribute that is shared must be the abstract in nature and can’t be accessed by senses. (Baird pp. 279-282) The main feature that exists in these attributes or properties is that that they are intelligible, clear and explainable (Pluto Republic 509d ff). Another feature that these properties or forms have is that they have is that they are unchangeable and exist in the same form (Pluto Republic 484b ff). The form may vary in the objects they exist but it will remain in its original form, in its actual existence (Pluto Republic 484b ff). Forms were further explained in Parmenides and was explained and were that every object has one or the other type of the form and the form has one and only one property that itself and cannot be mixed and also do not have any other property i.e. it is pure in its existence like beauty will have no other feature than beauty in itself. Moreover, every form is unique and has oneness in it i.e. there can be no copies of the form and it is the only one that exists and defines the objects that are associated with it and the forms are self defined and self predicted (Pluto Parmenides 128e- 130a). We cannot qualify or interpret a form on the basis of contrary predicate and the beauties itself can only e defined by being beautiful in its existence and nothing else. Form is self predicted and cannot rely on any other form and nothing can exist within it (Pluto Republic 479a-c, 523). Forms are abstract in nature and on the basis of the property they have, they give that particular feature to th e things in which they exist. A thing may be beautiful at one point, but, with the passage of time, the beauty may be compromised and may not exist in the form in which, it was actually and this may change the shape off object in which form originally existed. But, the existence of form cannot be challenged and it will remain in its original state, without any change or degradation and the actual form will not be influenced and cannot be defined by other forms. Parmenides’ Third Man Objection An objection that was raised against the Socrates’ theory of forms, in particular to his claim that all the objects that are answerable to one form have that form in it and that form also has that attribute in it and is self predicted. Parmenides claimed that if F is the form then if the three objects have same feature in common or have F-ness in them then it is the terms on which we all explain and determine these objects ids the form F. property of largeness was used in this case and Parmenides claimed that if the form F also has F-ness in it then there should be another form or other level of the form say F* that can explain this Form F. in this case F will not be self predictable and will be dependent on other form F*. in the similar manner F* will have F-ness and it cannot be defined by itself and will further depend on F** ( Pluto Parmenides 132 a-b). For example if a Form is large then it should have the property of largeness in it, but, cannot be explained by the form large itself and there should be the other form say large2 that will explain this property and later large2 will be dependent on large 3 and so on and it will lead to infinity. Socrates’ Response When it is said that F has an F-ness in it, it means that the property that makes a form F, F is the F-ness. It cannot be said that it is derived from some another version of the form. If we say that someone is honest, it means that we have actually defined what a hones person actually and when we make a square or show that it has the property of being square it means that we will give the representation of that form in a manner that it will fulfill all the attributes associated with it. When the form honesty is defined, the points are associated with it that determines what actually being honest means. When it is said that form honest has the property of honesty in it, it means that this forms represents what honesty actually means. If we define three groups a, b and z and we tell that the things in group have honesty in them which actually belongs to la large group of forms F. the larger group F will have all types of forms but the distinct ones and these will be the ones that wil l help in identifying the members of group a. it means that group F is a predefined and limited group, that helps in defining other groups. It means that group F is the group of standards and is the ones that decides that which things fall into which category. This means that since forms are abstracts, so, they are also are the standards on the basis of which the things are explained and defined. Objection to Socrates’ Response It means that the set X that is the set of all the forms are the standards that are helping in categorizing and defining other objects. When a standard itself is defined then there will be some other features that will have these features. But, if we defined property F1 and make it a standard then, it means that we associate set of features to it and these features decided what actually will be the standard or form F1should be. If for defining the standard of the form we say that let us have a form F1, F1 is combination of x, y, z and when x, y and z combine together then they can define what actually F1 is. It means that my original objection related to self prediction remains true. The form F1 will lose the property of being unique and distinct in its form. Let us take honesty. Honesty is the property that has truthfulness, reliability and sincerity in it. These collectively define Honesty. This shows that honesty itself is dependent on the other three forms of truthfulness, reliab ility and sincerity. It means that we will have to later define what these three features are and this process will go on and will become infinite. It means that we will have much large set than F, that will be defining the forms that are member of F. it is also possible that the attributes that define a form are also the member of the set F and they are interlinked to each other and are dependent on each other for their existence. Argument against Parmenides’ Objection If a form F1 is dependable on F2, F3 and F4 for its existence, it means that it is not the standard itself. The entire larger concept that define the world are the ones that are self defined and are independent of the other facts and forms. If we say that set F is the subset of a much larger set X and X is itself the subset of another set Y, but this all process will end at one point or the other. When we say that something is unique, it means that it is one in its form. When we say that god is one, it means that he is the only one who can achieve such greatness and no one can be compared to it and will have the property of being the God in him. For a God we define who can be the God and who can be the one that can rule over all humanity. It means that we have defined him as the symbol or standards. But, there are properties of greatness and oneness that are defining him, which means that God’s existence is not infinite, but it order to tell about the extent of his influence p roperties of greatness and oneness are needed, which means that in order to even define the greatest one in the world, we need the properties even smaller and much lesser than it. Therefore, it holds true that all the forms are mutually exclusively and are dependent on other forms; we can say that nothing is infinite, but, it is true that forms themselves need to be defined, with the help of other forms. Conclusion We can conclude from all these discussions that the forms are not purely self predicted, although the form is a symbol for its property and distinct feature, but, it is true that in order to define a standard or form, we also need the help from the other forms, which may be much larger or much lesser in greatness or strength. Although the standards tell us about their specific feature, but, they are the part of the much larger pool and are also dependent on the other forms of its own group. Works Cited Pluto. (2011). Ancient Philosophy: Volume I, 6th edition. In Parmenides, Ancient Philosophy: Volume I, 6th edition (pp. 290-297). pearson/ Prentice Hall. Pluto. (2011). Republic. In F. E. Braid, Ancient Philosophy: Volume I, 6th edition (pp. 274-288). Pearson/Prentice Hall.

Animal Farm, by George Orwell :: Animal Farm Essays

George Orwell’s novel Animal Farm takes place on a farm in England. Napoleon is the main character in this book and his character is a symbol for greed. Napoleon is a large Berkshire boar who receives great power when he arranges for the expulsion of Snowball. Napoleon changes in a negative way as the plot progresses. At first, Napoleon wants to better his life and the lives of all the other animals, but that soon changes. Power tends to corrupt some people, such as Napoleon who uses his power to change rules, control others, and shows favoritism. Napoleon uses power to change rules. The animals design The Seven Commandments of Animalism as rules which apply to all equally. Napoleon arranges to change The Seven Commandments to justify his wrong doing. After series of changes, only one commandment remains: â€Å"All animals are created equal, but some are more equal than others.† By having the power to make changes, he can make everything suit himself. At first there was the idea of a Utopia, heaven on Earth, but Napoleon changes that too. The Utopia changes to a dictatorship under Napoleon’s influence. Napoleon has the power to control others. He first gains the animals’ trust to become their leader and then plots to physically control them. He secretly trains guard dogs and makes them his secret police. Napoleon’s main concern is no longer all of the animals. Dogs kill three pigs for making confessions. These killings instill a mass fear among the other animals. Squealer assists Napoleon by speaking convincingly on his behalf and making him seem more â€Å"king-like†. Squealer aids Napoleon in his quest for absolute control or power. The animals are most afraid at the sight of Napoleon carrying a whip. Napoleon shows favoritism. His main concern is not all of the animals. Napoleon wants only to improve the worth of his and the other pigs’ lives. There is a caste system with two groups: the workers and the rulers. In this new system, the pigs are in the ruling class, and the other animals are the workers. The rulers were the pigs because they are better; therefore the workers are the other farm animals. Napoleon uses the barley crop to make whisky for himself and the pigs. The pigs wear clothes, learn to read, sleep in beds, eat on fancy dishes, wear ribbons on Sunday, and had to do less work.

Social, economic and cultural factors

Describe the social, economic and cultural factors that will impact on the lives of There are many social, economic and cultural factors that will impact on the lives of the children and young people that we may work with. Personal choice – Some families decide that they do not wish to live or act in a way in which is viewed from the outside the ‘ social norm for example being a travelling family or a child having same genders parents.If a Child is from a travelling family here is a possibility that their development at school may be delayed due to being transferred from school to school. Children also make personal choices. The choices they make can have a significant impact on their life and development. If children don't have support from carers they won't have rules set and may be able to do what they want such as drugs, smoking and drinking. This will hugely impact on their life.Children need to be encouraged or be given guidance on their life, it is very important for children to have good role models in their life Poverty – People are poor for many reasons, it could be down to drug and alcohol ependency, family breakdown, poor parenting, or a culture of worklessness. Growing up in poverty means being cold, going hungry, not being able to Join in activities with friends or being able to afford after school clubs etc. Families living in poverty are almost twice as likely to live in bad housing which has significant effects on both their physical and mental health, as well as educational achievement.Families that live in poverty are more likely to suffer mental and physical problems. Housing and community – Children that live in Overcrowded, low quality and poor housing situations, i. e. that's damp, has mould and/or infested can have a negative impact on a child or young person's development but especially their health. Children living in these conditions are more likely to have respiratory problems, to be at risk of infections, and have mental health problems.Living in these conditions also affects a child's ability to learn, which can have a lasting impact on a child's chances of succeeding in life. â€Å"Poor housing conditions increase the risk of severe ill-health or disability by up to 25% during childhood and early adulthood. † (Shelter leaflet) In areas where children and young people are xposed to challenging and anti-social behavior, this too can have a negative effect themselves to keep themselves away from the challenging and anti-social behaviour, this can affect social development.Some families that display offending or challenging anti-social behaviour, may end up with their children being taken into care or going into prison. Educational environment – A non-regulated educational facility may create an environment for a child that does not meet a child's needs, thus stunting a child's developmental potential. Having an engaging environment will make a child want to ork. If an en vironment is dull and boring a child won't want to learn and will lose interest.Health status – Children that are unwell may spend a lot of time in hospital or attending hospital appointments, this will have an impact on the child's development because they miss school or pre-school, this can affect education on all aspects of development such as emotional and social aspects, making friendships etc. Having asthma may mean you can't play outside for as long as other children- meaning you may be picked on for being ‘lazy. Being on medication can make you drowsy and so ffect on your school work and concentration.Having time off school can also affect their social skills as they aren't spending much time around children their own age. There are some older children that look after parents that are ill, this is a huge impact on the young person social life and a lot of responsibility at such a young age. Disability – if there is a parent or a child in the family that h as a disability, this could affect the family especially if the child is used as a carer for their parents.In some cases respite care may be needed for families with family members that are disabled nd this can cause family disruptions and inconsistency in a young person's care especially if the respite care is for overnight visits away from home. Whilst a child or family member is receiving support for a health issue this could possibly affect continuity of care, education, development and income. Addictions – Children that live with adults that are addicts may be relied upon by the adults at times to be their main carer.At times these young people may feel isolated and unable to tell people what they are experiencing at home, they may experience stressful situations and may be living in the poverty that the adults that are upposed to be caring for them have caused. In some situation where a young child is suffering abuse or neglect they would be taken into care. Bereavement and loss – If a family loses a member of the family or a close friend this could affect the mental and in turn physical health of a family.Adults that have lost their partners may find the emotional strain difficult to cope with and may then find it more difficult to care for other children in the family. Family expectations and encouragement – Many parents have different parenting styles and can offer different levels of support to their children. Many of these parenting styles tend to vary between different cultures. If a child is subject to inconsistency and a lack of support this in turn could lead to a child suffering low support their children they can have low confidence and low self-esteem and sometimes a change in behaviour, seeking for attention.When too much pressure is put on someone to do well this can result in them getting stressed and afraid of failure. Families may have conflict between parents and children. This will impact on their lives as they hav e to spend a lot of time around family and if they don't like them it will be hard. With divorced families, children may spend time travelling between parents and so don't have time to concentrate on their school work. The parent they live with may also take out all their stress on the child.If a parents has died the child may feel very depressed and not concentrate on their school work. Religious beliefs and customs – Has the potential to influence many aspects of development, as it effects a child's (and adults) way of thinking, dietary needs, clothing, how often they are taken to obey their beliefs, which may result in them missing out at school, pre-school, clubs etc. A religious way of life can be transmitted between generations and grandparents maintain a significant influence. Some parents see passing on their faith as an important part of parenting.A religious identity at home can most certainly cause confliction with other pressures on their children, including negat ive portrayals of religion in the media. Ethnic beliefs and customs – Ethnic belies and customs can also affect a child's clothing, customs, dietary needs, education and other areas of their lives. Many adolescents from non-English speaking backgrounds face the challenge of dealing ith the tasks of adolescence while growing up between two cultures – with not only two languages but often very different behavioral and social expectations.There may be great variation in cultural values and norms regarding the central tasks of adolescence – such as developing a sense of identity and independence. Young people may have different forms of attire, causing them to be teased or bullied. Their culture may view interaction between men and women in a different way and the young person will struggle to recognise what is acceptable at school as it differs to ome. This could cause them to come into conflict with school rules or to be perceived as a trouble maker.Marginalisatio n and exclusion – marginalisation and exclusion can happen for a variety of reasons like, being poor, unemployed, family status, discriminated against, or being disabled by a society that won't work around the problems of impairment; they all bring with them the risk of exclusion. Being excluded from economic, social and political means of promoting one's self-determination can have adverse effects for individuals and communities alike.

Types Of Norms Descriptive Norms - 1501 Words

It has been documented for many years in social psychology that there exists a group behaviour that emerges when individuals are placed in a group. The social norms are the rules and standards of a certain group, which dictate how its members are expected to behave. It is possible to distinguish between 2 types of norms: descriptive norms, which inform us as to how others act in similar situations, and injunctive norms, which specifically indicate how an individual should behave. The individual will tend to conform to the norms of the group, and sometimes even disregard their own opinion or perception in order to fit in, as shown by studies by Acher and others. The question to address here is what causes these norms to form in social groups; and what impact these norms have on the behaviour of the members in various group situations. It is clear that norms are useful in everyday life to a member of a group. For example, they help to dictate how the individual should behave in order to provide moral structure in decision-making, as the individual will tend to trust the judgement of the group as a whole. As humans we have an innate desire to obtain a social identity by associating ourselves with a particular group; this enhances our self-esteem and pride (part of Tajfel’s social identity theory). This leads to the creation of ‘in-group’ vs. ‘out-group’ behaviour, such that an individual will strive to increase the self-image of his own group over other groups. This, amongShow MoreRelatedEssay on Human Behaviour and Social Norms1593 Words   |  7 Pageshead: HUMAN BEHAVIOUR AND SOCIAL NORMS Do social norms influence human behaviour? Human behaviour is the response to given stimuli, which are socially and environmentally affected. This response is something that can easily be influenced and shaped through many personal, situational, social, biological, mental factors. 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