Wednesday, November 27, 2019

Chapter 1- Kinematics Regents Physics Essays (214 words)

Chapter 1- Kinematics Regents Physics Essays (214 words) Chapter 1- Kinematics Regents Physics Intro to Kinematics Kinematics is the mathematical treatment of the motions of bodies without regard to the forces that produce the motion. Scalar Quantities vs. Vector Quantities 4029075747395 A scalar quantity has magnitude but not direction . For example, the odometer in your family car tells you how fast the car is moving (magnitude or numerical value) but not the direction it is moving . Therefore, the odometer is telling you a scalar quantity (in this case: speed). For example, it tells you 45 mph, but NOT 45 mph East . Here are some examples of scalar quantities: Distance Time Speed Mass Temperature Energy A vector quantity has both magnitude and direction. For example, if you ask for directions to the beach in a foreign country, a citizen may tell you 50 km East . The citizen has given you both a magnitude (numerical value) and a direction (North, South, East, West, etc.) Here are some examples of vector quantities: Displacement Acceleration Force Momentum 206692538735 Electric Force Magnetic Force Practice: Determine whether the following are vectors or scalars. 40 m/s East 30 m 40 o C 20 kg(m/s) Northeast 25 N 25 N West Distance Displacement Velocity Speed Momentum

Saturday, November 23, 2019

Second Conjugation Italian Verbs - Conjugating Italian Ere Verbs

Second Conjugation Italian Verbs - Conjugating Italian Ere Verbs The infinitives of all regular verbs in Italian end in –are, –ere, or –ire and are referred to as first, second, or third conjugation verbs, respectively. In English the infinitive (linfinito) consists of to verb. amare to love  Ã‚  Ã‚  temere to fear  Ã‚  Ã‚  sentire to hear Verbs with infinitives ending in –ere are called second conjugation, or –ere, verbs. The present tense of a regular –ere verb is formed by dropping the infinitive ending –ere and adding the appropriate endings to the resulting stem. There is a different ending for each person. Characteristics of the Second Conjugation The  «passato remoto » (historical past) of the second conjugation verbs has two diverse forms of the first and third person singular and third person plural:io temetti/temeiegli temette/temà ©essi temettero/temeronoio vendetti/vendeiegli vendette/vendà ©essi vendettero/venderonoNote! In standard usage the forms –etti, –ette, and –ettero are preferred. The majority of verbs whose root ends in t though, such as battere, potere, and riflettere, take the endings –ei, –à © and –erono.battereio batteiegli battà ©essi batteronopotereio poteiegli potà ©essi poteronoriflettereio rifletteiegli riflettà ©essi rifletteronoThe verbs fare and dire are considered second conjugation verbs (because they are derived from two third conjugation Latin verbs- facere and dicere) as well as all verbs ending in –arre (trarre), –orre (porre), and –urre (tradurre).Verbs ending in –cere (vincere), –gere (scorgere), or â€⠀œscere (conoscere) have a particular phonetic rule. C, g, and sc of the root maintains the soft sound of the infinitive before the declinations that start with e or i. They take the hard sound before the declinations that begin with a or o: vinceretu vinciche egli vincaspargeretu spargiche egli spargaconosceretu conosciche egli conoscaconosciutocresceretu cresciche egli crescacresciutoMany irregular verbs ending in –cere (piacere, dispiace, giacere, nuocere, tacere) maintain the soft sound by inserting an i before declinations that begin with a or o; if the verb has a regular past participle ending in –uto, an i is also added:nuocereio nuocciotu nuociessi nuocciononuociutopiacereio piacciotu piaciessi piaccionopiaciutogiacereio giacciotu giaciessi giaccionogiaciutoVerbs ending in –gnere are regular and maintain the i of the declinations iamo (indicative and present subjunctive) and iate (present subjunctive):spegnerenoi spegniamoche voi spegniateVerbs ending in –iere drop the i of the root before declinations that start with i:compieretu compinoi compiamo

Thursday, November 21, 2019

Nissan or Ford Essay Example | Topics and Well Written Essays - 750 words

Nissan or Ford - Essay Example Characteristics of Nissan Nissan cars are known for their good product quality which provides customer’s comfort and entertainment of riding. Nissan utilizes DR (Design Review) methods which help to produce superior quality parts. DR procedure helps Nissan to identify any potential threat of spare parts and devise ways to prevent the risk proactively. It allows quicker and appropriate design assessment. Another strategy that Nissan implemented in their vehicles has been the precision testing. It is a vital part of Nissan’s manufacturing process which helps to maintain high quality product. Nissan has digital technology in their plants which verify the paint condition and examine road testing. The ‘Environmental Testing Chamber’ of Nissan examines the vehicle temperature in extreme road condition. These technologies and processes make Nissan cars thoroughly protected against any problems. To manufacture trouble free parts, Nissan performs inspection at Desig n Diagram phase. Every parts of Nissan car undergo immediate testing and Nissan does not ignore any slightest vibration. Its weatherproof vibrator allows stimulating various temperatures and dealing with road surface situation. Thus, Nissan cars provide higher reliability and safety to consumers (Nissan, n.d.). Safety is one of the major concerns for Nissan Cars. In the year 2011, the Nissan Leaf had gained highest level of rating with regard to safety measures by Euro NCAP. It has passed the crash tests. In term of carbon emission, Nissan has gained five star ranking (Nissan, 2011). Characteristics of Ford Ford generally offers expensive vehicles which are highly capable and flexible. Ford vehicles are made to deliver safety, fuel efficiency and easier to operate features. Ford utilizes ‘Meta One’ technology for manufacturing the vehicle. This technology helps Ford to highlight future safety of ford vehicle (Ford Motor Company, 2011). Comparison of Nissan SUV and Ford SUV In the year 2010, Nissan had introduced Nissan Juke. It combines the nimbleness of sports sedan, handiness of a compact car and strong quality of a SUV. With regard to price, it had attracted wide ranges of consumers. In connection with reliability it had strong handling as well as fuel efficient performance which had made it an eco - friendly vehicle (Nissan, 2010). In order to meet the requirements of a good car it is equipped with 1.6 liter engine, Xtronic CVT along with 6–speed manual shift mode. It can provide the customers both good performance and similar facility such as other vehicle with 2.5 liter engine. Thus, it is proved to be economically feasible vehicle. Besides, the Nissan Juke had 16GT four components blended with torque vectoring engine which can produce massive power. Its MR16DDT engine is designed in such a way that can improve the ignition competence and have a powerful turbocharger. These features help to improve the ingestion and exhaust efficiency . Overall, the invigorating acceleration, swift response, bold design, environmental performance and enhanced fuel efficiency are optimally balanced in such a way that makes the Nissan Juke an affordable and reliable vehicle (Nissan, 2010). On the other hand, Ford Escape is combined with SUV capability with outstanding fuel economy and eco friendly feature. It provides customers a sporty performance and saves maximum fuel. It has 240 Horse Power V6 engines which can provide good mileage. The transmission of Ford is

Tuesday, November 19, 2019

Analyse and evaluate the impact of volunteer tourism on host Essay

Analyse and evaluate the impact of volunteer tourism on host communities - Essay Example Volunteer tourism is thus aimed at serving for the welfare of the community and at the same time facing the challenges in touring new places of diverse language and culture. Generally mass tourism is viewed as an activity of excursion or entertainment trip that is aimed at refreshment for the people undertaking the tour. The visit to new places is aimed at getting to know the language, culture and heritage of the places. The activities of mass tourism involve leisure with food and lodging, luxurious transport, etc. These activities impact the host community as it leads to environmental pollution and degradation and accumulation of garbage and waste. With the rise in globalization and increase in activities of the tourism industry, the issues of environmental degradation and conservation of wildlife and awareness of pollution have become sensitive issues all over the world. Volunteer tourism is an activity undertaken the volunteer tourists in undertaking tours to different places with an objective to serve for the welfare of the tourist spots (Benson, 2010, p.39). Discussion The activities of volunteer tourism has shifted the objective of tourism from the welfare of tourist industry to the welfare of host community or the places which host the tourist for a being popular destinations. The members of the community view the activities of volunteer tourism as restoration of nature and environmental balance of the host community. As a result of this, the members of the host community engage themselves directly in activities undertaken as a part of volunteer tourism. The members of the host community act in collaboration of the volunteers tourists and extend full co-operation and support to the volunteers in order to accomplish the goals of volunteer tourism. As a result of the volunteer tourism, the tourists are also exposed to the culture, language and social heritage of the area and thus there is a healthy exchange of culture between the local people and the volun teer tourists. The overall purpose of volunteer tourism being aimed at welfare of the host community, the local area is positively impacted by the honest efforts of the volunteer tourists. The volunteer tourists also have the objective of providing assistance to the community development projects that have been planned for execution. In order to be fully effective, the community development projects should be supported with necessary funds along with the knowledge and skill for efficient execution (Bricker,  Black and  Cottrell, 2012, p.49). The community development programmes may be aimed at development of children and women in the region, provision of food and nourishment for the under privileged, conservation of trees and forests, environmental balance, etc. The volunteer tourists play a vital role in collecting the necessary funding and also share the knowledge and skill required for execution of the community development projects. The volunteer tourism activities provide a means for the host community to increase their income levels and also accumulation of wealth. The volunteer tourist activities put up in the target destination for a period of time. Thus the basic and essential needs of the volunteer tourists need to be fulfilled by the economy of the host country. The supply from the host community is purchased by the volunteer tourists due to which the income levels of the host commu

Sunday, November 17, 2019

Pearson Education Essay Example for Free

Pearson Education Essay Training an individual requires that the teacher observes methods through which that person best understands the information being relayed. These methods must be in line with the learning styles of the trainee. Training requires sound knowledge on the subject area. The essence is to acquire knowledge and skills that transforms ones capability to undertake a task. Training is affected by motivation, the trainer-trainee relationship, availability of resources, prior knowledge and perception (United Nations, 2001). Every trainee has a unique way of acquiring knowledge based on the learning style adopted. These categorizes learners into visual, auditory and kinesthetic or physical learners. Though one may combine all these styles, it is important to maximize on the style one is best in. A trainer may present knowledge through talking. Teachers are commonly known to adopt this kind of style where they lecture students. The key factors to consider when employing such skills include tone of voice, body language and inflection. This is appropriate for auditory learners who understand when instructions are read aloud, information is communicated verbally or speeches are required (Farwell, 2000). Auditory training requires some background sound. These could be some form of music, people talking or TV. Written instructions prove difficult for such learners to get until they are verbalized. Suck kind of learners use their listening and repeating skills in sorting the information acquired. To enhance knowledge acquisition among auditory learners, then the trainer needs to employ adequate verbal direction. They are better trained when they are placed into groups where they can discuss. Being alone limits them to written materials only. In group discussions, they air out their ideas and acquire knowledge from the other members of the group verbally. Therefore, verbal communication and group activities should be encouraged. Reading aloud helps such learners quickly understand what is being relayed. In fact, such learners have most of their work transformed into rhythmic patterns like songs and poems. The trainer should encourage this category of learners to make audio recordings of class note and listen to them when revising. Their memories are refreshed when they listen to what was said or internally recalling the voice of the trainer. As such, they should be allowed to participate in class discussions actively. They should be given room to ask questions and volunteer to answer any questions raised in the class. When tackling their assignments, they should be allowed to read them allowed as it is the only way to be assured of their understanding. When alone, auditory learners are encouraged to whisper new information. Training requires adequate skills in visual learning. This is the kind of training where the trainer has to employ images, maps, graphs or colors to pass across the intended message. A trainer should therefore befriend whiteboards, have some good sense of dressing and color balance. Learners in this category tend to also have adequate spatial skills. Therefore, training such individuals requires adequate use of maps. The trainer should try linking verbal and visual information. This will help the learner with critical thinking where the learner relates a visual object to recall any details. Therefore, even in comprehension of more complex information, the student recalls an object and connects it to the new idea. The trainer should provide such learners with visual data that will allow the students to organize large volumes of information which will aid in revealing relationships and patterns. Here, the trainees are allowed to create graphic organizers like webs, diagrams and concept maps by using symbols containing words for clarity. Visual learners are very good with sign language and they like fashion and colors. Trainers should assist learners come up with lists of things to do, written note or assignment logs (Farwell, 2000). Fleming (2005) suggest that trainers should not use listening and respond tests for this category of learners. Trainers in kindergarten employ feeling, touching and experiencing to train children. This has not only worked well with kindergarten teachers but all trainers in general. The trainer should allow these students to totally engage with the learning activities. Proper organization must be made for such learners to access science laboratories or participate in dance, skits, field trips or other related activities. Such physical activities are very important in learning for these students. They are said to be naturally discoverers and learn through doing unlike thinking first before action. To identify kinesthetic or physical or tactile learners, a trainer should identify traits such as poor handwriting, good sporting skills and restlessness. These learners also like role playing, science laboratories, takes breaks when studying, build models and are always fidget. It is therefore advisable that a trainer allows such learners to have breaks in between their studies, take laboratory classes, study with others, use memory games and use flash cards to memorize. Movement explorations have proved to work for this kind of training. Clapping or tapping out syllables or words have worked well in this circumstance. Concrete objects should be used for establishing patterns or counting. Children should be allowed to move heavy objects on number lines on the floor. They should be given short definitions, multiple choices and fill-ins. Long tests and essays do not work well with them (Fleming, 2005). The earliest form of training was on-job-training. This one involves being trained by a skilled worker on the job site. It is still being used today as it does not require organized lessons or programs. It is therefore cost effective. In the 5th century, training was done through conceptual case studies. Students in China for instance were given parables by Taoists and Confusionists so that they come up with solutions. Today, professional school highly employ these methods. It encourages philosophical thinking and finding solutions to difficult problems without first-hand experience. Nowadays, theories of development, psychology and training are employed. Among great contributors to motivational theories used in training are Abraham Maslow and Herzberg Fredrick. These assisted organizational managers to create working environment that meets the demand for workers basic needs. Workers who have their basic needs catered for deliver good results in their workplaces thus helping in the growth of an organization. These stages were chosen as they exhibit great variability in the mode of training. Each stage presents a unique way of training form the previous method. These developments give trainers a wide range of training styles to apply since all the styles are still applicable even in the modern world. Studies show that adults learn like children. Therefore, all the training styles used by children can be applied for adults. The trainer must divert from the â€Å"tell-me† style of training to the â€Å"show-me† style. Visual training is important for adult education just as it is for children. They should be incorporated in the process and made to feel they are part of it. Emphasis should be on doing. This incorporation in discussions and activities help in keeping memory fresh. In fact, lectures should be minimized and emphasis laid on involvement kind of training. In conclusion, the meanings of critical terms associated with training will be defined. First is education. All the activities involved in teaching and learning of technical competency, knowledge and proper conduct constitute the term education. It aims at cultivating skills, professions or trades. It is the process that leads to moral, mental and aesthetic development. It encompasses systematic instructions and teaching. Training is defined as the process of acquiring competencies, knowledge and skills due to teachings on practical or vocational skills and knowledge. Learning is the process that leads to the acquisition of knowledge and skills from perceived information. Adult education is the process of teaching and educating adults. REFERENCE Farwell, T. (2000). Visual, Auditory, Kinesthetic Learners. Pearson Education Inc. Fleming, G. (2005). Tactile Learning. Retrieved October 2, 2008 from http://homeworktips. about. com/od/homeworkhelp/a/tactile. htm. United Nations (2001). Train the Trainer, Training Fundamentals: Instructors Reference Manual. New York, pp. 15-18.

Thursday, November 14, 2019

Orson Welles The Magnificent Ambersons Essay examples -- Movies Films

â€Å"The biggest mistake we have made is to consider that films are primarily a form of entertainment. The film is the greatest medium since the invention of movable type for exchanging ideas and information, and it is no more at its best in light entertainment than literature is at its best in the light novel.† - Orson Welles Orson Welles was passionate about film. By the young age of 25, he had directed, produced, and starred in what is today considered by most to be the greatest movie ever made, Citizen Kane. About a year later, Welles began work on his next film project, The Magnificent Ambersons. Based on the novel of the same name by Booth Tarkington, The Magnificent Ambersons tells the story of a falling aristocratic family in a small midwestern town during the late 19h century. It depicts the sad, rapid industrial growth of the Midwest. Welles, who grew up in Kenosha, Wisconsin and later in Illinois, understood what life was like in this part of the country and the novel allowed him to delve into his roots and examine his personal past. Surviving many risks and crises, this film is still revered today, almost 60 years later, as yet another great work of art by Orson Welles. After finishing up Citizen Kane, Welles’ search for a second film to fulfill his contract with the Hollywood studio RKO radio pictures was a hard one. He first wanted to make The Pickwick Papers with W.C. Fields, but someone else was already under contract to make the film with another studio. He also considered trying Joseph Conrad’s Heart of Darkness but RKO considered the project too experimental, and he finally decided to write a script based on Booth Tarkington’s novel, which had won a Pulitzer Prize in 1919 (McBride 53). It had been film... ...ugh The Magnificent Ambersons had a poor track record at the box office, it was still admired by many. A July 20, 1942 Time Magazine review called it â€Å"a great motion picture, adult and demanding. Artistically it is a textbook of advanced cinema technique† (Variety Film Reviews). It was also nominated for several Academy Awards including Best Picture, Best Art Direction, Best Black and White Cinematography and Best Supporting Actress (Agnes Moorehead) (O’Neil). Moorehead won the New York Film Critics Award for her performance as Fanny Minafer (O’Neill). â€Å"Agnes Moorehead gave a brilliant and thoughtful portrayal in the somber and murky Orson Welles picture The Magnificent Ambersons† (Variety Film Reviews). There has been speculation that the film would be widely regarded as Welles's best work and possibly the greatest film ever made had an original cut been available.

Tuesday, November 12, 2019

Hobbes Against Limited Government

Explain and discuss Hobbes' belief that neither limited government (where the sovereign is bound by laws) nor divided government (a system of checks and balances) is a practical possibility. Word Count: 2, 764 words In Leviathan, Hobbes imagines rational self-interested parties in a state of nature choosing among three alternatives: remaining in this state of nature; grouping themselves together under a government with limited, or divided, power and authority; or forming themselves into a civil society governed by a sovereign with unlimited power and authority. He contends, however, that the second alternative is basically illusory. Because of the constant danger of factionalism, civil war, and social disintegration in a group governed by a â€Å"mixarchy† with limited or divided power, such a form of social organization does not provide its members with sufficient security to really remove them from the state of nature. The choice of the parties, according to Hobbes, is therefore reduced to one between absolute sovereignty and the state of nature, and as the state of nature is â€Å"a state of war of all against all† Hobbes concludes that the parties would choose absolute government as the lesser evil. Absolute monarchy is the form of absolute government Hobbes prefers – as this furthers his political agenda of providing a means to resolve the civil conflict devastating his country – but nothing in his theory of sovereignty depends on the preference. In fact his concept of absolute sovereignty can be more convincing when not linked to a monarch, thus in this essay I will Hobbes’s former argument in isolation. Why is absolute sovereignty necessary? Hobbes's primary argument for the doctrine of absolute sovereignty is essentially an argument against right reason. Hobbes claims that any appeal to right reason or â€Å"the truth† comprises a completely inadequate basis for the resolution of disputes, because if disputes are about what the truth actually is, then appealing to these concepts – which cannot be identified without ambiguity or uncertainty – is essentially inconclusive and therefore self-defeating. Concern for the truth or right reason will not resolve isputes successfully or peacefully when people have entrenched and irreconcilable positions, because that is precisely the route to conflict and violence — â€Å"the state of war, of every man against every man. † Hobbes establishes that if each individual were allowed the liberty to follow his own conscience without constraint, then as such consciences vary, peace and harmony in the state would be short lived due to a persistent tendenc y to disagreement and civil disobedience. This diversity of consciences and the unrestrained exercise of individual judgment would render any common action highly uncertain or virtually impossible. Although men, according to Hobbes, are not political by nature, their association depends on an agreement to observe justice among men who disagree about who ought to receive what, thus they need common standards of right and wrong to regulate their affairs. Where it is impossible to obtain a unanimity of wills and agreement a common policy cannot be determined so, Hobbes informs us, an artificial will or person must be created and accepted. This â€Å"artificial right reason† introduces a public level of judgment that takes precedence over private judgments, so the problems of the latter are avoided. A sovereign may produce an incorrect answer which does not correlate with the truth, but the judgment stands â€Å"not because it is his private Sentence; but because he giveth it by Authority of the Sovereign †¦ which is Law. † Even if one believes that the sovereign’s decision is fundamentally wrong, civil disobedience is prohibited. That person has an obligation to obey, or face the consequences of the punishment power exercised by the sovereign. Thus, Hobbes’s sole and unique remedy for the â€Å"state of war against all† supports the concept of absolute sovereignty as a necessary and sufficient condition for the formation of a genuine political union. A possible argument against this contention that states without an absolute government will inevitably deteriorate into a state of war is that there have been numerous small, so-called â€Å"acephalous† societies that exist for long periods without any stable leadership, law or politics in their daily lives. On the small scale at least these societies can get by with the laws f nature alone, yet Hobbes seems to suggest that their existence is impossible to explain. Scholars have suggested that Hobbes’s state of nature is peopled with the men of the seventeenth century, and his theory is designed around the problem of sustaining and policing a large and prosperous society, so this may not be a major defect, as acephalous societies tend to be relative ly rare, small and isolated. Hampton contends that Hobbes's argument fails to prove that people, as he describes them, would institute his definition an absolute sovereign. Hobbes proposes that the creation of an absolute sovereign is necessary to secure peace in the commonwealth, but the very existence of the sovereign is ultimately determined by the people as subjects. Thus, Hampton argues that the subjects cannot create a sovereign who meets the definition given by Hobbes — a ruler who decides all questions in the commonwealth and whose reign is absolute and permanent. Hence, it does not follow that peace and harmony in civil society can be secured and guaranteed by the adoption of Hobbes's scheme. Hampton’s argument is, I believe, a sound one and while it questions the likelihood of establishing an absolute sovereign, its relevance is limited here as the society Hobbes is writing for already have a monarch, which he endeavours to persuade them to obey. Why does Hobbes believe limited government is not possible? Hobbes sets out to demonstrate that civil society can only be truly unified when the state incorporates a single validating authority with clearly defined decision-making procedures, which can arrive at definite decisions and initiate common action — despite a divergence of consciences. Some scholars suggest that Hobbes requires a single human decision-maker and fails to recognise that a group of decision makers would have the same effect, such as a parliament with a set of clearly entrenched rules or laws. However, on a wider reading of his works, it seems to me that Hobbes believed in any form of absolute government – an absolute democracy, aristocracy, or closed oligarchy would also be feasible, so long as the power of the group is absolute. Hobbes’s assumption is that human disagreement is all pervasive; that the subjects of a commonwealth are incapable of reaching a unified interpretation of a constitution and, therefore, an adjudicator (or adjudicative body) will be needed to interpret the constitution for them. Such a body constrained by law would simply fail because laws, and the words which constitute them, can always be subjected to various interpretations. Therefore, some member of the political system must have the authority to determine what the law is with a clear, unambiguous and indisputable answer. Hobbes contends that if there is a power that is limited within a state, then it must be limited by a greater power. So the search for the greatest power in the commonwealth – the sovereign power – will be realised when we come to an ultimate power, that effectively limits all others, but which is unlimited in its own right. The authority that determines the meaning of the laws and can force obedience to those laws by all is effectively the absolute sovereign because the power to reach a final binding decision is located in it, even if that body regularly delegates power to another. So, for example, if the King is dependent on an assembly, then it is the latter body which is ultimately sovereign. In essence, Hobbes claims that a government comes into existence only with the appointment of a ruler with absolute power — a power that effectively transcends all others, and over which there is no appeal. Any authority with that standing and intended to perform that task according to Hobbes must be legally absolute, that is, unchallengeable in the name of any other legal authority. If the authority cannot enforce obedience to the laws by all, then they have no power, and the Government is not constrained by law. Why does Hobbes contend divided government is not a practical possibility? Hobbes believes a government limited by law is also necessarily divided, and this appears sound. Further, he contends that such a divided government, or a system of checks and balances where power is spread between various branches of government, is fundamentally unstable and will inevitably degenerate into civil war. A government with sovereignty divided among different branches was rejected by Hobbes in the following terms: â€Å"For what is to divide the Power of a Commonwealth but to dissolve it; for Powers divided mutually destroy each other. Once again Hobbes maintains that what destroys this kind of constitutional arrangement is the impossibility of agreement as to the interpretation and enforcement of moral rules or principles. The heads of all divided governments necessarily live in a state of nature with respect to one another. Each branch acts for its own self-interest, and with no common power ove r them, will transcend into a state of war with respect to one another. Each branch is assumed to behave just as humans would: in a state of nature, and exclusively motivated by their egocentric and selfish tendencies, civil war will inevitably follow. Hobbes believed a state to be an artificially organized whole run by a person’s mind, so it can be expected to behave as a body does (given that a body too is an organized whole run by a human mind). Hobbes’s vision is of a unitary state with one government run by a mind, or a group of minds, which will behave like a small organization run by a human mind. Problems with these arguments: History is against Hobbes, as in reality divided governments can – and do – work well, certainly they are no more unstable than some absolute governments. The United States of America is a paradigm example, despite the American Civil War of 1861-1865, few would argue that their constitution successfully divides power between the separate branches – parliament, legislature, and judiciary – who each act as a check and balance on the other branches to prevent the abuse of absolute power. It is also conceptually possible to have a limited government which is not seriously divided. New Zealand is close to this model – while the Governor-General has a power to veto laws, by convention this is never exercised. Where such limited governments rule, there seems to be no increased concern of the sovereign abrogating the laws. Both limited government which is not divided, and divided government, can work in a stable way as checks and balances on power effectively impose a minimum standard of competence and thought, which makes for more rationality (and less room for errors) by those in power. History therefore proves there must be an error in Hobbes’s theory. But this does not mean his entire argument is wrong, his theory may be adapted to cope with this development: it is not simply true that a state of nature between human-like actors is necessarily a state of war – for the latter to result the former also requires other factors, including scarcity (which does not generally exist for politicians, hence the success of divided governments). Hobbes’s argument presupposes scarcity between individuals, and it is also true that states may be in situations of relative scarcity with one another – so they too may drift into a state of international war. Another explanation for this phenomenon is that the collective action of members of governmental branches is not the same as individual action. It is too simplistic to argue that such branches behave just like giant robots or individual people would, as they are divided by the varying individual consciences of their members. For a group to behave like an individual its members must subsume their own desires and motivations to peruse those of the group, but there is no proof that primarily selfish people, as Hobbes defines them, would do this. In reality, branch members may be aligned with members of other branches – particularly as they are usually elected by each other – inhibiting a war between the branches of government. This analogy may also extend to the relationship between nations, which in the opinion of this author, are currently generally not in a state of war. The European Union has been remarkably successful at fostering commercial and psychological links between state members – so these hitherto competing nations no longer regularly engage with one another in warfare. Perhaps Hobbes would reply that members of the European Economic Community now exist as a single state, rather than individually. This is doubtful however, as the European Union does not have a collective military force, which Hobbes considered a necessary common power for a government. Thus, at least in Europe, there exist today states which are in a state of nature with respect to one another in Hobbesian sense, yet they are in a state of real peace. Problems with Hobbes’s remedy: Some academics have suggested that perhaps Hobbes’s remedy – absolute government – is worse than the disease he attempts to avoid – the state of war. Under an absolute government there cannot be respect for individual rights in the sense of a law protecting such rights that the sovereign cannot override. But Hobbes argues that if people accept the necessity of absolute government then there is no incentive for that government to systematically violate the rights of human subjects, as if people do not rebel then the government will have no reason to think their power is under threat. Vitally, Hobbes’s theory assumes the rationality of the sovereign, but there are intuitive reasons for thinking that people in powerful positions are not psychologically usual, or rational. Acton’s famous aphorism â€Å"Power tends to corrupt and absolute power corrupts absolutely. Great men are almost always bad men,† reflects the historical trend of powerful, aggressive and seemingly irrational leaders such as Stalin and Hitler. In Leviathan, Hobbes himself notes that people may object to exposing themselves to â€Å"the lusts, and irregular passions of him, or them that have so unlimited a power in their hands. His later argument that a sovereign who is already on a pedestal of glory will not desire even more seems dubious, and also seems to directly contradict his argument of a â€Å"general inclination of all mankind a perpetual and restless desire of power after power, that ceaseth only in death. † Furthermore, absolute governments typically have am bitious foreign policy, Hobbes confessed this: â€Å"Kings, whose power is greatest, turn their endeavours to the assuring it at home by laws, or abroad by wars: and when that is done, there succeedeth a new desire; in some, of fame from new conquest. Maintaining a large army to succeed in battle will require heavy taxation and conscription, as Hobbes knew The Royal Government of France had implemented. Hobbes basic proposition is that obeying the government is the only way a peaceful life can be achieved. However, life might still be â€Å"solitary, poor, nasty, brutish, and short† for people who obey their governments and are conscripted into armies with high casualty rates. The prospect of international war did not seem to concern Hobbes greatly – this optimism probably stems from his personal experiences of the English and French international conflicts, which were far less destructive than the interpersonal conflict observed in civil wars. Hobbes would have known of the incredibly destructive Thirty Years’ War however, and as modern technology has since vastly increased the possibility of international harm, in the opinion of this author, a constant state of international war is a major concern and if it inevitably stems from organised polity, then this is not unquestionably better than a state of nature. Conclusion The alternatives available when Hobbes wrote, given England’s political history, did seem to be only absolute monarchy or anarchy and dissolution. We now know that a middle possibility does exist, a sovereign body may be limited by something that is not a superior body: an elected body of men may enjoy unlimited legislative powers, yet face the possibility of dismissal at the next election. Hobbes emphasised that a government draws its authority from below; its subsequent performance can also be subject to periodic review from below. Electorates† are neither superior decision-making bodies, nor are they organised bodies at all – only all electors taken collectively. Yet their existence may effectively restrain sovereign legislature’s absolute constitutional freedom, thereby avoiding the Hobbesian dilemma that a decision-making authority can be checked only by a rival or by a more powerful body. In his autobiography, Hobbes states that the goal of publishing Thucydides was to â€Å"point out how inadequate democracy is, and how much wiser one man is than a multitude. † Hobbes clearly believed that democracy posed many threats to political stability. But it is probably an exaggeration to think of Hobbes as anti-democratic in a modern sense, in his day democracies – such as ancient Athens – failed to last, and seemed practical only for small states as they required active and continuous participation by the people in their own government. Hobbes should not be assumed to be opposed to the large modern democracies we have today, which he never could have predicted or imagined. References: Finn, S. (2006). Thomas Hobbes and the Politics of Natural Philosophy. Cornwall: MGP Books. Goldsmith, M. (1966). Hobbes’s Science of Politics. London: Columbia University Press. Hampton, J. (1986) Hobbes and the Social Contract Tradition. Cambridge: Cambridge University Press. Hobbes, T. Leviathan. (1994). Retrieved on 02 April 2009, from The University of Adelaide Library Database http://ebooks. adelaide. edu. au Hopkins, S. (2009). Hobbes and Absolute Sovereignty. Retrieved on 01 April 2009, from Pathways to Philosophy website http://www. philosophypathways. com Kafka, G. (1983). Hobbes’s War of All Against All. Ethics (93)2, 291-310. Pigden, C. (18/03/2009). Personal Communication. Lecture: Philosophy 227/327. Rogow, A. , & Lasswell, H. (1963). Power Corruption and Rectitude. Connecticut: Greenwood Publishing Group. Shelton, G. (1992). Morality and Sovereignty in the Philosophy of Hobbes. New York: St. Martin’s Press. Sorrell, T. (1986). Hobbes. London: Routledge & Kegan Paul. Sorrell, T. (Ed. ). (1996). The Cambridge Companion to Hobbes. Cambridge: Cambridge University Press. Springborg, P (Ed. ). (2007). The Cambridge Companion to Hobbes’s Leviathan. Cambridge: Cambridge University Press. Watkins, J. (1989). Hobbes System of Ideas (2nd ed. ). England: Gower Publishing.

Sunday, November 10, 2019

Eradicating Social Ills

ASSIGNMENT 2 FIK 3042 ENGLISH FOR COMMUNICATION 2 ERADICATING SOCIAL ILLS AMONGST TEENAGERS GROUP: EL-AO4 Prepared by NAME| ID NUMBER| TELEPHONE NUMBER| Kasthuri Bai A/P Thangarajah| D20111049818| 013-9801264| Lecturer : Dr. Lajiman bin Janoory Dateline :6th November 2011 ERADICATING SOCIAL ILLS AMONGST TEENAGERS. Nowadays, the social ills amongst teenagers are so rampant that they are posing a great problem in the society . Before we go further , let us see what are actually these social ills among the teenagers.There are many types of social ills that are affecting our teenagers at an alarming rate. Some of them are addiction to drugs , smoking,gangsterism,vandalism,bullying,illegal racing and many more. Everyday we hear and see the effects of these social ills in the form of suicide,accidents,rapes,snatch thieves and brutal crimes. The effects of these social ills amongst teenagers are affecting the nation badly and causing great setbacks in the country. The spreading of social il ls have to be stopped immediately to save our youngsters who are the future generation.How are we going to eradicate these social ills if we do not know the root causes of these problems Therefore,before we find ways to eradicate the social ills amongst our teenagers, let us also dwell in the root causes of why the youngsters of nowadays fall an easy prey to the negative elements awaiting them. These causes can be categorized into several factors,mainly due to family crisis and external factors such as the influence of friends and environment.Living in this materialistic world can be very challenging to even adults,so what more to say for a teenager who is still struggling between adulthood and childhood. The need for good guidance ,counceling and parental love is essential to these youngsters. Whom should they turn to if the circumstances arise? Can they turn to their parents? Yes, under normal circumstances ,parents should be the child’s number one counsellor but,is this th e case in most child’s life? In fact the parents are the last to know about their child’s problem,which is a pity!This is because nowadays,mostly both parents are working and are too busy chasing their own goals, that they fail to see what their children are undergoing. Usually these parents leave their children to fend for themselves or in the care of a babysitter who most of the time doesn’t put her heart into the responsibility given . The outcome is , the child feels neglected and deprived of parental love. Another reason is when a child comes from a broken family,the frustration and anger is taken upon the poor child.As a result a child grows up to be insecure and lacking in direction. Hence falling an easy prey to the awaiting threats outside. Children are also stressed when parents are not understanding and pressure them to study something which is not of their interest . Parents who subject their own desires and ambitions on their children can cause a lo t of unnecessary pressure on them. Peer pressure and the need to proof oneself in order to be accepted is also another factor why the teenagers so easily succumb to the social ills around them.Constant innovation and development also provide boundless network which promotes extreme socialisation among our teenagers. Hence the exposure to all the unwanted elements in the society! Teenagers who do not know how to cope with stress, resort to these unwelcome means of escapism. We have seen some of the main reasons of why the social ills are spreading like an epidemic amongst our teenagers. What can we do to help them or to curb these social ills? There are a few very important things that can be done to nip the bud from the beginning itself.Firstly,the role of a family is very important . Parents who are responsible,who allocate enough quality time with their children can be a source of confidence for their children. Children will be able to rely on their parents for any advice and grow up to be a confident and secured person. These children often will not fall prey to the social ills as they are able to differentiate between good and bad and have no need for any form of escapism as they get enough love from their parents. Parents also must make sure that their children do ot lack of religious knowledge. As we know, all religion wants its followers to be a good human and abide by the rules. So if a child is given enough religious education and is taught to respect the humankind then,the chances of him or her resorting to violence is slim. Too much freedom and too much money given to teenagers will only mean trouble. Therefore parents should act wisely and explain to their youngsters why sometimes they cannot have whatever they want and why they must always obtain their parents’ permission before going out.Parents should always be aware of their child’s whereabouts but at the same time should not also be too strict and practice veto power at home. The y should be able to compromise,understand and respect their child’s feelings too. Maintaining a healthy relationship with children is an important measure in reducing these social ills amongst teenagers. Otherwise most teenagers will choose to rebel against their parents and try to prove to everyone that they are in control of their lives Besides the role of family ,the role of teachers and counsellors in schools is also very important in preventing social ills amongst teenagers.A teacher must always be sensitive to a child’s problem . A teacher must be able to gain a child’s trust in order for the child to confide in her or him. A teacher must make it her responsibility to solve a child’s problem and not be someone who simply wants to teach but is not much bothered about the child’s affair. Teachers can help a lot to curb these social ills if they play their role kindly and caringly. They should notice things and try to help the youngsters by send ing them to a counsellor or by counselling them themselves.While teaching in class , a teacher must always stress on the moral values and teach their students to avoid falling prey to bad influences. The education department and the mass media must always remind these teenagers to avoid doing all these illegal activities and the repercussions should anything unpleasant happen. The enforcement agencies can be invited to give talks and show slides of what is happening and how bad it can turn into,to create awareness amongst teenagers. A lot of opportunities must be created to allow teenagers to involve hemselves in activities such as outdoor games,indoor games,dancing and drawing classes,photography clubs and some social services that will divert the attention of these teenagers . The teenagers will not only be occupied but will also benefit from these extra activities. This healthy activities can be organised by the residential commitees or by the â€Å"ketua kampung†. Healthy competition with lucrative prizes can be held to attract these teenagers. The State government and the district office can help with these measures.Money used to cure the victims of the social ills in the form of rehabilitation centres and their medication can be put into a more healthy usage such as the above mentioned activities. After all one must agree that â€Å"Prevention is better than Cure†As a conclusion , everybody has to play an important role in eradicating social ills amongst teenagers . Eventhough these problems seem difficult to solve but as an Ethopian proverb says, â€Å"When the spider webs unite,you can tie up a lion. † (Infinity Web Development, LLC, 2002-2011) (OPpapers, 2011)

Thursday, November 7, 2019

The Ship Operations Cooperative Program.

The Ship Operations Cooperative Program. Founded in 1993, with five members, and now standing at over 40 , the Ship Operations Cooperative Program (SOCP) was created to improve the "competitiveness, productivity, efficiency, safety, and environmental responsiveness of U.S. vessel operations" through-out the world through the joint venture between the United States government such as Maritime Administration (MarAd) and those industries which are related to the maritime business. Those industries include not only many of the U. S. flagged shipping companies, but also such entities as the seven maritime academies (one of them being Maine Maritime Academy) and other schools sponsored by the maritime unions such as Marine Engineer's Beneficial Association's (MEBA) Calhoun MEBA Engineering school and Seafarer's International Union's (SIU) Paul Hall Center for Maritime Training and Education. Also included are the non-profit certification and classification societies such as the American Bureau of Shipping and their European equiv alent, Det Norske Veritas.Membership in the SOCP is accomplished by paying a $5,000.00United Statesannual fee. With this membership the companies and government agencies get together to work out issues pertaining to maritime affairs. This membership offers the industry a way to stay abreast of current events and allows all members to work together to better understand future trends. The SOCP is in the forefront on forming venues for parties to communicate through conventions around the United States, newsbriefs and newsletters, and up-to-date online web casts.The SOCP is supported by its members to develop Research and Development strategies for future projects and policies.The SOCP also works bringing together organizations with like interests for projects of mutual benefit so as to better utilize resources of those companies participating. In doing so, the SOCP can also assist in differences that surface during such projects.The SOCP can assist in keeping members up-to-date with c hanges in maritime...

Tuesday, November 5, 2019

Secrets of Cheating Revealed and Myths Dispelled

Secrets of Cheating Revealed and Myths Dispelled School Cheating: A Cause of Students’ Troubles or Its Consequence? People tend to blame wrongdoers by default, leaving circumstances and motivations aside. Usually, it is a plausible way to evaluate a situation, but sometimes, a second thought is needed, like in case with school cheating. But what is cheating, why does it exist, how does it affect students’ skills and can it be prevented (and should it)? We will try to find answers to these questions in the following article, so read on. What Is Cheating and Why Does It Exist Among Students? Cheating is copying home tasks from other students, from the web or asking for other students’ help while sitting the exams or midterm tests (and other kinds of assessment). Cheating is blamed on the laziness of students and is supposed to mean their total educational failure since they cannot cope with the material and so ‘steal’ it from the others. But cheating has existed probably as long as students and teachers themselves. People with excellent grades and records have poor jobs, and people who dropped from their schools or hardly managed to graduate then build successful careers and create cool things. So it looks like getting good grades or completing all homework individually does not guarantee success and vice versa. So, well, cheating is not an indication of academic failure. It indicates something else. But what? It points to the extreme loads of duties and expectations placed on children and to the total inability of the education system to account for natural capacities and limits children have. It also indicates that inbuilt creativity and smartness of children still exist, and it helps children rig the system that is rigged against them, in the first place. Put in less complicated words, if children are expected to accomplish things that are basically un-accomplishable, they will find the way out. If homework is so big that it is impossible to cope with it for the majority of students, they will find the way to obtain it from smarter and more persistent classmates or will complete parts of work and exchange these parts between themselves, so that everyone gets a complete work. Anyway, in a system where grades mean everything and knowledge and understanding mean nothing, cheating is only one of the logical step kids take to help themselves out. Common Misconceptions About Cheating Cheating is for lazy. No. Time and efforts spent on preparation of cheats are as labor intense as any other intellectual activity. Some may argue that students better be learning with this intensity, but teachers today assess not knowledge but very formal markers of knowledge, and students provide what is required from them. Cheating does nothing to improve knowledge and just brings students undeserved grades. – No. While copying homework or preparing cheats for tests students repeat the material and learn at least basics of stuff that they will not get otherwise. Cheating outwardly harms learning process. – No. It improves it. Students exchange, copy, repeat, go over the stuff, read, select, and in general do things they are supposed to do at school. Cheating makes students stupid. – Big no. Just imagine how much creativity and skills are required to prepare cheats and to use them. It requires self-control, discreetness, resistance to stress, ingenuity and many more traits that are absolutely necessary in our agile and unstable world. So instead of memorizing stuff, they do not understand, students learn skills they will apply anywhere – and be praised as valuable workers. Cheating is unethical. – If assessing formal criteria (like writing all answers to problems in a column) instead of assessing the correctness of answers and creativity of thinking is OK from an ethical viewpoint, then cheating as an adequate solution is ethical as well. Surprising Upsides to Cheating for Children Cheating is training in itself, and even more intense and useful training than writing letters or memorizing poems. To cheat, children, even in elementary school, need to develop and possess the following skills (and can every adult boast of having them all?): concentration attention to details memorizing things heard or seen only once (catching a glimpse in a mate’s handout, for example) caution fast reaction We can bet that every adult would want to develop these traits in themselves and see them develop in their kids. Hence cheating is a very positive booster for these skills – and not only for the classroom. Homework is actually useless and even dangerous for kids Despite the traditional belief into the usefulness of loads of homework, the reasons behind giving it are more of wishful thinking kind than of true science. Indeed, older students can benefit from limited amounts of homework, but not young kids and middle schoolers. Recent experiments on canceling homework altogether show that students in such classes show the same level of academic success and failures as students who perform homework daily. So what’s the sense? Besides, along being mostly useless, unregulated and abundant homework is outwardly harmful to the mental and physical health of kids. Homework harms kids’ health significantly by stealing their sleep and play/rest time. A school day is almost equal to a workday, but after this day kids are expected to work even more, and it is called ‘time management’, not overtime work, like it should be. Children lack sleep, lack exercise and simply relaxation time, they get mental health problems, anxieties, chronic fatigue, eating disorders, all for the sake of turning in an assignment that no one will bother to check. Homework steals time. Kids have their whole day mapped out for them, with no time to be kids or teens, they are treated like adults in regard to responsibilities but dismissed as children when it comes to their wishes and needs. Not very progressive approach. Hometask is also believed to discipline kids, teach them to order, but the world needs creativity today, and structured time filled with boring useless tasks is a killer of creativity. According to Alfie Cohn, a researcher, and many other reliable investigations, the impact of homework on academic success is almost negligible. So why is the practice of homework so persistent? Just because of habit? Homework destroys peace with parents. Teens already have it hard during their transition from childhood to adulthood. Homework is one more stumbling stone that makes kid and parents argue. Parents believe that teachers know what they do when they give that much homework (but it looks like they don’t). So parents make kids do every assignment instead of relaxing, watching TV or socializing. That’s enough to spark a quarrel. Sometimes parents try to help kids do cope with tasks, but parents have long forgotten the school stuff (or did not learn it properly anyway). Besides, they are not teachers and do not have skills and patience to explain and help properly, on a level accessible to a child. So instead of help, new trouble of miscommunication arises. Cheating Is a Symptom of the Problem, Not a Cause So what is the conclusion? Cheating time, everyone? Definitely, no, it is not. Students do need to learn and understand school subjects properly to be able to study in college and then move on to work. But cheating persistently indicates that the education system does not work the way it should, and instead of gaining skills students employ cheating tactics to get high grades that are demanded by parents, teachers and state/federal education bodies. If the system becomes more productive and inspiring, with less stress on failure and more pressure on the joy of discovery and learning something new, then cheating will become a negligent percentage of students’ activities. As of today, it is a bailout gear that helps students stay afloat in the modern schooling system and not lose their mind completely. Need help, and no friend can help you? Let us be your friends and provide you with a completed assignment or paper that will bail you out and bring you positive grades – and maybe some long-needed rest.

Sunday, November 3, 2019

Mini Persuasive Research Paper Essay Example | Topics and Well Written Essays - 1000 words

Mini Persuasive Research Paper - Essay Example In 2006, however, the ban was lifted and the United States government allowed two companies to produce silicone for medical purposes (Agadoni, 2012). In 2012, the number of breast augmentation procedures carried out within United States was 286,274. The year saw an increase in breast augmentation procedure by 35% from 2000 in which only 212,500 cases of breast augmentation were reported (Surgeons, 2012). Many believe that these procedures are injurious to women’s health and in many cases are unnecessary. Some on the other hand argue that these procedures may not be necessary for women’s physical health but are an integral part to their mental and moral health. This paper is going to examine the arguments made by those arguing in favor and against breast augmentation and suggest solution that might help address the issue. Arguments supporting breast augmentation: The most compelling argument that is presented in favor of breast augmentation is that it helps women boost t heir confidence. A large portion of women who opt for breast implants is to increase their confidence. These women get implants because they feel that the way they view their body would have a significant impact not only on their confidence but also on their self-esteem (Bejra Medical Institute, 2013). Some women get breast implants to reshape their breasts after pregnancy. In most cases women’s breasts tend to lose their natural shape and can sometimes become saggy after their pregnancy. This is especially seen in women that breastfeed their children. Through breast implants women are able to get the shape of their breasts back a factor that appeals to majority of women (Bejra Medical Institute, 2013). Age is another factor that drives women towards the procedure. The fear of losing their looks as they age women turns to breast augmentation to have their breasts reconstructed by doctors. Through the procedure of breast augmentation women tend to feel as though they have rega ined their youth (Bejra Medical Institute, 2013). Some women undergo the procedure to obtain clothes that fit them better. Most clothes available in the market are designed to fit women that have large breasts. Women with flat chests are unable to purchase these clothes which can lead to these women developing a complex. By getting breast implants the variety of clothing that is available to them significantly increases. Moreover since their clothes fit them better after their procedure they feel a lot more confident in their clothing than they do before the procedure (Bejra Medical Institute, 2013). Arguments against breast augmentation: One of the most compelling arguments that is put against the procedure of breast augmentation is that research has proven time and time again that the procedure in itself and the silicone implants are dangerous to women’s health in a number of ways (Food Drug Assosiation, 2011). In 2011, the U.S food and drug administration stated that there is a possible link between Anaplastic Large Cell Lymphoma (ALCL) and breast implantation. The study stated that the risk of women with breast implants developing ALCL maybe low but there is a definite relationship between the two (Food Drug Assosiation, 2011). The research identified more than 34 cases of ALCL in which the patient had undergone breast augmentation around the world that were unique. Moreover, FDA obtained data from a number of sources showing that there were 60 confirmed cases of

Friday, November 1, 2019

Private law Essay Example | Topics and Well Written Essays - 750 words - 1

Private law - Essay Example Shah was also disappointed when his application to obtain his academic qualifications for an award in respect to first degree was rejected. This is an example of humiliation and discriminatory approach to demean immigrant students in relation to educational qualifications. Refusal to admit qualified students to pursue their first-degree award is punishable by law. Additionally, LEA refused to award a first degree putting into consideration mere facts that Shah had failed to prove to them beyond reasonable doubt that he was an ordinary resident of the United Kingdom. These are the facts that made Shah sue LEA. The point of argument in this case is that this student believes discriminatory treatment for immigrants is still carried out in the UK without considering the domicile statutes and jurisdictions of the land. This student says that L.E.A misdirected them by putting the judgmental laws into their own hands. This educational body misleads themselves in relation to wrong application of the test of respect of ordinary residences. To begin, education in the recent past has been globalized with various races seeking education wherever they want in the world. Therefore, this implies that as much as Shah may be an immigrant in the UK, his freedom and rights to education must always be aptly upheld. Per se statutory jurisdictions especially in relation to the Rome Statutes acknowledges right to education whether a person is an immigrant or ordinary citizens of a given state (Sendall 123). This implies that L.E.A breached the law when it failed to honour Shah by giving him a mandatory award o r even a failing to consider his alternative application. The fact of this case as it stands is that out of the five students, none of them had no right to abode in the United Kingdom. However, they deserved an explanation as to why they were not academically honoured and why their