Personal Communications Essays - Human Communication,

Personal Communications Improving personal communications is very important to today in the fast moving world. The communication process is very important, it is estmated that 80 percent of messages get deport? For better results replace ?You statements? with ?I statements.? Say I'm concerned...That will bring the person off of the defensive approch. Also discuss things as they happen with out waitng. When you wait things can be losted or forgotten. If you work them out early it will be much easier for you and the other person. Select the right ime and place to discuss something. Like and office away from co-workers or customers or busy phones. So that person has your full attention. Overwhelming other with your self disclosure is not a good idea. You shoudl be open, but don't share too much, too fast. Before sayign anything consider these three things. 1. Is the statement true? 2. Is the statement necessary? 3. Is the statement kind? Be aware of your nonverble cues. Cues give you away easy. Example, hesitation in your voice, expression of doubt on your face, and a long pause. The emotion you give is how intrested you are. doing this their is filters example. Sender (You)-----Sender Filters *Semantics{upersonal communications is very important to today in the fast moving world. The communication process is very important, it is estmated that 80 percent of messages get distorted or lost. Impersonal communication is not always the right way to speak with people. This would be fax, e-mail,bulliton board, voice mail and manuals etc. Interpersonal communications is a verbal exchange of thoughts or imformation between two or more people, and through this it allows people to give feedback on what they have to say or ideas they would like to share. In Communications theirs always (You) Message Sender. Next, Message (Directions) Next, (Friend) Message Receiver. By doing this their is filters example. Sender (You)-----Sender Filters *Semantics, *Emotion, *Attitudes, *Role Expectations, *Gender Bias.----Message----Receiver Filtes, *Semantics, *Emotion, *Attitudes, *Role Expectations, *Gender Bias.---Receiver (Plu mber) Semantic is a word that will ahve different meanings to different people. Example WordProcessing to some people that might mean type writer. To me it means Computer typing. Emotions play a big part on what kinda feed back you get when talk to someone. If a CEO, comes into a busniess meeting and starts yelling and gives everyone a real big attitude. The people who have to come up with ideas aren't going to say much. If they have an idea they will probably won't say it at all. That also falls into Attitudes. When working in a company you have to find a role. What I mean by a role is you have to find a common ground of what you have to get done and do it. There will be some gender bias in every company or work place, you just need to find something you like and stick to it. Nonverbal Messages play a huge part. Example if you are the boss and someone is trying to give you an idea they came up with and you are not giving them eye contact, a dirty facial expression, and uncomfotable gestures. The person will feel that you could careless. When in a work enviroment everyone needs some kind of personal space. When provided personal space people work better and easier and more relaxed. When talking to someone send clear messages try to keep out all the filters. So people won't be misunderstood. Use words carefully, example use words that are simple, clear and cannot be mistaken. Use repetion when possible send the people an e-mail or leave a message, that will get there attention. Develop listening skill, everytime you talk with someone you're working on listening skills. Apply that to the next person. Active listening you're seeing and listening to what they have to say. Empathic listening is good to a company becuase it gives a employee someone to talk to too about personal problems. Here's some steps 1. Avoid being judgmental. 2. accept what is said. 3. Be patient. This will help a company in a big way. You want to create a climate that encourages upward communication. Have the people below at the bottom give ideas and partisapate

Jane Eye essays

Jane Eye essays Jane Eyre, a novel about an English womans struggles told through the writing of Charlotte Bront, has filled its audience with thoughts of hope, love, and deception for many years. These thoughts surround people, not just women, everyday, as if an endless cycle from birth to death. As men and women fall further into this spiral of life they begin to find their true beings along with the qualities of others. This spiral then turns into a web of conflicts as the passenger of life proceeds and often these conflicts are caused by those sought out to be guides through the journey of life but merely are spiders building a magnificent web to catch its prey. In Jane Eyre, Bront uses the literary elements of plot and character to convey the theme that a person often falls in love with a manipulator because she has little experiences of other forms of love and as a result she has to establish her own integrity. Bront uses the character element of opinions to show how some people often form con clusions about others and express them in their thoughts as either cruel or friendly. Since Bront bases Jane Eyre as story told through a young lady the reader is allowed to experience her thoughts and reactions to those around her who make her very personality. As Jane is in her youth she develops these notions about her own family yelling at her cousin John saying, You are like a murdereryou are like a slave-driver-you are like the Roman Emperors. (p. 8) Not only showing that Jane has the intellectual maturity much greater than that of a normal ten-year-old but also that she finds John cruel and sees him becoming a bad man when he grows up. Due to Mrs. Reeds lack of discipline John did grow as his cousin perceived causing his own demise and the relief of Jane for her cousin no longer could torment those lesser than himself. Mr. Rochester continued blind for the first two years of our union: perhaps ...

Pick 5 short stories and write 5 responds ( each just have to be one Essay

Pick 5 short stories and write 5 responds ( each just have to be one page) - Essay Example From the description about the colonel in the story, one could conclude that his personality could best be described as a remorseless person in a chaotic country that embraced violence among their people (James, Denise & Tom 85). The colonel reveals his evil personality to the author with no compunction, â€Å"He spilled many human ears on the table† (James, Denise & Tom 85). Furthermore, the author manages to reveal to the reader that the colonel behaved that way since his people had become hard to difficult to govern plus he had enemies. This story written by Fred Leebron remains as an intriguing fictional story that entails a lady that broke up with her boyfriend and sought for revenge. The story begins with a happy time memory of the couple being by the river side enjoying themselves, â€Å"She touches his hair by the river† (James, Denise & Tom 157). The author in the story jumps back and forth in telling her story as she reveals her past relationship and links to the current event. From the story, one could realize that the author enjoyed pleasant times with the man he dated before they moved to his apartment. As the author compares the past life with the present, one could realize that the two had broken up though the author had the key of the apartment. The author goes to her ex-boyfriends apartment and turns on the gas stove without lighting it, then walks away. The author is angry with the man and plans for a fire accident to occur in his apartment since she knew that he liked to smoke, â€Å"The air smells of autumn, burnt† (James, Denise & Tom 157). This story hence reveals the bitterness of a girl who feels cheated in entering a relationship with the man she speaks about, â€Å"His former girlfriends have turned into lesbians† (James, Denise & Tom 157). The readers remain left in suspense on what will happen to the former boyfriend when the author leaves the apartment with the gas stove on â€Å"I turn it on without lighting† (James, Denise & Tom

Take home essay exam Example | Topics and Well Written Essays - 1500 words

Take home exam - Essay Example During my childhood days my dream girl was a princess who helped me comforted me and played games with me. The teen years saw the evolution of the pretty princess into a sensational diva who could set my soul on fire, someone who would attract envious glances from my peers an absolute beauty with a perfect figure and ravishing looks. But as the years progressed and as I passed out of the turbulent teens my mind settled down and now rationality has set in as I realize that the girl who will be my life partner has to have a whole lot more than looks and sex appeal. When the essay topic was announced at first I found the notion quite ridiculous but when my thoughts settled I felt that this was the right time to delve on this issue which has a bearing on my whole life. This essay topic has prodded me into realistically thinking as to what exact attributes am I searching for in my partner, the significant other. I take this opportunity to search my mind, heart and soul to draw a sketch of the girl for me. It is not an easy task especially to name only three aspects when so many flood your mind but this is a great opportunity to mind map, think and analyze an issue which we usually tend to ignore or hope that all the pieces of the jigsaw fall into place by themselves. One of the main and obvious criteria in search of a significant other is obviously looks and the attraction that I would feel for the other person. According to Bailey and Kelly (1984), perceived physical attractiveness of self and others has been shown to be an important dimension in the establishment of interpersonal relationships. I totally agree with this as I mean as a child I wanted Pam Anderson to be my dream girl but when I became older I obviously knew what I wanted in a girl. I do not see how it could change as these are what are most important to me. Looks and physical attraction do mean a lot to me so

Investment in single company shares and gilts Coursework

Investment in single company shares and gilts - Coursework Example From the point of view of economics, the act of investment is related to saving or deferring consumption today for the purpose of a better or higher return tomorrow. Interest is the price paid to the investor for waiting or deferring consumption. As consumers, we may invest for a number of reasons. We may invest in a house because we want the comfort of a shelter and a place to hold our belongings, a car to drive us to work, or a beach house to spend the holidays. Investments are also made in financial instruments that have value such as shares, bonds and pension plans. The idea is that the investment should bring us a better level of return in the future. Investments may also be made by corporations of monies kept for the purpose of buying future assets or replacement of machinery etc. The investment made in different types of financial instruments will yield a rate of interest and may increase or decrease in value due to demand and supply or various other factors. Thus investment w ill give one more than one types of return- interest earned and capital gains. The Investment Climate in the UK The UK has a very active financial environment, as London has been one of the most important financial centers of the world for some time now. The main reasons for this are the availability of infrastructure in the shape of the equity and bond markets and money market for local and foreign currencies. The main offices of the Bank of England, the UK’s central bank and many other local and international banks are housed here too, much like Wall Street in New York, USA (Kindleberger, 17). There are thousands of trades done daily on the floors of these banks and exchanges. These trades are directly or indirectly related to trade and commerce and the flow of goods, services and money from one bank or country to another (Ross, 12). The activities in the equity and bond markets may be of primary or secondary nature. Primary activity means the issue of new shares or bonds, and secondary activity means the trading or reinvestment of previously issued shares or bonds. Under the corporate form of ownership, a company can raise capital from the general public by issuing a Prospectus in the newspaper stating the nature of its intended business, and viability and profitability of the same. It is left up to the general public to judge and decide for themselves whether or not to invest in the shares or ownership rights of the business. This is called an Initial Public Offering or IPO if the company is inviting the public to purchase its shares for the very first time. The same activity may be carried out in the bond market which is the market for the issue and trading of debt securities. Bonds signify the debt of a company, and the owners of bonds are called the creditors of the company. Previously issue bonds can also be re-bought or resold at the rates prevailing in the market. Bond and equity markets always travel in the opposite directions. If the equity market is up, the bond market would be down and vice versa (Thau, 3). While the owners of bonds, debentures or debt securities are assured an interest payment at a defined rate of interest, and the price of the market value of their bonds at any time they decide to liquidate their holdings, the owners of equity shares will get a dividend payment based upon the number and value of shares they hold at that point in time. This is usually declared by the Board of Directors based upon the profits made by the company in a particular year. They are under no obligation to declare a dividend and may alternatively decide to plough back the profits into the company, to reinvest in

Effect of PM Question Time on Government Decision Making

Effect of PM Question Time on Government Decision Making As Norton has noted, Parliament ceased to be a policy-making legislature in the nineteenth century and is now a ‘policy-influencing’ legislature. Parliament is thus expected to subject policy to a process of scrutiny and influence.[1] This essay will assess the extent to which the present mechanisms available to parliament to call the government to account can be said to have a meaningful ability to effect governmental decision making. In order to evaluate the role of parliament in this matter, some of the procedural mechanisms of the House must be examined. Question Time in the House of Commons is one of the principal means by which information is obtained from ministers by Members of Parliament.[2] Prior notice of the questions is given to ministers, however, supplementary questions may then be asked on matters arising out of the minister’s reply, of which notice will not have been given. Question Time is widely publicised and therefore has the effect of drawing public attention to matters of particular concern. The process can also highlight the capabilities of individual ministers as they will need to ‘think on their feet’ in order to answer the supplementary questions. In April 1995 the then Health Secretary announced that several London hospitals were to be closed to curb public expenditure. The announcement of this unpalatable policy was made through a written answer rather than orally in the House. At Question Time the Health Secretary was accused of ‘lacking moral courage’[3] and the episode gain ed considerable publicity. Question Time is the only regular occasion upon which the government is obliged to account to Parliament for its management of the nations affairs.[4] Other merits of the system are that it provides an opportunity for the opposition to select issues as well as an opportunity for backbench MPs to question ministers. This in turn allows for local and regional issues to be given hearing in full parliamentary session. It also offers ministers the opportunity to become aware of issues which might otherwise have gone unnoticed. Parliamentary questions are very useful in highlighting existing governmental policy and bringing any controversial issues surrounding it to the attention of the media and hence the public. This allows effective scrutiny of government. However, the process does not provide a direct mechanism for effecting governmental decision making, although indirectly, the resulting public pressure may provide a mechanism for influencing policy change. Further limitations are tha t it operates on a rota system, with departments being subject to questions only once per 3 or 4 weeks; time restraints make ‘in depth’ questioning impossible; and, sensitive questions can be avoided.[5] Moreover, government backbenchers are able to reduce the time available for opposition questions by presenting favourable questions to ministers. Each Wednesday the House of Commons hosts Prime Minister’s Questions which lasts approximately 30 minutes. This procedure allows the Leader of the Opposition to put up to three questions to the Prime Minister. This presents an opportunity for immediate argument between the parties and can affect MP’s perceptions of their leaders.[6] Other MPs are then able to ask questions of the Prime Minister. As above, this allows for raising public awareness of issues and for questioning government policy. However, similar problems also exist, with the use of government backbenchers to praise government action rather than question it. This process has lead Loveland to conclude: â€Å"That MPs and ministers feel it appropriate to waste the Commons’ evidently limited and supposedly valuable time on such nonsense is in itself regrettable. That such questions are also manifestly an insult to the intelligence of voters provides further justification for the contention that the House of Commons is a quite inadequate vehicle for the sensible representation of political opinion in a modern democratic society.†[7] Another way in which parliament may effect governmental decision making is via debate. There are several types of debate which happen in the House of Commons. Debate will occur after the second reading of legislation, yet there are other provisions as well. Emergency debates may exceptionally occur where a matter is deemed to be of urgent national importance. There are also daily adjournment debates, where backbenchers can initiate short debate on matters for their choosing. Selection is by ballot through the Speaker’s Office. Members may also express concerns about issues by tabling a written motion requesting debate ‘at an early day’. However, such early day motions rarely result in debate and instead are primarily confined to shoeing the strength of parliamentary feeling on particular issues.[8] Where pressure grows significantly the government may feel inclined to respond but again the influence is often indirect. Carroll provides an evaluation of debate as a whole.[9] He states that the merits of debates are that: they force ministers to explain and justify policy initiatives to the House; they provide an opportunity for the opposition to expose flaws in government policy and decisions and present suggestions; they help to educate public opinion; they provide an opportunity for government ministers to display dissent, enabling policy changes to be considered; and, they give MPs the opportunity to present the views of constituents and interest groups. However, the demerits of debate according to Carroll are high in number: in the main it is the government, rather than parliament, which decides what will be debated and when (there are twenty Opposition Days when the Opposition chooses the subject for debate); most debates are dominated by the frontbenches; there is not time to engage in full detailed debate or to debate crises as and when they arise; they are often poorly attended; they attract little public attention. Furthermore, Carroll alleges that policy is formed and decisions made before parliamentary debate takes place. The government therefore defends its decisions during debate regardless of any merits of alternative proposals or exposed defects in its decisions and therefore debates appear to have ‘very little immediate effect in terms of influencing government thinking or action’.[10] Perhaps the most effective scrutiny of government is through select committees.[11] These committees are chaired by senior backbenchers and consist of between 9 and 13 backbench members. They allow in depth analysis of departmental action and investigate a wide range of topics.[12] Examples of issues investigated by select committees include the ‘Westland Affair’[13], although the government refused to allow witnesses from the Department of Trade and Industry to give evidence; and the Arms to Iraq controversy, where the Select Committee on Trade and Industry examined the sale of equipment to Iraq during the first Gulf conflict. Media interest may also influence the topics investigated by select committees, as evidenced by the examination of the decision to go to war in Iraq by the Foreign Affairs Select Committee in 2003.[14] Select committees are empowered to send for persons, papers and records and can expect full government co-operation. Furthermore, persons giving evidence must take a formal oath. However, as illustrated above, the co-operation of government, although expected, is not always assured. Once a select committee has investigated an issue it will publish a report. Around one third of these reports result in debate in the House, which are subject to the analysis above. Carroll has provided further evaluation of the merits and demerits of select committees,[15] stating in support that: they provide a systematic infrastructure for detailed scrutiny of government conduct; they are the only parliamentary forum in which ministers and public servants may be questioned ‘in depth’ on topics not determined by party leaders; there is a less party-political atmosphere; the members gain expertise in a particular area; the reports attract media attention. However, the demerits include: they cannot impose any sanctions or direct pressures on government if dissatisfied with departments’ conduct; as noted, few reports result in debate; the government can dictate when persons will not give evidence; they are poorly supported in terms of resources; facilities and rese arch staff. From the analysis above it may be seen that although Parliament has several option open in terms of scrutinising government action, these procedures offer little in terms of direct effect of government decision and policy making. The Select Committee on Modernisation of the House of Commons has produced a report which suggests reforms to make better use of non-legislative time and strengthen the role of the backbench MPs.[16] So far this has resulted in minimal reforms such as a reservation of time for Topical Questions in departmental question time and a consideration of ways in which opportunities to debate the plans of government departments may be guaranteed.[17] However, without further reform, Parliament is currently unable to influence government decision making in any significant per-event sense. Bibliography Allen, M. and Thompson, B., Cases and Materials on Constitutional and Administrative Law, 9th Edition (2008), Oxford University Press Barnett, H., Constitutional and Administrative Law, 6th Edition (2006), Routledge Cavendish Bogdanor, V., The British Constitution in the Twentieth Century, (2003), Oxford University Press Bradley, A.W. and Ewing, K.D., Constitutional and Administrative Law, 14th Edition (2007), Pearson Carroll, A., Constitutional and Administrative Law, 4th Edition (2007), Pearson Education Lord Hutton, â€Å"The media reaction to the Hutton Report†, (2006) PL 807 Loveland, I., Constitutional Law, Administrative Law and Human Rights: A Critical Introduction, 4th Edition (2006), Oxford University Press Norton, P. (ed), Parliament in the 1980s, (1985), Blackwell Pollard, D., Parpworth, N., and Hughes, D., Constitutional and Administrative Law: Text with Materials, 4th Edition (2007), Oxford University Press 1 Footnotes [1] Norton, P. (ed), Parliament in the 1980s, (1985), Blackwell, pg 8 [2] Barnett, H., Constitutional and Administrative Law, 6th Edition (2006), Routledge Cavendish, pg 405 [3] cited in Loveland, I., Constitutional Law, Administrative Law and Human Rights: A Critical Introduction, 4th Edition (2006), Oxford University Press, pg 157 [4] Carroll, A., Constitutional and Administrative Law, 4th Edition (2007), Pearson Education, pg 160 [5] Carroll, supra pg 161 [6] Loveland, supra pg 158 [7] Loveland, supra pg 159 [8] Pollard, D., Parpworth, N., and Hughes, D., Constitutional and Administrative Law: Text with Materials, 4th Edition (2007), Oxford University Press, pg 281 [9] Carroll, supra pp 162-164 [10] Carroll, ibid note 9 [11] Bogdanor, V., The British Constitution in the Twentieth Century, (2003), Oxford University Press, pg 172 [12] Bradley, A.W. and Ewing, K.D., Constitutional and Administrative Law, 14th Edition (2007), Pearson, pg 219 [13] Defence Committee, HC 518, 519 (1985-86), London: HMSO; Trade and Industry Committee, HC 176 (1986-87), London: HMSO; Treasury and Civil Service Committee, HC 92 (1985-86), London: HMSO [14] Lord Hutton, â€Å"The media reaction to the Hutton Report†, (2006) PL 807 [15] Carroll, supra pp 168-170 [16] Allen, M. and Thompson, B., Cases and Materials on Constitutional and Administrative Law, 9th Edition (2008), Oxford University Press, pg 321 [17] Allen and Thompson supra pp 321-322

St.Augustines Theodicy and St.Irenaeus theodicy as a weak response to

Augustine’s theodicy is greatly influenced by the creation stories of the Old Testament (Genesis 1-3). While thinking about Augustine’s theodicy it is worth bearing in mind that he interpreted the Genesis story as a literal account of the origins of the world and also as a mythological story that communicated values and meaning. While most Christians today would not suggest that the Genesis story is literally true, they still value the ideas Augustine puts forward in his theodicy. Augustine’s theodicy is basically- God is perfect and creates perfection (garden of Eden), God gave us free will which we in turn misuse which in turn leads to the fall of man and therefore evil comes into the world. So now the whole world is evil and corrupted, Natural Evil is then a result of this corruption. Everyone after the fall shares in the sins of Adam- Original Sin, until Jesus saves us by dying for our sins on the cross. In the book of Romans (5:12) it says ‘Therefore, just as sin came into the world through one man, and death came through sin, and so death shall spread to all because all have sinned.’ Therefore humanity is responsible for evil. But some may say that God gave us free will in the first place and if God is all knowing then He knew the fall would happen and therefore he is not all loving or all powerful as he knew evil would come into the world and yet did nothing about it. Vardy comes up with an analogy that works with St.Augustine’s theodicy- the story about the prince and the peasant, a rich prince falls in love with a peasant but knows that if he went up to her clad in his rich fine cottons and silks then she would not truly love him but love what he has. So the prince disguises himself as another peasant and ‘woos’ ... ...so a story of a girl who is beaten and beaten by her parents but does not know why because she is so young. Ivan would say that having free will is ‘still not worth it’ On the other hand some believe that Irenaeus’ Theodicy is effective. They may say that the theory works well with evolution, in the sense that the world was bad and it must be made into perfection. They say that we were once imperfect and have since improved and evolved but this would happen through suffering and therefore it is possible to tie the two theories together. Having to suffer in order to achiever the virtues seems sensible and logical as many sportsmen will know that pain shows that your working hard, this also ties in with the aesthetic principle. Personally I believe that the Irenaeun Theodicy is weak and feeble as there is just too much evil in the world in comparison to the good.

Literary Devices Essay

While attending my course on â€Å"War and Literature†, and listening to the conversation, I found myself struck by an intellectual question presented by another student. This student asked, â€Å"When does paradox become hypocrisy? † Immediately afterwards I wrote the response, â€Å"A good war is a war that teaches it’s mistakes without one having to live with them. † At first I didn’t know if I had truly responded to the question. I analyzed both the question and response carefully through the literary devices and found myself satisfied with the responses standing. When analyzing the response I first had to return to the question. â€Å"When does paradox become hypocrisy? † Referring to this question I had to ask if my response held a paradox. â€Å"A good war is a war that teaches it’s mistakes without one having to live with them. † Considering that a paradox is a statement that seems self- contradictory, and that â€Å"a good war† is the introduction to the response, suggested that â€Å"a good war† is a paradox. However, why is it that â€Å"a good war† is a paradox? War can best be defined as active hostility. Good can also be best defined as being well behaved. Considering these definitions and the response, â€Å"a good war† would certainly be a paradox  because active hostility is contradictory to being well behaved. However, most would assume that â€Å"a good war† was the responses paradox, and to assume otherwise would be insulting to someone’s intellect. So then one has to ask how it is so commonly understood that â€Å"a good war† is a paradox? To conclude this question, one must consider that most of everyone was raised with the developmental understanding of good and bad. Most of everyone also would commonly agree that war is not good. So why do people still go, and why do we not learn from â€Å"it’s mistakes without someone having to live with them†? From statistics taken in the year two thousand fourteen, seven percent of America’s society is a veteran, and in that year there were near three hundred eighteen million citizens. That means that over twenty two million American citizens are veterans of foreign war. So how is it that we can convince over seven percent of our citizens to go risk their livelihood? We determined that war is wrong so how do we replace the ideas of good and bad? To better answer that question, it is better to replace the employment of a soldier with a painter. In order to make someone who is  not a painter become a painter, one would have to go through a series of tasks. First, cut off access to other mediums. Do not allow that person to work with anything other then painting. If they want to write a letter home, they paint it. If they want to create something three dimensional, they paint it. If they want to tell a story, they again, will paint it. Now there is no difference between the painter with their paintbrush, and the recruit with their rifle. Second, apply influences to praise the ideals. The same recruited painter now needs to be surrounded with people who share the same ideals. The painter cannot have the influences of sculptors, graphic designers, or any other ambassador of other art form. The painter needs the overall support of peers with the subject matter. This again, is no different from the soldier and their peers. Third, discourage all other ideals. The facilitator, who is regulating the transition between non-painters to painters, needs to openly degrade the ideals of all other art forms. The facilitator needs to make sure that the recruits hear their passionate opinions about how other art forms are â€Å"wrong†. This will guide the recruits to also share the same ideals. This relationship resembles the relationship between Drill Instructors and their recruits. Fourthly, revival the title has a distinguished history of renowned individuals. For a painter, there are many distinguished individuals that made a dramatically difference within the realm of art. For some examples, there is Vincent Van Gough, Pablo Picasso, and Leonardo De Vinci. It is up to the facilitator to idolize these individuals in front of the forth-coming painters. This will give the recruited painters the expectations they need to become idolized into their new profession. This will  also make the recruited painters strive to achieve the same honor. For the recruited soldier, they hear about the selfless actions of the Medal of Honor, Prisoners of War, and Purple Heart recipients. For them, they also strive to achieve that honor. Lastly, provide the graduate with a quote that brands them with honor. For instance, EARTH, Semper Fi, or Army of One. This will give the graduate something to display as pride and unite them forever with the other individuals who also have endured the same training. Now returning back to the question, â€Å"when does a paradox become a  hypocrisy†, the response needed to be evaluated for the literary device of hypocrisy. Is â€Å"a good war is a war that teaches it’s mistakes without one having to live with them†, a response of hypocrisy. Through the development of good and bad, we have concluded that war is wrong. To suggest otherwise would propose a state of insanity. Insanity is a derangement of the mind or not conforming. Since we have conclude that the popular choice is tosay that war is wrong suggests that people who desire to go to war, miss war, or idolize war are insane. So are they insane? If the response,  Ã¢â‚¬Å"war teaches it’s mistakes without one having to live with them† is true, than yes. However, the statement is hypocrisy and hypocrisy is the pretense of having. So reverting back to the practice of transitioning from non-painter to painter, the recruit became a painter. Now what if, during the transition, the recruit never got the opportunity to paint. The entire time the recruit was given black ink to practice the techniques of painting, but never received oil or acrylic paints. The recruit sat through sessions where they viewed images of others painters and their colorful  paintings, only to never receive color to paint with. After the transitions period, after the recruit was given the title of painter and hope to finally paint with color. However, the restriction continues and they again were never given oil or acrylic paints. They had practiced the trade for years without actual execution. The outcome is apparent. They will forever long to paint. This is the situation with the soldier. The soldier practices with blank ammunition for years, views images of warfare, practices the techniques of warfare, and never gets to execute their practices in war. The outcome is apparent. They will forever long for warfare. So in regards to the response, from the soldiers perspective, they would disagree because war cannot â€Å"teach it’s mistakes without one having to live with them. † They themselves desire warfare. However, for sanities sake, they would suggest the response to be true in the company of other American citizens. This is the pretense of having and concludes the statement to be hypocrisy; at least from the soldiers perspective. So does the statement apply to other citizens of America? Again, the response  to the initial question suggests that war is wrong and a sane response is to agree with the statement. This implies that American citizens do not see the statement as hypocrisy. However, how much money is accumulated over the showing of one Hollywood movie about warfare? How much money and time is spent reading through the stories about warfare? How often do people find excitement when sharing a conversation with a veteran where they can ask personal questions about their experiences? As peaceful people who agree with the statement, American citizens curiously find something compelling about war. It is not my position to accuse the masses of being warmongers. However, to defend the integrity of my response, the response is hypocrisy. It cannot â€Å"teach it’s mistakes† if people live vicariously through the experiences of war. Without war that satisfaction is taken away and the entertainment lost, suggesting that the mistakes aren’t learned; they’re idolized. To propose other wise is the pretense of having or also known as hypocrisy. So can war teach â€Å"it’s mistakes†? Can the statement ever become true? Lets again look at the question, â€Å"when does paradox become hypocrisy? † and compare it  to the response, â€Å"a good war is a war that teaches it’s mistakes without one having to live with them. † In order to make the response true we would have to rephrase the question. This time we will ask, when does paradox become integrity? We have concluded that the response to the initial question is both a paradox and hypocrisy, but we have overlooked one literary device. Personification. Personification is the representation of an abstraction in the form of a person. In the response we suggested that â€Å"a good war† is a paradox, and if â€Å"war teaches it’s mistakes without one having to live with them† is hypocrisy. However, the response also suggests that we have personified war. So in order to make the statement, â€Å"a good war is a war that teaches it’s mistakes without one having to live with them† true, we have to remove the personification and rephrase the response to â€Å"a good person is a person that teaches their mistakes without one having to live with them†. By removing the literary device of personification we have successful removed the other literary devices of paradox and hypocrisy, and gave the response integrity. If a good person were to teach others about their life’s mistakes, maybe others could  learn from them. It is the gift from the veteran of foreign wars to express to others the mistakes of warfare. From that point forward, it is up to the recipient of the gift to learn from the veteran’s mistakes. War cannot teach it’s mistakes because war as a whole removes the personal aspect of warfare. It gives the individual a number instead of a valued story. However, the individual’s personal story, the veteran, includes the emotional toll of warfare. From that personal story, the audience can now begin to understand the dysfunction of warfare and that personal story can be identified as the gift.

Columbian Exchange Facts Essay Example

Columbian Exchange Facts Essay Example Columbian Exchange Facts Essay Columbian Exchange Facts Essay The Effects the Trade for New World Goods on Indigenous Relationships The European notion that the Americas had an overflow of untapped treasures and new world goods drove the development of labor in the sixteenth and seventeenth centuries. The new world products were inclusive of commodities that had their origin from the Americas as the only source. These goods that were only found in the Americas were the cause of movements across the Atlantic Ocean by people from Eurasia and Africa. These new world products included maize, potatoes, cinchona tree (malaria therapy), tobacco, cacao, peanuts, sunflower, animals, slaves and of course diseases such as Syphilis. The motive to acquire these products led to the development of the Columbia exchange that apart from itself requiring much labor was a means of forcefully and cheaply acquiring much needed human labor from other accessible parts of the world like Africa. The resource-angry Europeans were short of labor to carry on with their quest for amassing the new world goods and therefore granted the America n natives the right to own both domestic and imported energy; a right popularly known those days as encomiendas. Bumpy rewards were in store for individuals who enabled high performances through their laborers. Columbian Exchange Effects Of all the good exchanged between the Americas and the other parts of the world, sugar was the most valuable, akin to the current worlds oil value. European conflicts arose in the struggle to establish and control sugar plantation in the Americas best sugar plantation regions. Tobacco also stood out to have great importance in this trade in the new world, where it was rather smoked a compared to the Americans use for medicinal and ritualistic purposes. Also of great value in the new world was cacao that was used to produce chocolate. Chocolate drinks known as xocolati was a ceremonial beverage among the Mesoamerican Indians and was used during marriages. This use, however, did not sink well with the Spaniards who viewed it as vile and named it the devils vomit; Apart from the crops, animals were also traded as new world goods. For instance, Christopher Columbus brought cows, pigs, horses and chicken to the Caribbean Islands on his second voyage. The new world animals also included sn akes and sloths that appeared bizarre to the Europeans. (Bresnahan; Gordon, 1997) Microbes were also unconsciously exchanged since they were small insignificant creatures with devastation effects on humans. Examples of infections that were acquired from the bacteria included smallpox, measles, and chickenpox. There was also the exchange of sexually transmitted infections (STI;s) like syphilis amongst the traders.; The labor offered under this kind of relationship was a rather full of slavery practice and was forceful to the natives. This exploitation could be seen in the bargaining tool of the conquest rulers who exposed the laborers to Catholicism instead. Being in such an exploitative kind of a relationship the American natives opted to exploit their rights and resist the colonialists rule and roles in the new world trade. Instead, they inclined to their old beliefs and systems instead of the early adopting Catholicism. Others were however adapted to portions of the new belief that had some sense and appeal in them. Effects of the Columbian Exchange The import of forced labor from other parts of the world in the context of the Columbian exchange came with violence especially brutality from the Spanish rulers. One Dominican friar named Las Casas had previously owned Indian slaves in the Americas. After witnessing the brutality that the encomenderos implicated on the natives he gave it up and sharply differed with other recipients of the encomiendas. Later in 1515 he started advocating for the kind regard and handling of the native laborers and slaves that led to the establishment of New Laws that were aimed at ending slavery and the encomiendas system.(Brands, Breen, Williams, Gross, 2016.) Although mostly discussed, Indians were not the only forced labor victims in the Americas. Africans also were victims of forced labor to the European rulers and were utilized in the production of tobacco, sugar and other cash crops for sale in the European markets. To justify the integration of Africans into enslavement, the Europeans viewed the as non-Christians and as a consequence, were completely and brutally denied the control of their lives. Any attempt of resistance to the forced labor and slavery was met with physical, mental and sexual violence from the Europeans; as a method to assert their status as master and superior. More involved in the trade for slave laborers across the Atlantic into the Americas were the Portuguese. The Portuguese had slave holder pens on the west coast of Africa like Ghanas Elmina Castle, after which the captured slaves were sold to the Spanish, English, and Dutch colonial inhabitants in the Americas to assist in the production of sugar for export. In the sugarcane plantation farms, the laborers could manually harvest and process large masses of sugarcane. The labor intensive methods involved in the production of sugar and the recycling of their byproducts into molasses was very dangerous to the unprotected manual laborers. According to Las Casas, by the year 1550, there were about fifty thousand enslaved workers in the Hispaniola owners section of the Americas. He recounts that this was the largest tragedy yet in the New Atlantic World. (New Worlds in the Americas: Labor, Commerce, and the Columbian Exchange | US History I (OS Collection), 2016) Columbian Exchange Impact Effects of Labor Trade on the Indigenous Relations The transactions between the new world and the old world had various effects on the existing indigenous relationships. Previously before these developments there existed a deep connection to the indigenous people and their geographical territories, cultural and spiritual beliefs and aesthetical connections. Encroachment of colonial rulers and the Europeans into the Americas for New world goods could have caused an imbalance in the much-treasured coexistence of the American inhabitants. Spiritually, the Europeans forcefully introduced to the Americas the new practice of Catholicism against their wish to practice their belief. This new idea is viewed to have diluted the local spiritual relationships as other natives resorted to either fully adopting the new faith or adopting the practices of the new religion that suited them most. The crops and foods that were initially viewed by the local natives as of aesthetic and therapeutic value were later abused and new uses adopted due to these interactions. An example is the use of tobacco that was initially for medicinal purposes until the Europeans made a health-deteriorating smoking habit out of it. The import and use of forceful labor and slavery in the farms and crops plantations was against the cultural belief of the natives. This engagement and the encomiendas system introduced a concept of brutality, slavery, violence and greed for resources by to against the unifying indigenous culture in the Americas. The regard for human rights and values were also corroded due to the occurrence of such incidences within the transaction zones. Sacred beliefs by the natives were also mutilated by the engagement of the colonial traders in sexual and psychological violence. Columbian Exchange Significance The export of the locally produced crops and animals also led to the loss of their aesthetic value that comes with ownership and are viewed as a value of wealth. The import and export of labor from within the exchange led to the exchange of previously non-existent infections and diseases in both camps. The acquisition of measles, chickenpox, and smallpox are a direct consequence of the purchase of slaves used as laborers from the various parts of the world. The export and import activities were also of the positive effect the indigenous people. For instance, the Americas learned better ways of land use and discovered new and essential products from the old word. The new world goods were also further explored to identify better and more appropriate uses to the American inhabitants. It evident that at the first instance, the effects associated with the trade for new world goods and labor was grave and unbearable to the indigenous people. However, the effects waned over time and a multicultural, advanced and harmonious society developed within the Americas in the long run. The world also became more open to commodities and this market the beginning of a long standing trade revolution that has generally benefited worlds economy. References Brands, H., Breen, T., Williams, R., Gross, A. American Stories. New Worlds in the Americas: Labor, Commerce, and the Columbian Exchange | US History I (OS Collection). (2016). Courses.lumenlearning.com. Retrieved 22 October 2016, from https://courses.lumenlearning.com/ushistory1os2xmaster/chapter/new-worlds-in-the-americas-labor-commerce-and-the-columbian-exchange/ Bresnahan, T. Gordon, R. (1997).The economics of new goods. Chicago: University of Chicago Press.

Let Them Eat Dog Essay Example

Let Them Eat Dog Essay Example Let Them Eat Dog Essay Let Them Eat Dog Essay This link is made with several factors applicable to various persons throughout a life. Humans being from American and occident are format in order not to eat dog. Firs of all, despite all the affection a dog can bring it is very useful. In facts dogs are been use In several area in order to simplify humans life. They are use in the police to search drug, in Antarctic to pull a sleight and even to help blind people in their daily life. We can see that dogs are helpful in various domain. Moreover, dogs are being personify by some. We can state the old person who live alone with their dogs which they treat them as a human being for example. In that specific situation, eating dogs is inconceivable and would be like eating a friend. Some pieces of our culture shows the attachment we have for dog. In French for example, we dont name a dog in the grammar as if it was a animal but we name it as a person with the same pronoun. We do not use it but all of the other persons. Dogs became with time a part of our life, which give us souvenirs. A lot of race are not consider as dangerous. This Is why since childhood, people are used to play with dogs. In that way they consider more likely dogs as a friend more than food. We can see that starting from the childhood, people lead to appreciate dogs. Eating dogs or not is all about the culture. As far as Im concerned, I remember seeing cogs locked in small cages in Indonesia In front of peoples house In the street. Indonesian do not have the same conceptions as we do, this Is why they treat them badly and sometimes eat them . Its like eating cows for the Indians or eating frogs, snails and horses for the French. Its all about culture. In his essay, fore try to make us react about something Inconceivable. Even If doing so In some countries would be beneficial, people have a greater added value by not eating them and keeping hem as companions.

Luxury as a Requirement Essay Example | Topics and Well Written Essays - 1500 words

Luxury as a Requirement - Essay Example The joy and luxury only come about after a long battle for dynasty with the help of God to establish the dynasty. Only time can fade away the memory of the establishment of the dynasty, leading the new generation to forget about the struggle and spirit of togetherness leading to the destruction of the kingdom. Further still, once power is vested in a given royal family, it is passed over to the next generation granting them the luxury of leadership. At a given point after the establishment of the dynasty, the memory of the establishment will fade away. The fading of memory will give way for the people having a new look at their leader and his family. Resultantly, all members of the royal family are considered as leaders. The leadership is shared in the family with less support of the group feeling required, but rather obedience of the people to the government. The help of outsiders in establishing the government may be necessary to retain power. Luxury in the royal family can still be maintained by having influence over other nations in the neighborhood. In some cases, the group feeling of the leader is so strong that it attracts other nations to believe and trust in the leadership of the given leader. As such, when the leader desires to leave the kingdom, other nations embrace them and a re willing to submit to their power thus the leader retains their leadership position in a foreign land. Furthermore, religion has a major role to play in the success of leadership based on group feeling. The royal leaders derive their power from being superior as the people lift them up in the spirit of togetherness. However, it is not easy to divert the people’s mind from the pleasures and treasures of the world to oneness in the interest of the whole group. It is only God who is able to bring the people together in sound mind to disregard worldly pleasure and pursue the interest of the community,

EED323 5 Authentic Assessment Paper Essay Example | Topics and Well Written Essays - 750 words

EED323 5 Authentic Assessment Paper - Essay Example It is, after all, not sufficient for most uses for the student to have memorized information but have no idea how to apply it. This is especially important in most sciences, since information is useless until it is applies to a real world problem. Therefore, in order to fulfill the need for authentic assessment in science teaching, students must demonstrate that they have identified and retained correct information and be able to use correct procedures to apply that information to the resolution of real world problems. Authentic assessment is a form of assessment in which students perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. Or, as Grant Wiggins (1993) describes it, authentic measures are â€Å"engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. (Mueller, Jon 2005) Students must â€Å"interact with the physical world – drop objects, observe butterfly larvae, measure length and speed, plant seeds and watch the seedlings sprout, build electric circuits and test them – and they must participate in the world of ideas – design experiments, test theories, hypothesize, predict, discuss, and argue† (Hein & Price, 1994, p. 12). Step three is where the actual method of assessment is created. For example, the teacher might assess students by having them participate in a group discussion of a problem, either in front of the class or just of the teacher. A rubric to identify the various components for solving the problem could be used to grade each participant. For example: This is a very simple example. The teacher can expand upon this as needed. An example of how this could be used would be to ask the students to resolve this problem: How do you measure quarts of liquid using only one five quart bottle and one three quart bottle. (Any interesting combination of measures could be used for this.) They need to