Village Life vs City Life

It is a firm belief on the part of people that there is a big difference between village life and city life. It is absolutely true that the life in a village and that in a city varies so much that the difference is glaring at times. In fact it can very well be said that people living in cities are different from people living in villages. It is normal feeling amongst us that city life is more enjoyable than village life. It is only an assumption. City life is endowed with a lot of advantages. This is because of the fact that there are a number of opportunities open to you in a city. City life is provided with a lot of facilities too. You would not find many facilities and opportunities in a village. Parents would be happy to send their children to cities for higher studies rather than to villages. Cities are endowed with quality higher education institutions whereas villages are not endowed with high quality colleges and universities. In addition to schools and colleges, city life is preferred for improved medical facilities. If someone falls ill in the family, you tend to take him or her to a popular hospital in a city since villages are not equipped with the best of medical attention. The number of hospitals in a city and the facilities are far more when compared to that in a village. A city has banks, cinema theaters, parks, golf courses, sports stadiums, clubs, hostels and shopping malls. The behavior of people in a city is different from that of the people in a village. People in a city are generally unfriendly and they maintain distant from others. The people in villages on the other hand are warm-hearted and friendly. Villagers receive you well where as city-dwellers tend to be within doors. People in villages are very helpful in nature whereas people living in cities tend to be more selfish in their attitude. A city is characterized by various kinds of pollution such as noise pollution, visual pollution and air pollution. This is due to that fact that there a number of factories, industries and mills in a city than in villages. Hence villages are endowed with pure air devoid of pollution. Visual and noise pollution are also less in villages. Since village life is calm and quiet and bereft of pollution of any kind, older people tend to settle down in villages after their retirement from service

Abstract Art Development

If you take a look at the paintings, you will see that they are abstract. In fact, they are painted in a style that is sometimes referred to as â€Å"Abstract Expressionism†. Many people have trouble understanding and appreciating this type of art. The purpose of this essay is to explain how, over time, art has evolved to become more and more abstract, and why this is important. My intention is to explain the goals of abstract art, and to help you learn how to enjoy it. To begin, I'd like to introduce you to the idea that, broadly speaking, there are two types of paintings: representational and abstract.We call a painting â€Å"representational† if it portrays specific, recognizable physical objects. In some cases, the representational paintings look true to life, almost like a photograph. For example, consider the following painting by Rembrandt van Rijn (Dutch, 1606-1669). This painting is called â€Å"The Anatomy Lecture of Dr. Nicolaes Tulp†, and was painted in 1632. â€Å"The Anatomy Lecture of Dr. Nicolaes Tulp† [1632] by Rembrandt van Rijn. Display a larger picture of this painting. When you look at this painting, it is easy to recognize what you are looking at.There are eight men wearing funny-looking clothing (actually, the style of clothing worn in 17th century Holland), and on a table in front of the men lies a dead man, whose arm is being dissected. It is easy to identify all the objects in the painting, as well as the overall meaning of the painting. (You are looking at an anatomy demonstration. ) Not all representational paintings are so realistic. For example, Paul Cezanne (French, 1839-1906) created some beautiful paintings of fruit. Take a look at this one, â€Å"Apples, Peaches, Pears, and Grapes†, which Cezanne painted from 1879-1880 Apples, Peaches, Pears and Grapes† [1879-1880] by Paul Cezanne. Display a larger picture of this painting. Obviously, this painting is more abstract than the previous one. Still, what you are looking at is representational. The objects in the Cezanne painting may not be as realistic as the ones in the Rembrandt — there is no way you would mistake the Cezanne painting for a photograph — but it is easy to recognize that you are looking at various types of fruit in a bowl. When you look at a representational painting, you get an immediate feeling as to whether or not you like the painting.For example, take another look at the previous two paintings and compare what you feel when you look at the anatomy lesson with what you feel when you look at the bowl of fruit. Abstract paintings are different. They have designs, shapes or colors that do not look like specific physical objects. As such, abstract paintings are a lot harder to understand than representational paintings. Indeed, when you look at an abstract painting, you often have no idea what it is you are actually seeing. Let's see if we can make sense out of this.In general, there are t wo types of abstract paintings. The first type of abstract painting portrays objects that have been â€Å"abstracted† (taken) from nature. Although what you see may not look realistic, it is close enough that you can, at least, get an idea of what you are looking at. If you have ever seen any of the paintings of Claude Monet (French, 1840-1926), you will know what I mean. In 1899, Monet began to paint a series of paintings called â€Å"Water Lilies†. These paintings depict the garden at his house in Giverny, Normandy (in France).Although the objects in the paintings don't really look like lilies, or water, or clouds, they are close enough that you can get a feeling for what you are seeing. To see what I mean, take a look at this painting, â€Å"Water Lilies (The Clouds)†, which Monet painted in 1903. â€Å"Water Lilies (The Clouds)† [1903] by Claude Monet. Display a larger picture of this painting. A second type of abstract painting, sometimes referred to as â€Å"pure† abstract art, is even more obtuse. Such paintings do not reflect any form of conventional reality: all you see are shapes, colors, lines, patterns, and so on.Here, for example, is one of my paintings, entitled â€Å"Blue #1†, which I painted in 2000. â€Å"Blue #1† [2000] by Harley Hahn. Display a larger picture of this painting. As you can see, nothing in this painting is recognizable. There are no people, fruit or even water lilies. When you look at such art, it is natural to wonder why anyone would bother to create such paintings in the first place. What could the artist possibly have in mind? In some cases, the design itself might be pleasing to the eye, and we might look upon the painting as nothing more than a decoration.Most of the time, however, this is not the case. Indeed, a great deal of abstract art is not particularly pleasing to the eye. Moreover, why would an artist spend so much time creating a mere decoration? There must be somet hing more to it. The truth is, yes, there is a lot more to abstract art than what meets the eye, and to see why, we have to consider the basic purpose of art. To truly appreciate a work of art, you need to see it as more than a single, isolated creation: there must be context. This is because art is not timeless.Every painting is created within a particular environment, and if you do not understand that environment, you will never be able to appreciate what the artist has to offer you. This is why, when you study the work of a particular artist, it makes sense to learn something about his life and the culture in which he lived. Although the qualities of a painting depend on the skill and desires of the artist, a great deal of what you see on the canvas reflects the environment in which the art was created. As an example, take a look at the following two paintings.The painting on the right, the well-known Mona Lisa, was painted from 1503-1506 by Leonardo da Vinci (Italian, 1452-1519) . The painting on the left, a picture of Princess Diana, was painted in 1982 by Andy Warhol (American, 1928-1987). Both are portraits of a woman, and both were produced by highly skilled artists who used similar poses — but notice the striking differences in style. â€Å"Princess Diana† [1982] by Andy Warhol. Display a larger picture of this painting. â€Å"Mona Lisa† [1503-1506] by Leonardo da Vinci. Display a larger picture of this painting.If you study the lives of da Vinci and Warhol, you will find that there were — as you might well imagine — significant personal differences between the two men. These differences, however, do not account for the vast dissimilarity in painting styles. When you compare these two paintings, what you are seeing, more than anything else, are cultural differences. When an artist creates, he is strongly influenced by the times in which he lives and, no matter how innovative he might be as a person, he cannot complete ly escape the boundaries of his culture.As you study the history of art, you see that, at any particular place and time, there is always a dominant â€Å"school† of art that defines the prevailing artistic culture. Most artists of the time work within the norms of that culture. A few artists, however — the visionaries and the experimenters — break new ground and, as they do, they encounter tremendous resistance from people who don't understand the â€Å"new† style of art. However, it is from the work of these innovators that art evolves. So how does this pertain to abstract art? Until the end of the 19th century, virtually all painting was representational.Artists painted pictures that were straightforward, and people looked at those paintings for one reason: to see the particular images that were depicted. At first, this idea sounds so obvious as to hardly be worth stating. Why else would you look at paintings, if not to see the images? However, as I wil l explain, there are other, more compelling reasons to look at a painting. Indeed, it is possible to experience a painting in such a way that you go beyond what you see, in order to find out what you might feel. In the early 1870s, a movement arose in France that began to introduce abstraction into serious art.This movement, called Impressionism, produced works of art that, for the first time, did not consist wholly of realistic images. The original goal of the Impressionists was conceptually simple: they wanted to depict nature as it really existed. In particular, they labored to capture the ever-changing effects of light, as it changed throughout the day and from season to season. For example, the French painter Monet, whom I mentioned above, spent a lot of time creating series of paintings in which he painted the same subject at different times of the day.His goal was to show how the color and form of the subject changed from one hour to the next. Take a look at this painting of haystacks, created by Monet in 1890-1891. His goal was not to paint a simple image of a stack of hay, but rather to show the color and form of the haystacks at a particular time of day at the end of the summer. From Monet's point of view (I imagine), the painting was more of an exercise than a work of art. â€Å"Wheatstacks (End of Summer)† [1890-1891] by Claude Monet. Display a larger picture of this painting. Around the same time, another school of art, Neo-Impressionism, arose from the influence of Impressionism.The Neo-Impressionists used many small side-by-side dots to build up various shapes and colors. You can see this technique — which is known as â€Å"pointillism† — in the following painting, â€Å"A Sunday Afternoon on the Island of La Grande Jatte†, created in 1884-1886 by Georges Seurat (French, 1859-1891). â€Å"A Sunday Afternoon on the Island of La Grande Jatte† [1884-1886] by Georges Seurat. Display a larger picture of this painting. Finally, in the 1880s and 1890s, a disparate group of artists sought to move beyond Impressionism and its obsession with the changing effects of light.These artists, collectively known as the Post-Impressionists, created a wide range of striking and innovative paintings. Among the most important Post-Impressionists were Paul Cezanne (French, 1839-1906), whom I mentioned earlier, Paul Gauguin (French, 1848-1903) and Vincent van Gogh (Dutch, 1853-1890). When you look at Impressionist paintings, you will notice that, although they are generally soothing to the eye and calming to the spirit, they are, as a whole, quite boring. This is not the case with the Post-Impressionsts, as you can see by looking at the following two paintings. First, here is â€Å"Where Do We Come From?What Are We? Where Are We Going? â€Å", painted in 1897 by Gauguin. â€Å"Where Do We Come From? What Are We? Where Are We Going? † [1897] by Paul Gauguin. Display a larger picture of this painti ng. Next, take a look at â€Å"Irises†, painted in 1889 by van Gogh. â€Å"Irises† [1889] by Vincent van Gogh. Display a larger picture of this painting. The last three decades of the 19th century were a time of two important — and distinct — transitions. First, as I have mentioned, there was a gradual change from representational art to abstract art. You can see this in the work of the Impressionists and Neo-Impressionists.The second change was more subtle, but far more important. With the work of the Post- Impressionists, the purpose of art itself had begun to change. For most of history, the primary purpose of painting had been to portray images, rather than to evoke feelings and emotions. Starting with the Post-Impressionists, however, the emphasis began to shift. For the first time, unconscious feelings began to find their way into mainstream art. What allowed this to happen was that the Impressionists had loosened the bonds, giving permission for pa inters to stray from their representational roots and become more abstract.To be sure, the Post-Impressionists were still quite literal in their work: when you look at the work of Cezanne or Gauguin or van Gogh, you do know what you are looking at. Indeed, at the beginning of this essay, I used one of Cezanne's paintings (â€Å"Apples, Peaches, Pears, and Grapes†) as an example of representational work. Still, the gradual shift to abstraction and the capturing of deep-seated emotion was real and far-reaching. The reason that this is so important is that most of human life exists unconsciously, below the surface of perception and beyond the reach of voluntary, purposeful thinking.Within this netherworld, lies the strong, untamed and irrational forces that give life to our being and definition to what it means to be human. Until the 20th century, artists had to be content with merely grazing the surface of consciousness. Try as they might, their ability to penetrate to the hear t of what it means to be human was limited by their tools. When the brain processes a recognizable image, a mental barrier is erected that prevents significant entry into the processes of the unconscious.Thus, representational art, by its very nature, imposes limits on how deeply an artist is able to insinuate him- or herself into the unconscious processes of the observer. However, with the coming of abstraction, artists had, for the first time, a powerful tool that would allow them to bypass literal perception and reach into this otherwise impenetrable world of unconscious emotion. This was possible because, the more abstract a work of art, the less preconceptions it evokes in the mind of the beholder. In the hands of a skillful practitioner, abstract art can be an extremely powerful tool.However, as I will explain in a moment, such tools require more than the skill of the artist, they require the cooperation of the observer. Before I get to this point, however, I'd like to continu e with a bit of history. By the beginning of the 20th century, the move towards abstraction had generated enormous possibility. Previously, painters — restricted by the conventions of representational art — had confined themselves to either imitating nature or telling stories. Now, for the first time, artists were able to enter a realm in which unbounded imagination was, not only possible, but desirable.Between 1910 and 1920, a new movement towards abstract art, both in painting and sculpture, arose in Europe and in North America. The first important abstract artist was Wassily Kandinsky (Russian, 1866-1944). During the years 1910 to 1914, Kandinsky created a series of paintings which he called â€Å"Improvisations and Compositions†. Even today, almost a century later, Kandinsky's work is striking in its ability to bypass our consciousness and stir our inner feelings. Take a look, for example, at one of my favorites, â€Å"Improvisation 7†, which Kandinsk y painted in 1910. â€Å"Improvisation 7† [1910] by Wassily Kandinsky.Display a larger picture of this painting. The work of Kandinsky was extremely influential, and helped to usher in an age in which a number of abstract movements were established, one after another: Cubism, Futurism, Vorticism, Neoplasticism, Dadaism, Surrealism, and so on. Rather than describe each of these movements in detail, I'd like to jump to what I consider to be the defining point of 20th century art: Abstract Expressionism. What we now call Abstract Expressionism emerged in New York in the early 1940s. It was not so much a well-defined school of art, as a way of thinking.The Abstract Expressionists made the final break from the rigid conventions of the past, by redefining what it meant to be an artist. In essence, they rebelled against what the rest of the art world judged to be acceptable. Although the idea of abstraction had been around for some time, the Abstract Expressionists went a lot furthe r. They began to emphasize, not only the finished product, but the actual process of painting. They experimented in how they interacted with the paint, the canvas, and their tools; and they paid attention to the physical qualities of the paint itself, its texture, color and shape.I realize this sounds vague and pretentious, so I will explain to you what it all means. Before I do, though, let's take a look at an Abstract Expressionist painting, so you can at least get a feeling for what I am talking about. The following painting was created in 1950 by Jackson Pollock (American, 1912-1956), a pioneer of what came to be called â€Å"action painting†. The painting was originally called â€Å"Number 1, 1950†, but at the suggestion of an art critic named Clement Greenberg, the painting was renamed â€Å"Lavender Mist† (although, there is actually no lavender in it). Lavender Mist† [1950] by Jackson Pollock. Display a larger picture of this painting. The name â⠂¬Å"action painting† was coined to describe the techniques used by Pollock. He would fasten large canvases to the floor of his studio, and then drip, fling, and spill paint on them. He often used regular house paint, because he preferred the way it flowed. Now, I understand that the first time you look at a picture like â€Å"Lavender Mist† you may see nothing more than a confusing array of disorganized lines and spots. â€Å"What,† I hear you say, â€Å"is this supposed to mean?How could anything so primitive and crude be considered to be great art? It looks like something a bored kid would do if he was left alone in an art studio with no supervision. † Before I explain why â€Å"Lavender Mist† is, indeed, great art, let me tell you a quick story. A few years ago, I decided to visit Washington, D. C. by myself. It was the middle of winter, and the city had been hit by a huge snowstorm. I was all alone, so I decided to walk to the National Gallery o f Art. The streets were virtually empty, and as I entered the museum, I could see that it too was empty.I asked the information person if they had anything by Jackson Pollock. She said yes, and gave me directions to the room in which his paintings and drawings were hung. I had heard of Pollock and seen photographs of his work, but I had never seen any of the paintings in person. I still remember the feeling I had when I descended the stairs, turned the corner, and looked at the wall. I was alone in a large room and, there on the far wall, was â€Å"Lavender Mist†. The effect it had on me was completely unexpected. It was the only time in my life when I can remember a painting, literally, taking my breath away.I know this will sound a bit sappy, but seeing that painting changed me forever. Looking at a Jackson Pollock painting for the first time. How could this be the case? You just looked at a picture of the same painting, and I doubt you felt as if you had been changed forev er. First, I should explain that the actual canvas is large, nearly 10 feet (3 meters) long. It is quite imposing when you see it in person, especially in a large empty room, where the painting seems to reach out, grab you and pull you towards it.Second, what you see in the picture above is nothing like the real thing. Not only is the picture on your screen much smaller than the actual painting, but the colors you see on a computer monitor are muted and inexact. Moreover, on a computer screen, you do not get a sense of the texture of the paint and the canvas. All of this you understand, I am sure. Everyone knows that viewing a real painting is a lot different from looking at a picture of the painting on a computer monitor (or on a projection screen in an art history class, for that matter).However, there is another reason why I was so moved by â€Å"Lavender Mist†, and it has to do with the very purpose of art. To discuss this, we have to consider the question, Why do we crea te art? There are a number of straightforward reasons why human beings create art: to make a decoration, to tell a story, to capture or preserve an image, or to illustrate an idea. However, there is another, more subtle, but far more important reason why art is important to us. The need to reach inside ourselves and manipulate our unconscious feelings is universal.We all do it to some degree, although most of the time we are blind to what we are doing. That is where art comes in. As I explained earlier, one of the purposes of art is to allow us indirect access to our inner psyche. Great art affords a way to get in touch with the unconscious part of our existence, even if we don't realize what we are doing. In this sense, the role of the artist is to create something that, when viewed by an observer, evokes unconscious feelings and emotions.The reason abstract art has the potential to be so powerful is that it keeps the conscious distractions to a minimum. When you look at, say, the apples and pears of Cezanne, your mental energy mostly goes to processing the images: the fruit, the plate, the table, and the background. However, when you look at â€Å"Lavender Mist†, you are not distracted by meaningful images, so virtually all of your brain power is devoted to feeling. You can open yourself, let in the energy and spirit of the painting, and allow it to dance with your psyche.Of course, this only works if you cooperate with the artist. His job is to create a painting that is rendered so skillfully that, when you look at it, what you see actually changes what you feel at an unconscious level. Your job is to clear your conscious mind of thoughts and preconceptions in order to allow yourself to be influenced by what you are seeing. This means that, if you are to truly appreciate a work of art, you must be willing to let yourself go, to put yourself in the hands of the artist, so to speak, and let him take you wherever he wants.Much of the time, this partners hip fails, sometimes because the artist is simply not skillful enough; often because the person looking at the painting does not know how to truly appreciate it. Now you can see why the advent of Abstract Expressionism was so important. For the first time in history, artists were creating abstract art so skillfully that it was able to penetrate quickly and powerfully into people's subconscious (at least some people, some of the time). Thus, it is possible to view the history of painting as a long evolutionary process, starting with the slow, labored development of tools and techniques.Eventually, after centuries of representationalism, the Impressionists began to shake off the long- standing restrictions, which led to the development of various schools of abstract art, culminating, in the 1940s, with Abstract Expressionism, the beginning of a new age of creation and human achievement. I'd like to introduce to you a few of the Abstract Expressionists, painters whose work was importan t to the evolutionary process that redefined what it meant to be an artist. One thing that you will see is that work of these painters varies greatly.This is because, as I have mentioned, Abstract Expressionism is not so much a school of painting as a way of approaching and experiencing the act of creation. I have already shown you â€Å"Lavender Mist† (1950) by Jackson Pollock. Here is one of Pollack's earlier paintings, â€Å"The Key†, which he created in 1946. â€Å"The Key† [1946] by Jackson Pollock. Display a larger picture of this painting. Next, I'd like to show you a painting by Arshile Gorky (Armenian-American, 1904-1948), whose work had significant influence at the time that Abstract Expressionism was emerging.This painting, called â€Å"One Year the Milkweed†, was created in 1944. â€Å"One Year the Milkweed† [1944] by Arshile Gorky. Display a larger picture of this painting. When you are just getting used to abstract art, you might wond er, just how good are these artists anyway? It doesn't look all that hard to fill a canvas with lines, and smears, and splotches. I can assure you that the best abstract painters are all highly skilled artists in their own right. For example, here is a charcoal sketch done by Gorky in 1938, called â€Å"The Artist's Mother†. It is actually an idealization of his mother, inspired by an old photograph. ) â€Å"The Artist's Mother† [1938] by Arshile Gorky. The next painting is by Franz Kline (American, 1910-1962). It is called â€Å"Painting Number 2†, and was created in 1954. â€Å"Painting Number 2† [1954] by Franz Kline. Display a larger picture of this painting. Finally, here is a painting by Mark Rothko (Russian-American, 1903-1970), entitled â€Å"White Center† and created in 1950. This painting is an example of what is called â€Å"Color Field† painting: an abstract image with large areas of undiluted color. â€Å"White Center† [1 950] by Mark Rothko.

To what extent and in what ways is Fitzgerald purely critical of Gatsby?

Dreams are a large part of â€Å"The Great Gatsby†, both in the wider sense and in terms of individuals, and Gatsby is the character whose dream is focussed on the most. It is difficult to tell what Fitzgerald truly thinks, due to the fact that he uses Nick as the narrator – meaning the reader finds it hard to separate their feelings. However, by looking at how he presents the characters in the novel, and the society as a whole, we can perhaps see what Fitzgerald thinks about Gatsby's dreams in the novel. Fitzgerald's views are presented ambiguously in the novel, with the comparison to the rest of society being the main point against the title views, and the presentation of Daisy and materialism perhaps being the main arguments to support the statement in the title. One way in which Fitzgerald shows his views to the reader is in his presentation of Gatsby's dream itself, otherwise known as Daisy. From the beginning of the novel, she is presented by Fitzgerald as a rather annoying, simple character who seems to have very few redeeming qualities about her other than her looks. From her simple and repeated dialogue â€Å"Do you always watch for the longest day of the year and then miss it? I always watch for the longest day of the year and then miss it†, the reader is made to feel that Daisy has very little substance to her character, with the exception of her â€Å"low, thrilling† voice. Despite the reader having a screen in front of Fitzgerald's viewpoint in terms of Nick as the narrator, who clearly Fitzgerald intends to show as somewhat drawn to Daisy, we are still able to see that the only characteristics of Daisy's that are praised seem to be superficial. Therefore, when we are told that this woman has been Gatsby's dream and who he has built his life around for the past five years, it perhaps makes us question whether Fitzgerald is trying to portray Daisy as worthwhile of this dedication. This doubt arises I feel that if Fitzgerald was applauding Gatsby's dream of Daisy, he perhaps may have presented her as a more likeable, intelligent character with qualities that could easily be admired universally. As a result of this portrayal of Daisy, I believe it shows Fitzgerald to be mainly critical of Gatsby and his dream. However, this could depend on the era that the individual is based in – readers today could find Daisy as more of an annoyance due to the change in women's roles, in that today women are far more independent and take far more responsibility than they did in the 1920's. Daisy's apparent simple nature may therefore annoy modern readers more than in the past as we are less able to understand that this was how women were expected to be in the 1920's. Nevertheless, even taking these time changes into account I believe that Fitzgerald still intended Daisy to appear perhaps lacking in typical good qualities to highlight a potential point about Gatsby's dream. However, Daisy's apparent lack of appeal as a character could be used by Fitzgerald to portray Gatsby's dream in a better light, if we look from the angle of his loyalty to Daisy. The way that Gatsby has stayed so faithful and loyal to his dream to be with Daisy, despite (in our eyes) the fact that she is not worth it, could show that Fitzgerald is praising his dream as a cause of this admirable quality in Gatsby's character. This would go against the statement that Fitzgerald is purely critical of his dreams, as it would imply that they bring out the best in people. However, the other interpretation of Gatsby's loyalty could support the title statement, as Fitzgerald at times implies that Gatsby is foolish for holding on to the memory of Daisy, and building her up to such a high status in his mind. An example of this is when Fitzgerald writes â€Å"and forever wed his unutterable visions to her perishable breath†. Although it is implied that it is Gatsby who says the words, I still believe it shows Fitzgerald's dislike of Gatsby's attitude towards Daisy by making the phrase so exaggerated – it implies that he is blinded by his past perceptions of her, in addition to the actual phrase that seems to imply Gatsby is foolish for putting all his hopes into someone who could leave him. I believe that in this way Fitzgerald is criticising Gatsby's dream because of how he holds it in his mind and how it affects him. Another aspect that could show that Fitzgerald is critical is how he links Gatsby's dream of Daisy to material objects and status. Throughout the novel, he creates the impression that these two things are intertwined in Gatsby's mind with his dream of being with Daisy. He describes her voice as â€Å"full of money†, and shows off his house to her, lingering on his wardrobe with the â€Å"pile of shirts [†¦ ] in many coloured disarray†. The first quote shows how Gatsby links Daisy with money in his mind, and as a result of this Fitzgerald makes the reader question whether it is really Daisy he wants or if it is the social status that she represents to him. The close link to materialism in his dream can also be seen in the section where Gatsby shows Daisy his shirts, where he is literally trying to prove himself to her using what he owns. They are even described as a â€Å"rich heap†, which I believe could be a play on words by Fitzgerald – obviously â€Å"rich† in terms of the colours of the shirts, but also literally â€Å"rich† as perhaps this is what the shirts mean to the characters. The description is also given as a list – the frequent repetition of the word â€Å"and† in the paragraph also implies that Gatsby is showing off as much of his material worth as he can. I think both of these things are a criticism of Gatsby's dream by Fitzgerald, as it seems as if he is trying to say that this love he has had for Daisy all these years is really fuelled by status and money – a criticism because it therefore becomes even less of a worthwhile dream. It also appears to be critical as these links would imply that Gatsby has spent all this time chasing after a somewhat empty dream, as he has money and a certain amount of status in his community. It could also give the impression that Fitzgerald feels that Gatsby may never feel that his dream has been completely fulfilled if it is status that he wishes to have. This point could be linked to Fitzgerald's overall views about dreams in America at that point, as he could be trying to say that these people who think that material objects and status will make them happy (perhaps those people who were or are enticed by a vision of the American Dream) will never be truly happy as there will always be somebody richer, more popular or at a higher status than themselves. If the reader links this point to Fitzgerald's feelings about Gatsby's dream, it would indicate that he is critical of it for the most part. A second quote that could show that Fitzgerald is critical of this intense build-up of dreams is on page 93; â€Å"No amount of fire or freshness can challenge what a man can store up in his ghostly heart†. I believe that this quote is Fitzgerald telling the reader that what is there in reality can never match our dreams – in Gatsby's case, that the real life Daisy can never live up to the image he has stored of her in his heart and mind, the realistic approach being represented by the â€Å"fire† and â€Å"freshness†. Again, I believe that this is also referring to dreams in general, and how it is so often the case that dreams are not always so amazing in reality, and can often disappoint – and could perhaps be a specific reference to the â€Å"American Dream† and how, for many people, this is not as amazing as it is built up to be when achieved. This seems critical from Fitzgerald, both of Gatsby's dream and of dreams universally as he appears to be making the point that dreams are often built up and aimed too high – perhaps giving false hope. Although there are many aspects throughout the book that indicate Fitzgerald is solely critical of Gatsby's dream, by giving us the comparison to the rest of the East Coast society, parts of the novel seem to be suggesting that this is not the case. Throughout the novel, the residents of the East and West Eggs have been presented by Fitzgerald as very materialistic – living for objects, and trivial gossip, rather than people or feelings. Mrs Wilson describes how she knew Mr Wilson wasn't right for her when she discovered he had â€Å"borrowed somebody's best suit† to get married in – showing the focus on objects rather than feelings in the society. Therefore, amongst the gossiping and whispering (for example at Gatsby's parties), to have Gatsby focused on someone and loyal to someone for an extended period of time makes for a very refreshing comparison. Fitzgerald is therefore showing to the reader how having dreams can make you a better person, and almost more real in comparison to the rest of the society, which has been portrayed as somewhat fake by Fitzgerald. In this sense, it would go against the statement that Fitzgerald is purely critical of Gatsby's dream, as this seem to be a positive side to his dreams. Another element of the novel that could be seen to contradict the title statement is also a comparison between Gatsby and the rest of the East Coast society. We are shown throughout the novel how many of the residents do not seem to care about anything, anyone or consequences of their actions. An example of this is Jordan, who confesses to Nick that she feels she can avoid being careful whilst driving because â€Å"other people will keep out of† her way. This shows a disregard for the consequences of her actions and of other people and can be seen to be representative of many of the upper class people on the East Coast – expecting everyone else to comply with the rules and regulations but disregarding them themselves. Again, in this way Gatsby is definitely a contrast – he obviously cares about something, which is the first main difference that I believe Fitzgerald wants us to see. In addition to this, Gatsby has been shown to think very carefully about the consequences of his actions – for example when he re-enters Nick's house after Daisy arrives to make it appear as if he has not been waiting. Whilst this could be seen as somewhat calculating, I believe Fitzgerald intended it as another comparison to the rest of society, as it again uplifting for the reader to see that at least one character is concerned about the effect his actions might have on others. This once more shows that the effect of Gatsby having a bigger dream and ambition in his life has led to him seemingly being portrayed as a better person. This aspect of the comparison would also contradict the title statement, as to me it seems that Fitzgerald wished for this positive difference to be shown – meaning that he would not be purely critical of Gatsby's dreams. A view that Fitzgerald seems to put across to contradict the belief that he is purely critical is when he links dreaming and dreams to vitality and life. More than once in the novel he describes Gatsby in terms of the life Daisy seems to give him – describing the â€Å"colossal vitality† of his dream and the two of them as â€Å"possessed by intense life†. Both of these quotes seem to imply that Fitzgerald dreaming is natural, and is almost what makes you human. More specifically, the way that Fitzgerald implies that reaching his dream has given Gatsby life makes it seem as if we are completed by our dreams and that finally having Daisy in his life has completed Gatsby. Considering that Gatsby has already what many people might dream of – a lot of money and a mansion, the fact that it has taken his sentimental dream based on feelings and love to give him life seems a very positive view from Fitzgerald. It also links to the earlier comparison between Gatsby and the rest of the East Coast society that we view, as this clearly shows that Gatsby puts more emphasis on emotions and feelings than many of the other people. These quotes from the book could possibly be taken as negative, as it could perhaps be seen as somewhat pathetic that Gatsby relies on somebody else (and, as mentioned earlier, particularly Daisy) to complete his happiness, meaning that Fitzgerald would perhaps view Gatsby as foolish. However, I believe that the way Fitzgerald has tried to make Gatsby's dreams and feelings seem more natural are a direct pointer to how dreaming is a part of human nature, and as such, he is not criticising Gatsby's dream at this point. Due to Fitzgerald's seeming disregard for Daisy in the novel, I believe that he is critical of Gatsby's dream to be with her. However, I believe the other aspects of his presentation linking to dreams in a wider context prevent this view from seeming as if he is purely critical of it – the way that he suggests dreams are important to human nature and separate Gatsby from the crowd imply that Fitzgerald finds dreaming admirable, to an extent. For him to be purely critical I believe that he would have to feel purely critical of dreaming in general, which I believe not to be the case. Therefore, I believe the conclusion that Fitzgerald is critical to an extent is far more feasible and takes into account the more positive aspects of dreaming that he seems to incorporate and believe in.

Historical profile for an auction catalogue Assignment

Historical profile for an auction catalogue - Assignment Example Impressionism is the name given to a style of painting in France at the end of the 19th century. The Impressionists were not a formal artistic group as such, more a collective of artists seeking recognition for their innovative techniques and approach to using colour in art.1 The painting depicts four poplar trees standing tall on the banks of the river. Their shadow is seen in the water below. The entire painting has several hues of colours and a vivid use of light is also seen. It is said that Monet preferred to paint this painting from the middle of the river rather than sitting on one bank and painting what is seen on the other side. Monet made the trees slender and allowed them to reach to the end of the canvas. We do not see the top of the trees in the painting. It is because of the impressionist style to paint the moment capturing it as it is. One must appreciate that impressionist painting catch the movement of the moment. The use of brush strokes is small and unfinished in impressionist paintings. In this painting as well we see small strokes of brush creating the bushy impact of the river bank. The slenderness of the tree barks seems exaggerated. The best brush strokes however are the leaves of the trees. Irrespective of the hue blue background the leaves stand out in colour. Poplar trees are tall and slender. Only the bank of the river painted with the grass and bushes separates the reflection of the trees from the trees themselves. The small and unfinished brush strokes also give dense appearance to the grass on the bank and the leaves of the trees. The brush has effectively captured the movement of wind which is seen in the reflection of the trees in water. The simple strokes have created the movement of refection due to wind on water. This movement of wind is the perfect example of impressionist style of painting. Impressionist paintings capture the movement of nature, people etc. Even in the st ill paintings one can see the effects of

Nontraditional Families Essay Example | Topics and Well Written Essays - 1250 words

Nontraditional Families - Essay Example To begin with, non-traditional families are not entirely accepted in the first place; recognizing their adoption rights is an even bigger step. Therefore, this makes the following question a critical and an important one: Should Non-traditional families (including same sex, gay/lesbian couples) be allowed to adopt children Deciding whether or not non-traditional families should be allowed to adopt children is not a simple process. For example, consider a bisexual/homosexual parent, who is the biological father of a child. This parent may divorce his opposite sex spouse and take up living with another male partner. This does not change the fact that father is the biological parent, and that he has his rights to remain in touch with and look after his child. In cases where the divorce opposite sex spouse is incapable of looking after the child, there is little choice but for the child to live with his or her bisexual/homosexual male parent. Also, given that there are a number of people who live together as unmarried couples [heterosexual or homosexual] it is difficult to determine who should and who should not have the right to adopt (Waite, 1995, 483-507). Some states like Florida, for instance, pushed for married couples alone to have the right to adopt children, and this automatically meant that cohabiting couples and homosexual couples would not be able to adopt children. However, it appears that there is more emphasis now on banning homosexual couples as well as individuals from adopting children. Florida law had forbidden adoption by any "homosexual" person. [1977 Fla. Laws, ch. 77-140, 1, Fla. Stat. 63.042(3) (2002)]2. Loften challenged this law, and argued that homosexuals couples were just like unmarried couples [Lofton v. Secretary of the Dept. of Children & Family Services No. 01-16723 (11th Cir. 01/28/2004)]3. Loften was later omitted from the challenge, primarily on the grounds that Loften was not able to establish particular threats to already existing "family integrity" or "private sexual intimacy." States that Particularly Ban Homosexual Couples from Adopting Children: States that particularly bar homosexual individuals or couples from adopting children include Florida, as one can see from the above case, as well as Oklahoma, Mississippi, Nebraska, Utah and Virginia. These states have enacted laws that particularly prevent homosexual individuals or couples from adopting children4. Case Reference in Adoption Refusal to Homosexual Parents: Referring to cases similar to Lofton v. Secretary of the Dept. of Children & Family Services, states do not need to determine that homosexual individuals or couples have greater disadvantages on the upbringing of children, as opposed to heterosexual individuals or couples adopting children. It is thought that it is perhaps better to question the rationality of the decision of whether or not to rule in favor of homosexual individuals and couples wanting to adopt children5. Chances of Developing Married Households: Up till today, it has been widely stressed that it is rational to assert that heterosexual singles have a strikingly higher chance of developing a married household. This is why they are more than likely to provide adopted children with a firm and dual-gender parenting home (Horner, 2002, 472-474). However, it could be argued here that society

BP Company Oil Spills Case Study Example | Topics and Well Written Essays - 1000 words

BP Company Oil Spills - Case Study Example Furthermore, this oils pill led to numerous ethical issues that BP should have addressed, some of this issues are discussed below.   The independent scientists and other examiners were denied the opportunity to research and determine the rate at which the oil was spilling by the BP Company. The scientists would have reduced the impact of the oil spill to the community if they would have been given the chance to assess the rate of the spill. Having said this, the ethical issue is, if indeed BP Company denied the independent scientist the opportunity of to examine the extent of the damage caused by the oil spill, then how would the company get to know where the problem was and come to effective conclusions. In addition, it was quite surprising that the government was unable to process the needs of the press and newsmakers to be able to enter into the site that had caused this damage, even though BP Company could have had various reasons for this, it was not fair since it did not follow a transparent process. Therefore, the ethical issue here is that there was no disclosure of information by both the company and the US government to the citizens thus making them to â€Å"stay in the dark.† Moreover, the legal security in the Mexican Gulf is incomplete as well as incomprehensive since it did not raise any penalty to the company for causing health and mental related damages to the wildlife living in that area (Freudenburg & Gramling 2011). Therefore, there is an ethical issue of the lack of animal and wildlife protection regulation that would punish the company. In addition, the company did not appropriately take charge of the oil spill situation since they did not give any warnings to the public. Ethically, the company was supposed to show great sorrow and regret as well as the oil spill tragedy instead of engaging itself in multiple blame games.

Explain Descartes skeptical argument according to a prompt Term Paper - 1

Explain Descartes skeptical argument according to a prompt - Term Paper Example The fact that while we are sleeping and still see ourselves in other places doing other things raise a question about dreams. For example, you see yourself in a lecture room attending a specific lecture, but at the same time you are in your bed sleeping. This raises a question of how often we sleep at night You might argue that the brain plays images of events that were recorded during the day. Nevertheless, the images that we see in dreams are not things that occurred in the past are going to happen in the future (Simpsons 67). Thus raising the question where do dreams come from and what do they represent. There are many definitions as to what dreams are and what they represent. Most of the definitions are based on research and religion. Dreams are a sequence of views, pictures and feelings that happen while a person is numb. Dreams occur while asleep because there are parts of the brain that are most active while the body is resting. The process of having dreams is referred to as dreaming. At times, we can have more than two dreams in one night. Conclusions in dreams are not always clear because we wake up while they are about to end. It is said that we all dream, but not everyone remembers his or her dreams vividly (Bryant 2). With this in mind, how then can we explain a person who sleeps walks? Research has shown that sleepwalkers are indeed dreaming. The difference being that the dreams that they have, process communication in the subconscious levels and give messages to other body organs in order to operate them. Descartes says that there are no conclusive signs that show the distinction between being awake or asleep. The difference being dazed only supports the conception that we may be sleeping (Hill 6). In the first meditation, Descartes states that we cannot have knowledge of the external world and our bodies based on the senses. To strengthen his argument, he uses the dream argument. He states that we cannot have knowledge of the external

TO WHAT EXTENT HAS TESCO DELIVERED IN ITS CORPORATE SOCIAL Essay

TO WHAT EXTENT HAS TESCO DELIVERED IN ITS CORPORATE SOCIAL RESPONSIBILTY FOCUSING ON THE ENVIRONMENTAL DIMENSION - Essay Example The government of developed economies like United Kingdom is working on produces legislations and different policies to safeguard the nature and environment from harmful practices of the different industries. To this end, the paper divulges to research the significance of protecting the natural environment in the light of Tesco’s corporate social responsibility dimension. 2.1 Background into CSR The social responsibility of a corporate firm is increasingly being tied up with factors to safeguard the natural environment. In this regard, Hay, Stavins, & Vietor (2005) observe that the corporate norms of responsibility towards the society must be extended to encompass the natural environment. However, several debates take place for some experts do not feel the importance to extend the social responsibility concept of business to embrace environmental factors. Hay, Stavins, & Vietor (2005) state that the natural environment must be incorporated as another stakeholder for the busine ss like suppliers and government. The responsibility of the business in protecting the natural environment of the geographic region has a strong ethical standing. Business firms are expected to

Laboratory Informstion System for Academic Medical Center Coursework

Laboratory Informstion System for Academic Medical Center - Coursework Example pag). Also, it is more convenient to use considering the speed and the volume of data available in the system (Robinson n. pag). Lastly, it facilitates more efficient project management: a single service provider gives more detailed, responsive, and coordinated action in times of system errors or even, in the regular maintenance of the system. B. An example of a fully integrated solution is the HNA Millenium  ®, a system built to automate electronic medical record, patient care ordering, review of resident orders, closed-loop medication management, health information management, and access management (Krishna 18). For its laboratory system component, it seeks to reduce the average turn-around time for laboratory and radiology reports (â€Å"The Gemini Project† 117). Diagnostic results are expected to be made available to the physician within seconds after verification. Another example of an integrated solution is Matrix’s Tafnit ERP system, a comprehensive solution fo r laboratory functions. It installs the â€Å"Autolab† LIS that is used to issue referrals and obtain data for billing (â€Å"Assuta Medical Centers† n. pag). ... pag). Scenario 2 Detailed Requirements Document i. Stakeholders The most essential initiative in an organization is to provide the needs of its stakeholders--for without them [stakeholders], an organization works as good as nothing. Incorporating radiology images into the Personal Health Record System would further advance this initiative and is expected to benefit various stakeholders. Below is the list of the prospective stakeholders with their corresponding needs: 1. Patients- More than anyone else, they are the ones who would want timely and easy access to services. Remarkably, patients today have low levels of tolerance for delayed or lost reports and films. Patients’ minimum expectation [that needs to be served] is to receive quickly generated, readily available, and reliable radiological reports (Thrall). 2. Referring physicians- As much as possible, physicians would like to have timely access to patient information. For decades, film handling and delivery systems for h ard-copy reports have frustrated physicians because of these systems’ inefficiency and poor reliability (Thrall). 3. Hospitals- Primarily confronted with severe cost-cutting pressures, hospitals seek to find cost-cutting measures: lowering the average lengths of stay, cutting the length of care-process cycle, as well as eliminating some unnecessary inpatient days. Interestingly, hospitals are eyeing on the radiology department to achieve the aforementioned objectives (Thrall). 4. Radiologists- Similar to physicians, these key stakeholders are also confronted with unreliable and inefficient hard-copy film management systems. A more improved infrastructure for practice-support and implementation of systems is vital for their tasks (Thrall). ii.

Principles of Microeconomics Essay Example for Free

Principles of Microeconomics Essay 1) If average movie ticket prices rise by about 5 percent and attendance falls by about 2 percent, other things being equal, the elasticity of demand for movie tickets is about: B. 0.4 2) A basic difference between microeconomics and macroeconomics is that microeconomics C. examines the choices made by individual participants in an economy, while macroeconomics considers the economys overall performance 3) An economist who is studying the relationship between the money supply, interest rates, and the rate of inflation is engaged in B. macroeconomic research 4) After several years of slow economic growth, world demand for petroleum began to rise rapidly in the 1990s. Much of the increase in demand was met by additional supplies from sources outside the Organization of Petroleum Exporting Countries (OPEC). OPEC, during this time, was unable to restrain output among members in its effort to lift oil prices. What best describes these events? C. The rise in demand shifted the demand for oil to the right. As price rose, the quantity of oil supplied rose. 5) Price elasticity of demand is the: D. percentage change in quantity demanded of a good divided by the percentage change in the price of that good 6) The distinction between supply and the quantity supplied is best made by saying that B. supply is represented graphically by a curve and the quantity supplied as a point on that curve associated with a particular price 7) When labor is the variable input, the average product equals the D. quantity of output divided by the number of workers 8) The increase in output obtained by hiring an additional worker is known as B. the marginal product 9) Which of the following is the best example of a long-run decision? A. An automobile manufacturing company is considering whether or not to invest in robotic equipment to develop a more cost-effective production technique. 10) Other things being equal, when average productivity falls, D. average variable cost must rise 11) According to economist Colin Camerer of the California Institute of Technology, many New York taxi drivers decide when to finish work by setting an income goal for themselves. If this is true, then on busy days when the effective hourly wage is higher, taxi drivers will B. work fewer hours than they will on slower days 12) A firms demand for labor is derived from the D. demand for its output 13) Owen runs a delivery business and currently employs three drivers. He owns three vans that employees use to make deliveries, but he is considering hiring a fourth driver. If he hires a fourth driver, he can schedule breaks and lunch hours so all three vans are in constant use, allowing him to increase deliveries per day from 60 to 75. This will cost an additional $75 per day to hire the fourth driver. The marginal cost per delivery of increasing output beyond 60 deliveries per day B. is $5 14) Expected economic profit per unit is equal to C. the difference between expected average price and expected average total cost 15) If a firm in a perfectly competitive market experiences a technological breakthrough, B. other firms would find out about it immediately 16) A significant difference between monopoly and perfect competition is that C. the monopolists demand curve is the industry demand curve, while the competitive firms demand curve is perfectly elastic 17) A monopoly firm is different from a competitive firm in that C. a monopolist can influence market price while a competitive firm cannot 18) The difference between a perfectly competitive firm and a monopolistically competitive firm is that a monopolistically competitive firm faces a D. downward-sloping demand curve and price exceeds marginal cost in equilibrium 19) As long as marginal cost is below marginal revenue, a perfectly competitive firm should A. increase production 20) Because a monopolistic competitor has some monopoly power, advertising to increase that monopoly power makes sense as long as the marginal C. benefit of advertising exceeds the marginal cost of advertising 21) In the Flint Hills area of Kansas, proposals to build wind turbines to generate electricity have pitted environmentalist against environmentalist. Members of the Kansas Sierra Club support the turbines as a way to reduce fossil fuel usage, while local chapters of the Nature Conservancy say they will befoul the landscape. The Sierra Club argues that wind turbines B. reduce negative externalities elsewhere in the economy 22) When negative externalities are present, market failure often occurs because A. the marginal external cost resulting from the activity is not reflected in the market price 23) A merger between a textile mill and a clothing manufacturing company would be considered a B. vertical merger 24) A merger between a baby food company and a life insurance company would be considered a C. conglomerate merger 25) The fact that U.S. managers salaries are substantially greater than those of comparable managers in Japan may be related to A. an increase in the demand for CEOs 26) Suppose people freely choose to spend 40 percent of their income on health care, but the government decides to tax 40 percent of a persons income to provide the same level of coverage as before. What can be said about deadweight loss in each case? A. Taxing income results in deadweight loss, while purchasing health care on ones own does not result in deadweight loss. 27) The U.S. textile industry is relatively small because the US imports most of its clothing. A clear result of the importation of clothing is D. the price of clothing is lower than it would be without imports 28) Countries can expect to gain from international trade as long as they B. specialize according to their comparative advantage 29) Which of the following is an example of the law of one price? D. Because their countries have similar institutions, the price paid for a computer in Germany and the United States are about the same when converted into the same currency. 30) From the point of view of consumer and producer surplus, what problem may be created when a country subsidizes the cost of energy to consumers to help alleviate the burden of higher energy costs? C. It encourages the consumption of too much fuel at the expense of other  goods.

The Disavantages Of Education

The Disavantages Of Education Educational disadvantage refers to situation where some individuals derive less benefit from education system than their peers. The Education Act 1998 defines educational disadvantage as impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education in schools. Educational disadvantage is demonstrated in many ways, most often in poor levels of participation and achievement in formal education system. (Matheson, 2000, 7) Many fundamental changes that have occurred within British economy, have called for structural changes to be made to education system. These include 1944 Education Act, which made secondary education compulsory, and introduced tri-partite system of schooling, as well as introduction of National Curriculum in 1988. Although These measures appear to have brought about à Ã‚ ° rise in overall attainment levels and made an impact on social gap in schools and wider society, official statistics and sociological research indicates that class-based inequalities in educational attainment have shown no tendency to decline (Phillips, 2001). In face of this remarkable resilience of class inequalities, educational reforms seem powerless (Health, 1989, quoted in Bilton, 1996, p359). Equal Opportunities Education should provide equal opportunities for all pupils to reach Their fullest potential, regardless of Their race, gender, ethnicity, class, or ability. However, Social class continues be one of main causes of educational disadvantage in schools and in society. The Liberal Democrats spokesman Paul Willis claims that, when it comes to educational achievement social class is still strongest indicator of success (http//education.co.uk/schools/story/html). For example, in 1993 over 70% of children whos parents were from professional backgrounds obtained 5+ GCSEs passes at grade A C, whereas only à Ã‚ ° mere 14% of children of working class parents obtained 5+ GCSE passes (http//education.co.uk/schools/story/html). However, contrary to this, not all pupils from working class backgrounds are educationally disadvantaged, some do just as well as children from middle class backgrounds if not better. In this respect, one could argue that education can also be seen as à Ã‚ ° pathway f or upward mobility and à Ã‚ ° means of reducing structural inequalities in society. So what is role and function of education? Section 1 -Educational Disadvantage One perspective is that of functionalists, They have often viewed education system as offering opportunities for mobility of individuals. However, conflict ories have, by and large, argued that role of education is to maintain à Ã‚ ° system of structured inequalities (Bilton, 1996). Despite fact that current education system is seen by many politicians and functionalists as being à Ã‚ ° means of combating or even reducing inequalities within society, many children who are born into working class homes still fail to achieve educationally as well as middle or upper class children. In à Ã‚ ° recent article published by The Observer Newspaper, it was found that in todays society à Ã‚ ° bright child born into à Ã‚ ° poor working class family, will do worse at school than à Ã‚ ° child with low intelligence but rich middle class parents (article from The Observer, Bright, 2002). According to this perspective, one could argue that education system acts as an agency of selection within society and determines type of schooling received, and hence ones future position in society. This type of socialisation is achieved by means of Hidden Curriculum, serving to control level of social mobility from one generation to next. Sociologist, Pierre Bourdieu, claims that role of education is to hand on cultural values and behaviour patterns of society to its young (Bilton, 1996). Many aspects of hidden curriculum can be seen as being embodied in social system of School and These reflect interests of society as à Ã‚ ° whole. It is believed that Schools and Teachers unintentionally treat and label children differently according to Their ability or social background (Kyriacou, C. 1997). This can be seen as having à Ã‚ ° powerful influence on way in which pupils see mselves and consequently what They learn. Thereby Teachers perception of à Ã‚ ° pupils ability strongly a ffects how that pupil progresses (http://www.harland64.freeserve.co.uk). Another manner in which schools reinforce social inequalities, thus disadvantaging working class pupils, is through system of streaming pupils into different ability groups. Sociologists Lacey and Hargreves studied effects of streaming in schools and found that children from working class backgrounds were more likely to be placed in lower ability streams (Bilton, 1996). This form of streaming of pupils can be seen as mirroring hierarchical social class divisions in society, allocating people to different positions within economic system. Therefore it could be argued that aspects of hidden curriculum, such as teachers perception and streaming of pupils can all be seen as à Ã‚ ° powerful means of social control. I would argue that it is consequently important, if not imperative, that teachers and schools have high expectations of Their pupils and do not limit horizon of any child. Even though Education should provide à Ã‚ ° pathway out of poverty and disadvantage, too many children are failing to take advantage of opportunities available to Them. Evidence of this can be found in statistics that demonstrate that early leaving is worst among socially disadvantaged, which in turn becomes à Ã‚ ° primary source of social disadvantage in future. For example Halsey, Health and Ridges (1980) study Origins and Destinations found that those from higher social backgrounds were much more likely to stay in education past minimum leaving age, than those from working class backgrounds (Halsey, Health and Ridge in Bilton, 1996). As à Ã‚ ° result They are not getting education or skills They need for adult life. However for those who do stay on in education, class-based inequality continues to disadvantage Them, higher They move up educational ladder. Estelle Morris quoted in Observer (2002), in relation to class based inequalities within schooling system stated It gets worse as you go through school. (Estelle Morris quoted in Observer, 2002). However, Bowles and Gintis (1976), argue that inequality and disadvantage faced by working class pupils in school correspond to disadvantage They will face in world of work in à Ã‚ ° capitalist society, workings of school system being seen to be tied to and reflecting workings of capitalism. Bowles and Gintis argue, that experience of schooling differs according to level, and that These differences are related to particular point of entry into labour force for which They prepare (Ball, 1986, p 39). They go on to explain that variations in social relationships and social structures are in turn related to social class of students, supporting Their position with historical and statistical data to demonstrate that social background of pupils is primary determinant of Their attainment at school (Ball, 1986, p 40). Clearly Then schools could be said to be preparing pupils for Their future class based role and function within society. The Governments Education White Paper states that social class gap amongst those entering university remains too wide, accordingly government states that Their priority is to reach out and include those from groups that have been under-represented in higher education, These including young people from semi-skilled or unskilled family backgrounds and certain minority ethnic groups. Although government strategies such as Education Bursaries and Sure Start are specifically aimed at lifting educational achievement of disadvantaged, one could argue that o r polices seem to work against These policies and initiatives. For example recent introduction of top up tuition fees for universities will only serve to extend exclusion of working class pupils. The fear now is that if university costs rise any more, They will deter all but wealthiest students (Bright, 2002). This argument is pursued by cultural deprivation ory, stating that those at bottom of classroom are deprived or deficient in certain values, attitudes and skills essential for educational success and its affects are cumulative. However it does face considerable criticisms as people question whe r values and attitudes of different classes are actually that different. For example Rutter M and Madge N in cycles of disadvantage (1976) argue that although children from poor backgrounds were more likely to underachieve at schools, cycles of disadvantage do not exist. Bourdieu P (1977) takes à Ã‚ ° Marxist view and has developed his own distinctive cultural explanation for achievement and suggests that There is an element of cultural capital in society. Thus higher à Ã‚ ° persons position in class system, greater amount of dominant culture They are likely to have. Culture is regarded generally as superior as those at top define it as such. Thus it becomes highly sought after and highly valued and consequently it forms basis of educational system. Thus because middle class culture is closer to that of school culture They refore are more likely to succeed. Evidence of this has already been discussed through Bernsteins studies. One theory suggests that chief reason why à Ã‚ ° students family life affects his/her education is based on size of family. More specifically, it suggests that those coming from à Ã‚ ° family with fewer children perform better academically than those coming from à Ã‚ ° family with many children. One main reason for this is attributed to dilution of familial resources available to children in large families and à Ã‚ ° concentration of such resources in small ones (Blake 11). For example, in families with many children parents have less time, less emotional and physical energy, less attention to give, and less ability to interact with children as individuals (Blake 11). Another reason that attention may be diluted is because of many siblings. Often mother is pregnant or recovering from pregnancy, which lessens her ability to care for children. In addition, money is also often diluted. Blake says of that: This type of dilution involves not only parents treatment of individual childrenability to provide personal living space, cultural advantages such as travel, specialized instruction such as music lessons, specialized medical or dental care, as well as continuous and advanced schoolingbut, as well, to provide settings advantages of which are not divisible: living in à Ã‚ ° desirable neighborhood, or having à Ã‚ ° wide range of excellent reading material or recorded music in house. (11) This suggests that children coming from à Ã‚ ° poor background are already at an educational disadvantage, possibly even before any formal schooling occurs. Travel enables à Ã‚ ° child to become à Ã‚ ° more cosmopolitan person and teaches children about different cultures of world. Music teaches dedication and helps with memorization skills. Other problems are associated with large families as well. A study by Lori Heise and Jane Roberts showed that children from large families dont interact with others outside family group as much as those in à Ã‚ ° smaller family, which can limit their understanding of certain social roles (Blake 11). It also places them at à Ã‚ ° disadvantage in school, where they make not have many friends or feel left out. This can lead to poor grades. This is so because child may become depressed and find it hard to focus on schoolwork. Without friends to greet them, many times child chooses not to even go to school. In addition, in families where lots of children are around, intellectual level may be more childlike, so kids arent exposed to adult conversation, vocabulary, and interests (Blake 11). The children spend most of their time playing with other children. In à Ã‚ ° family with one or few children, child often has no other choice than to play with their parent/s. Similarly, older siblings may often baby-sit or be treated as adult figure, meaning that parents are not as involved. The older children are often expected to help take care of his or her brothers or sisters. The parents are not home as often when à Ã‚ ° babysitter is available. Having à Ã‚ ° large family can also lead to financial burden and in turn à Ã‚ ° burden on childs academic success. It is often thought that income does not affect ones education until college; after all, education until that point is free. Studies have shown otherwise. It was found that only-child boys were twice as likely to graduate from high school as boys from families of seven or more, and same holds true for girls (Blake 41). Of graduates, there is again à Ã‚ ° large gap between two groups for college attendance (meaning that children without siblings are much more likely to attend college than those from large families). However, distinction is not as large as in high school graduation rates. Once in college, family size has à Ã‚ ° relatively small effect on number of years of college schooling à Ã‚ ° student receives (Blake 45). This indicates that higher level of schooling, less family size is influential. Blake suggests that this is due to many from large families who drop out of school and who are retained multiple times (Blake 45). Section 2 Schools Efforts The influence of what happens in school is also à Ã‚ ° major factor. For example bullying, pressure of exams and more commonly just plain boredom. School truancy is one of most common outcomes of bullying. Bullied children prefer to risk getting caught out of school than to get caught by bullies. One research study reports that one third of girls and one quarter of boys described being afraid of going to school at some time because of bullying (Balding, Young people in 1995, 1996). Bullying is very often due to racism, which in general terms consists of conduct or words or practices which disadvantage or advantage people because of Their colour, culture or ethnic origin (The Stephen Lawrence Enquiry). As we have seen, There are many reasons and causes for truancy and unfortunately, several cases of persistent truancy result in exclusion from school. A department for education report showed that permanent exclusion represents 0.4% of primary school pupils, 0.34% for secondary and 0.54% for special needs schools. OFSTED research highlights poor acquisition of basic skills, particularly literacy, limited aspirations and opportunities, poverty and poor relationships with pupils, parents and teachers. Excluded pupils generally experience considerable disadvantage with high levels of family stress, including unemployment, low income and family disruption. Most excluded pupils are white, male, young teenagers but à Ã‚ ° number of groups are disproportionately likely to be excluded. Children with special needs are 6 times more likely than o rs to be excluded (Dfee, Permanent exclusions from schools). Children in care are 10 times more likely to be excluded according to à Ã‚ ° National Foster Care report (National Foster Care Association). Perhaps as may as 30% of children in care are out of mainstream education (Sinclair et al). Students from lower-income families suffer other disadvantages as well. Economic hardship and stress have been known to affect relationship between parent and child. In addition, if socioeconomic status of student is low, amount of parental support, control, and consistency is often low as well. A study by Saucier and Ambert revealed, Adolescents from intact families have been found to be more optimistic about future than those from homes in which there has been à Ã‚ ° separation, divorce, or parental death (Brantlinger 154). The amount of parental involvement with education was also found to vary with income. Most students studied claim that their parents attended conferences and activities in elementary school, but there became à Ã‚ ° gap during junior high and high school. High-income students say their parents still attended, while low-income students parents did not. Additionally, high-income adolescents parents were much more likely to receive help with schoolwork, such as editing written assignments, than were low-income parents. This could be à Ã‚ ° result of education parents had received. After all, low-income parents had often dropped out of school prior to graduation, while high-income parents had high-levels of educational attainment (Brantlinger 156). A study by Carlos Torres and Theodore Mitchell showed that powerful more affluent parents played à Ã‚ ° significant role in maintaining à Ã‚ ° hierarchical track structure for their child. These parents ensured that their children did w ell in school. This was made achievable possibly through extra help, tutoring, and increasing pressure placed on child to do well (163). Family size and parenting techniques can be related to wealth differences. For example, smaller family, higher proportion of income can be spent on child(ren). Those with better parenting techniques also have à Ã‚ ° higher economic standing than other parents. Better parenting methods can be linked to parents having received à Ã‚ ° higher education. In turn, they often have more money. While it was found that family size and parenting techniques affect ones education, it is merely because of wealth. For example, it is not actual number of people in family, but amount of money family has because of number of members. Economics are key factor as to why ones family life affects ones education, and its à Ã‚ ° cycle. Children often grow up to be in same economic class as family he came from. Therefore, if à Ã‚ ° parent didnt attend college, student is less likely to (Shumow 37). So what can we do about this problem? How can we give economically disadvantaged children à Ã‚ ° good education? There are several options: For one state funding for poorer schools could be increased. Also, if poor communities applied for grants, they could use them to fund their schools. There are also programs out there to help poor schools. The SETA Head Start Program and Equity in Education Project were developed for purpose of improving lives of low-income children by providing quality, comprehensive, child development services that are family focused, including education, health, nutrition, and mental health (Head Start Home Page Screen 1.) By getting communities involved and educated about programs such as these it is very possible to prevent educational disadvantages like coming from à Ã‚ ° low-income household or neighborhood. No matter how many elected school officials declare that poverty is not an excuse for poor school performance, fact remains that children in poverty do not achieve well in school. In à Ã‚ ° study by Abt Associates, researchers examined performance of children in high- and low-poverty schools. High-poverty schools were defined as those with 76% or more of student body eligible for free or reduced-price lunches; low-poverty schools had 20% or less of student body eligible for federally subsidized lunches. The researchers first divided students into categories A, B, C, or Ddepending on what grade they commonly took home on their report cards. Then they looked at performance on achievement tests. Students in low-poverty schools who got As on their report cards scored as one would expect: 87th percentile in math, 81st in reading. Students in high-poverty schools who got As scored higher than their classmates who got lower grades, but they attained only 36th percentile in reading and 35t h in math (Cirasulo 44). One can only imagine sledgehammer that will hit these students when they have to compete with students from more affluent schools.National targets to reduce level of exclusions are all very well, but this will not work unless schools are given resources and support They need to tackle growing number of pupils who ruin education of Their fellow students. Section 3 Analysis Several scholars (Pring (1996), Hamilton (1996), Elliot (1996), White and Barber (1997)) have been critical of research in IS, and responses have provided researchers SE (Sammons et al, 1996; Mortimore and Sammons, 1997, Mortimore and Whitty, 1997). The criticism has focused on three main issues. The first is that IS research has claimed too much for their conclusions, and this is a view with which we have any sympathy and I return. The second charge is that it inevitably focuses on the limited cognitive learning outcomes and ignores the many other aspects that are important. With this view we have little sympathy. We do not understand the nature of current research that relates below. The third charge against SE research is that it has helped in the process of governmental centralization and control of education and professional education. Both agree and disagree with this! We disagree because they do not accept that SE researchers as a group have consciously supported such government actions, but would be willing to admit that some people involved in the SE may be guilty. However, we agree that the government and parastatals have cherry picked what is to be used to help legitimize their policies. There is no shortage of particular examples. Many threads of research have been quoted out of context For example, work on reading Ofsted (Ofsted, 1996) has tried to justify some questionable investigation by appealing to aspects of the literature (Mortimore and Goldstein, 1996) and the report task force produced for literacy Labour Party tried to justify his comparisons between primary schools by references questionable consumption settings (Goldstein, 1997). Some causes of minorities not being able to achieve same educational level as White Americans is because they have many obstacles in front of them. Some obstacles include not being able to speak language properly, desegregation, and discrimination. Some minorities start off only speaking their native language. So when they come to states they automatically have to face obstacle of learning native language, which is English. It is very difficult for those children whose parents do not have to learn English. When children come home from school they dont get to practice what they learned because they have to speak their native language to communicate with their parents. It is much easier for those whose parents are learning language because they can practice together and help each other out. Another barrier minorities have to cross is desegregation. They are automatically desegregated because they dont have same education level as average white American. Most of them immigrated here wit h no schooling what so ever. So when they arrive they not only have to learn language but start from scratch. Because they have no schooling behind them they are considered educationally handicapped and placed in à Ã‚ ° different class to start learning language and basics. Also then they are not expected to do as well as average white American because teachers show pity for their hardship. So when they dont do so well on à Ã‚ ° test teacher is not as tough on them as they would be on an average student because they are considered educationally handicapped. Another factor they face is discrimination. Most average Americans do not believe that minorities are as smart as they are so they put them down. Minorities are easy targets so white Americans take advantage of situation. Most minorities have problems speaking language so they dont feel comfortable making friends. Then it only makes it harder when they are made fun of or put down. They loose their confidence and tend to give up. There still is à Ã‚ ° lot of concern because minority enrollment percentages still lag behind that of white-students in American colleges, report concludes. While nearly 42 percent of white high school graduates attend college in 1993, only 33 percent of African-American high school graduates and 36 percent of Hispanics enrolled. And 82 percent of minorities go to public universities, and compared with 63 percent of white students. The gap in college participation between whites and minorities is cause for continuing concern, says Robert Atwell, president of ACE. We have à Ã‚ ° long way to go before we can claim to have achieved equality of educational opportunity and achievement. In conclusion, it is not easy to define social class in itself, as it is à Ã‚ ° many-stranded notion and in modern society people do not always easily fit into social class categories. There are many factors that account for educational disadvantage, one of which is clearly Social Class. However, it also important to be aware that it is but one factor that influences educational achievement, as social class is also à Ã‚ ° contributory factor to o r forms of inequality, which may also impact upon educational attainment of children. That said, it is clear that social divisions in society do in fact mirror educational disadvantage, its existence being defined for à Ã‚ ° variety of reasons, based upon oretical standpoint of commenter. Similarly, the earliest study of Mortimore et al (1988) in primary schools, twelve key characteristics of effective schools were illustrated: 1. Purposeful leadership of the staff by the head-teacher 2. The involvement of the deputy head-teacher 3. The involvement of teachers 4. Consistency among teachers 5. Structured lessons 6. Intellectually challenging teaching 7. Work-centered environment 8. Limited focus within sessions 9. Maximum communication between teachers and students 10. Record keeping 11. Parental involvement 12. Positive climate The knowledge and experience of schooling in society seems to reinforce à Ã‚ ° particular view of world, which in turn serves interests of particular groups in society. Never less, Education system appears to be key to counteracting inequality, despite present education system having quite opposite effect. The discussion within this paper would suggest that education system continues vicious cycle of disadvantage and social exclusion between generations. What is clear is that Education should not be seen in à Ã‚ ° vacuum, it visibly reflects society in which child lives, learns, plays and will later grow to work. Conclusion The problem with minority and their education is à Ã‚ ° huge problem in today society. There are different aspects of problems in educational system that needs work. I believe there are many solutions to this problem. First, schools need to be all equally funded. Some school districts receive more money then others and they need to receive same so that they can have proper funding for teachers and necessary equipment. They need to provide grants to institutions of higher education, either directly or through area wide planning organizations or States, for purpose of providing assistance to economically disadvantaged and minority students who participate in community development work-study programs and are enrolled in full-time graduate programs in community and economic development, community planning or community management. Another solution that could help this problem is to have fund razors among each minority so they can go ahead and help there own heritage. They can help them with such things as scholarships or helpful things such as educational programs and places they can go to broaden their horizons. They can have communities that help out there children with hardest things to cope with in united states especially coming from à Ã‚ ° different country that will tell them how to prepare to live in united states and get ahead in life. Education is very important and it will get you à Ã‚ ° lot of what you want and as bible says Moses was educated in all wisdom of Egyptians and was powerful in speech and action

Argumentative Essay: Gun Control Will NOT Reduce Crime :: Second Amendment The Right To Bear Arms

The right to bear arms is guaranteed in the constitution by the Second Amendment. Liberals are looking to amend the constitution any way they can. They want to ban handguns or at least restrict sales. Studies have shown that gun control cannot stop people from committing the crime. While the Founding Fathers of this country were developing the system of government, as set forth in the Constitution, many feared that a standing army controlled by a strong central government would leave them helpless. The federal Constitution contained no provisions to prohibit a standing army or allow states to create their own militias. The Constitution was signed by thirty-nine men from the twelve states represented at the Constitutional Convention on September 17 1787; three delegates refused to sign because of the absence of a bill of rights. Two years later, the First Congress agreed on twelve proposed amendments to the Constitution. During this time, debate focused on a standing army versus a state militia and citizens' rights, and even obligations, to carry arms. Before addressing arms and the militia in the Bill of Rights, however, two militia clauses were included in the U.S. Constitution. The militia clauses say that Congress shall have power to provide for calling fort h the militia to execute the laws of the Union, suppress insurrections and repel invasions; to provide for organizing, arming, and disciplining, the militia, and for governing such part of them as may be employed in the service of the United States, reserving to the States respectively, the Appointment of the officers, and the Authority of training the Militia according to the discipline prescribed by Congress.

Smithfield :: essays research papers

Strategy   Ã‚  Ã‚  Ã‚  Ã‚  Smithfield Foods is the largest hog producer and pork processor in the world. They produce 5.1 billion pounds of meats yearly. Smithfield products are sold in North America and 25 worldwide markets. These international acquisitions gave the company a strong hold on the market, upgraded manufacturing facilities, and the opportunity for growth. Smithfield began its’ expansion into foreign markets in 1998 when they made their way into Canada, France, Poland, and later on into Mexico.   Ã‚  Ã‚  Ã‚  Ã‚  Smithfield Foods headquarters are located in Smithfield, Virginia. However, most of the company’s operations are found in North Carolina. Their southern location enables them to give lower wages in order to have more competitive prices. The CEO, Joseph W. Luter III goal was to keep driving costs down in order to increase the sales. They want to continue this trend into the future in order to increase profits. Performance In 2002, Smithfield’s sales were 6.6 times where they were in 1993. In addition to this, net income was up 50 times the amount of 1993. The company quickly expanded, and in 2001 they raised 12 million hogs. That was 3.5 times the amount of their closest competitor. Expanding the business abroad was essential in the company’s growth. In 1995 net income was 27. 8 million. In 1999 net income was 94.8 million. That increase was the direct effect of international expansion. After the expansion abroad, Smithfield also expanded domestically which sent sales rocketing. By 2002 the company owned or leased facilities in North Carolina, South Carolina, Virginia, Utah, Colorado, Texas, Oklahoma, South Dakota, Missouri, Illinois, Mexico, Brazil, Poland, and Canada. In 2002 the net income was 197 million and the company secured its place as the top in the industry. External Audit There were many external factors that affected the company’s performance and were something that needed to be dealt with. Most importantly was the issue of waste in the environment due to the hog farming. The residents of eastern North Carolina were unhappy with the situation taking place. The smell of the city was beginning to become unbearable and it was affecting the lives of many people. The problem did not affect sales and income however it had become an issue of morality. Another external factor that needed to be dealt with was the availability of land to dispose of the manure. According to the reading, the hogs in eastern North Carolina generate 9 million tons of manure each year.

Water in New Jersey Essay -- Environment Environmental Essays

Water in New Jersey Residential, commercial and industrial development is the largest contributors to landscape change in the state of New Jersey. When buildout occurs in one region, development pressure begins in another, virtually insuring the Megalopolis concept of one huge urban corridor stretching between Boston and Washington D.C. Year after year, farmland dwindles, roads become congested, and more residents are left to compete for diminishing natural resources. Desperate measures and newer technologies are incorporated to replace poor planning and lack of vision on behalf of decision-makers caught between competing interests. When the long term health and wellbeing of the established population and the short term gain of a limited number of people compete for vital natural resources there should be no question who's interests should prevail. Water resources tend to be taken for granted in New Jersey and why shouldn't they? Rainfall and runoff from snowfall are plentiful, averaging over forty inches per year. The state is bordered by the Atlantic Ocean on one side and the Delaware River on the other, with reservoirs containing billions of gallons of water, and large underground aquifers in between. It's hard to imagine a shortage of this abundant resource. Under normal conditions, this would be the case, but under drought conditions, as has been experienced throughout the winter of 2001 - 2002, the residents of New Jersey are forced to confront the stark reality of the situation that we may be entering into a severe water supply crisis. Mandatory water conservation and stiff penalties for noncompliance may do what preservation and antidevelopment advocates have been trying to do for decades in the state of Ne... ...ment to New Jersey using water resource concerns as a tool to limit large-scale suburban development. These southern agricultural counties are a unique region where large numbers of people are dependent on valuable groundwater resources to continue living in a healthy environment. References New Jersey Department of Environmental Protection, 1993, New Jersey 1992 State water quality inventory report, chapter IV, 44p. Blair, Russell, 2002, Telephone interview with Cape May County Agricultural Agent, March 5, 2002 New Jersey Farm Bureau, 2002, Statistics obtained at website as of March 5,2002, www.njfb.org New Jersey Department of Environmental Protection, 2002, Statistics obtained at website as of March 5, 2002, www.state.nj.us/dep/watersupply/ United States Geological Survey, 2002, Statistics obtained at website as of March 3, 2002, www.usgs.gov

Lab Experiment Stoichiometry of a Precipitation Reaction Essay

The purpose of this experiment is to use stoichiometry to predict how much of a product will be made in a precipitation reaction, to measure the reactants and products of the reaction correctly, to figure out the actual yield vs. the theoretical yield and to calculate the percent yield. Procedure First, 1.0 g of CaCl2Â ·2H2O was put into a 100-mL beaker and 25 mL of distilled water was added. The two ingredients were stirred to create a calcium chloride solution. Then, stoichiometry was used to determine how much Na2CO3 was needed for a full reaction: First, 1 g of CaCl22H2O was converted to moles: 0.00680 moles. The mole ratios of CaCl22H2O and Na2CO3 was seen to be 1:1. Then, moles of Na2CO3 were converted to grams: 0 .72 g. The measure of CaCo3 was predicted to be 0.00680 moles. 0.00680 moles converted to grams is 0.68 grams. Then, 0 .72 grams of Na2CO3 was measured into a paper cup because that was the measure calculated for Na2CO3 using stoichiometry in the step before. 25 mL of distilled water was added and stirred. Then, that solution was poured into the 100 mL beaker and it formed a precipitate (calcium carbonate) instantly with the calcium chloride solution. Next, a filteration system was set up: A small cup was placed inside a larger cup for support and a funnel placed in to the small cup. Then, a 1.1 gram circle of filter paper was folded in half twice and one section of the folds in the filter paper was opened to fit into the funnel. Then, the solution was poured slowly into the funnel. After all the liquid strained through the filter system, the filter paper with its contents which did not strain through was put aside on a few paper towels to dry. Once it was dry, the filter paper was weighed again and the weight was 1.9 grams. The initial weight of the filter paper was subtracted from 1.9 grams, leaving 0.8 grams of precipitate. Then, using the theoretical yield and actual yield, the percent yield was figured out: .80/ .68= 1. 176 117.6%. Experimental Results & Discussion of Observations Calculations: 1 g of CaCl22H2O was converted to moles| 0.00680 moles| mole ratios of CaCl22H2O and Na2CO3| 1:1| moles of Na2CO3 were converted to grams| .72 g| . 0.00680 moles converted to grams| 0.68 grams| initial weight of the filter paper subtracted from final weight with precipitate| 1.9 – 1.1= .8 g| using the theoretical yield and actual yield, the percent yield was calculated| .80/ .68= 1. 176 117.6%.| Additional Questions No additional questions. Conclusions This experiment was successful. Stoichiometry was used to predict how much of a product will be made in a precipitation reaction, the reactants and products of the reaction were measured, the actual yield vs. the theoretical yield was figured out and the percent yield was calculated. References 1. 1. LabPaq Lab Manual Caloric Content of Food by Peter Jaschofnig Ph.D. Pgs 92-97

Moral philosophy analyzes Essay

Judith A Boss has clearly brought out an overview abstract in her book Ethics for life. She employs an up to date tone in bringing out the moral development which makes it easy for the reader to relate their own experience on moral growth. Having explored the moral issues in real life, this book aims at significantly improving the readers’ ability to make key decisions on their morality. Book Review – Judith. A. Boss, Ethics for life In contrast to Judith Boss view on ethics, Aristotle held that ethics is something that helps man to be able to keep from error which may subsequently result due to a weakness thus making him have a good happy life. In other words, he associates ethics with the happy life which is enhanced by virtue. Based on his definition of ethics, a person should posses a set of character that will lead him into being a better person thus making the people have morally good characters. He further explains that a person’s virtue has to come from within. His theory is that virtue is a natural choice or principles that a man uses in determining what is right and wrong for him to live a good life (Huener, 1992). Based on her book, the social aspects of life is significant to ethics due to the fact that they analytically act as a foundation for testing ideas about moral development and human nature. Judith A Boss view on ethics is seen as an incorporated structure of philosophy. She analyzes the issue by attempting to explain how a person can grow ethically to be able to develop the society by establishing what is right from what is considered wrong (Boss, 2001, p. 3). Additionally, the book clarifies and gives examples on how ethics acts as a guide to moral decision making for realization of a complete life. In her argument, Boss explains that making the wrong choices in life tend to lead to unhappiness (Boss, 2001, p. 47). Various theories on morality have tried to come up with justifications and guidance for decision making about the right and the wrong. According to Judith Boss, moral theory is not only a means of providing the reasons underlying decision making but it also calls for consistency in our thinking as well as ignorance of beliefs that are usually held in common and are not consistent. Boss explains that a good moral theory is one that provides guidance for resolving and thinking about moral issues (Boss, 2001, p. 3). While looking at the justification of morality, Boss looks at how moral philosophy points out that there is a higher morality. Moral philosophy analyzes and evaluates the principles, virtues and attitudes that are usually used by specific groups of people or culture with regard to principles and concerns that are universally accepted. However, moral philosophy also holds that the justification of morality should not be motivated by self interest; therefore ethical conduct can only be accepted if it is viewed from a somewhat universal perspective (Boss, 2001, pp. 100-132). Besides, Boss explains the importance of social sciences to ethics by saying that they test ideas about moral development, human nature and society systematically. She also adds her view on concepts of human nature by saying that they are useless and highlighting that they could be harmful if in any case they are not grounded in reality. According to Boss, our moral decision making can not be guided sufficiently by good intentions alone (Boss, 2001, pp. 100-132). Such are the ideals brought out in Aristotle’s life history. Aristotle viewed ethics as an attempt to establish the major end or highest good. Aristotle also holds that as humans, our most important activity as humans is the pursuit of good life and since morality is what expresses our human nature fundamentally, it is only when we are being moral that we are happiest (Iloveindia. com). Reference Boss J A. (2001). Ethics for life. McGraw Hill. Pp. 3-132 Huener. , M. (1992). An examination of Aristotle’s ethics. Retrieved October 1, 2008 from http://home. sprynet. com/~owl1/arist2. htm Iloveindia. com. (2008) Aristotle. Retrieved October 1, 2008 from http://festivals. iloveindia. com/teachers-day/famous-teachers/aristotle. html