A Standard Curve Developed From The Cytoplasmic Protein...

Figure 1 shows a standard curve developed from the cytoplasmic protein standards of lung cancer cells. A gradual increase in corrected absorbance can be notes, which more noticeably increases after 125 ÃŽ ¼g/mL. After this point the values nearly double. The absorbance readings for the samples were recorded along with the standard concentrations [500 ÃŽ ¼g/mL, 250 ÃŽ ¼g/mL, 125 ÃŽ ¼g/mL, 62.5 ÃŽ ¼g/mL, and 0 ÃŽ ¼g/mL (PBS only) †¨The corrected absorbance for the protein standards were found by subtracting the average absorbance of the PBS blanks (0 ÃŽ ¼g of protein) from all other averages. †¨Excel was then used to create a standard curve for the above protein standards, where protein concentration was plotted on the X-axis and corrected absorbances on the y-axis. The linear trend line was used to determine the protein concentration of the diluted sample according to the average corrected absorbance values. The dilution factor was accounted for by multiplying the calculated concentrations of all protein samples by 20. The volume (in ÃŽ ¼L) needed to load an equal amount of the volume (in ÃŽ ¼g) of the second protein sample was calculated, followed by the calculation of the RIPA volume needed to fill the protein sample to 10 ÃŽ ¼L. Four times the volume was then calculated for each volume and these values were used for the SDS-PAGE procedure the following week. The sample with the lowest concentration was used to calculate the amount of protein (in ÃŽ ¼g) used in the 10 ÃŽ ¼L solution, indicating the maximum

Personal Narrative Short Story - 1538 Words

I open my eyes at the sound of someone’s voice. I know that voice-- it’s†¦ â€Å"Ugh! Sylvia! Did you seriously think you were going to win that fistfight against Tammy Williams?!† my best friend Eileen says standing over me as I lay down on the concrete of the school basketball courts. Everything hurts as I try to get up from being unconscious for god knows how long. As I get up, and Eileen hands me my backpack. She told me Tammy jumped me after me â€Å"talking trash† about her, which I didn’t do. So you probably figured I’m Sylvia. Seventh grade, probably dumbest person in the school. Not kidding, take a look at my report card from last semester and you’ll be shocked about how many F’s there are. I also have a really active imagination, so I just†¦show more content†¦I get confused but then notice that not just my skin is getting lighter, but everything else around me is. Everything suddenly looks white, then I wake up from lying on the floor, again. My head still hurting from when Tammy Williams probabl y round-house kicked it. Annoyed from having to get up, I decide to stay there staring at the ceiling of wherever I am, not wanting to get up. But suddenly, this guy is standing above me. He looks familiar, but I can’t tell where I’ve seen him from. â€Å"Do you need help?† he asks. Embarrassed, I quickly get up, but I got up too fast so then I fall back down to where I was, making it even more embarrassing. â€Å"Sylvia, what were you doing on the floor of the restaurant?† That was when I knew I knew this man. His name was Nate, and he was from one of the stories I imagined in my head. I feel something in my hand, so I look, but it’s just that glass thing that was hanging on the door. I shove it in my back pocket trying to figure out what’s going on. I look around, and it’s exactly how I imagined it. I look down to see if anything else has changed like it was supposed to, but it didn’t. I’m still dirty from when I was laying on the ground after Tammy beat me up, and I still have the same curly hair that I absolutely hate. â€Å"Uh, yeah I’m fine†¦ Nate†¦Ã¢â‚¬  I say uncomfortably. I guess he picked up on that, so then he looked down at himself. â€Å"What? Is there something onShow MoreRelatedPersonal Narrative Short Story1153 Words   |  5 PagesI still remember that fateful day, the day I was Stolen. It started out as a normal day at school. I’ll take you through the whole story. There is one thing you should try to figure out, who kidnapped me. â€Å"Joey, Wait up!† I yelled out. Why was he walking so fast, and not responding? It’s almost like he’s ignoring me. I started to jog, but he was already gone. I turned the other way to walk home. It was a long walk, for I lived in the country part of town. I noticed leaves crunching behind me, andRead MorePersonal Narrative Short Story1191 Words   |  5 PagesIt was a warm summer day with good air, most kids were out riding their bikes, scooters, etc. or running around, playing tag, yet I was huddled inside, reading a good book. The sun was shining bright, yet the clouds were blocking it, acting like the filter in a juice machine, separating the good stuff from the bad stuff. The clouds let the light come in just enough so it can light up everything, but not enough to make you sweat when not doing draining activities. This made it the perfect weatherRead MorePersonal Narrative : A Short Story1301 Words   |  6 Pages â€Å"Aww is little Airi hurt?† he says with a sarcastic tone. His let’s out his evil laugh and picks me up. â€Å"L-leave me alone.. DON’T TOUCH ME!† I scream out. â€Å"Okay† he says as he immediately drops me on the floor and drags me through the snow by my short brown hair. My legs are numb so I can’t feel my legs being cut up by the wooden porch. He lets go of my hair in the middle of the living room. This is the first time he’s ever put his hands on me and I don’t like it. My mother comes back and takesRead MorePersonal Narrative : A Short Story1598 Words   |  7 PagesShadows The leaves blowing, the wind was whistling. The moon shined brighter than the sun did that morning. I looked like no other normal teenager, But I was wearing all black. Black leggings, Black jacket, Black shoes, black shirt. My hair looked like caramel, my eyes looked like a yellowish brown that shined in the moonlight. My name was nothing important to people. People say â€Å"Angelys† is a nice name but i think differently. Nothing seemed to happen, I was coming home from a friend’s house.Read MorePersonal Narrative Short Story1415 Words   |  6 Pagesme have alcohol, and would only get me some water. At the end of the day, I had seen many people and the many occupations they all had. I saw many people from different jobs including, fishermen, merchants, importers, and bankers. I heard many stories of people’s families. As night approached, I walked out of the coffeehouse in search of somewhere to sleep. I did not want to go back to my own house because I did not want to catch yellow fever myself. So I decided to leave town, and walk all theRead MorePersonal Narrative Short Story1598 Words   |  7 Pages â€Å"Noooooooooo, I don’t want to!† I yelled. â€Å"I don’t care Emma, I’m going to be gone all night,† my mom said. â€Å"I am not babysitting Ally. I have track tonight.† â€Å"I bet you can make it up another day. You are babysitting your little sister tonight no matter what.† â€Å"No I’m not!† â€Å"I don’t like your attitude Emma! If you don’t babysit your little sister tonight, you can’t do track anymore!† â€Å"I hate you! I hate you! I hate you!† Then I ran out of the house slamming the door behind me. My momRead MorePersonal Narrative Story Short Story1619 Words   |  7 PagesSarah and Roger with their twins, Jules and Kendra. All of us cousins were very close in age. Stewart was the eldest, at age fourteen he was four years older than the youngest but he still hung out with us on the beach after dark. He had the best stories out of all of us. Andrew and I were the next oldest, six months apart in age in fact. The twins and Eric were the youngest. I remember the twins had just celebrated their 12th birthday that earlier that summer, while Eric’s birthday wasn’t untilRead MorePersonal Narrative Short Story1787 Words   |  8 Pagescaught by one of the S.W.A.T. officers. I remember being in a helicopter and being brought to a tower. I was led to a room with a gun pointed at my back, I wanted to run and get my life over with but I knew that my job was more important than my personal wants. I saw a man his face was handsome but his eyes held the death of hundreds. I knew that my time here was not going to be leisurely. This man began asking me questions such as what I was doing here and why I was running from the S.W.A.T. I ofRead MorePersonal Narrative Essay : A Short Story936 Words   |  4 Pageswhen I open the door of my grandma’s house my grandma asks â€Å"Are you ok?† â€Å"Your face is all red† â€Å"I’m fine,† I say. Then I run to my room trying to hide my tears. Whenever I feel bad I would always read a bedtime story book but not the ones with happy endings. So I grab are small story called anger. There was once a man who kept all his sadness and anger in him waiting to explode and finally one day he couldn’t take it anymore and all that anger exploded the end. After I read it I realized it remindedRead MoreAlice Munros an Ounce of Cure1548 Words   |  7 Pagesstudies make the link between literary techniques such as narrative and storytelling and several other disciplines. Thus, one may find the theories of narrative and storytelling extending up to several major disciplines, such as philosophy, psychology, and literary criticism. In the view of different experts in literary analyses, there is a close connection between narrative or storytelling and the definition of the nature of self and personal identity. The former has been understood as influential

Fitness Personal Life and Healthy Active Lifestyle free essay sample

You can consider yourself to have a healthy lifestyle if you have good physical, mental, social, and spiritual health. Good physical health is a result of all your bodys important functions working well together. A person in good physical health can more easily to fight off disease, recover from illness, and perform daily routines without feeling tired. Good mental health is a result of positive feelings about you and about others. Your mental health can influence your decisions. A person in good mental health can more easily to deal with stress, cope with change and maintain a positive outlook on life. Good social health is a result of your interactions with others and of coping well with social situations. Social health can be built through friendships, participation in community groups, and volunteer work. A person in good social health can more easily to feel close and connected to other people, understand his or her own self-worth and cope with lifes ups and downs. Good spiritual health gives peace of mind. Spirituality can be gained and expressed in the way you play a musical instrument, dance, work with art materials, or through religion. It can also be apparent through reaching out to help others in ways that restore their dignity and self-worth. Good spiritual health can give your life a purpose to provide you with stress relief and help you develop support systems. Focusing on each of these dimensions, and continually striving to improve in each area, is one of the keys to a long and happy life. 2. What is BMI? What is your BMI ? Body Mass Index (BMI) is a number calculated from a persons weight and height. BMI is a fairly reliable indicator of body fatness for most people. BMI does not measure body fat directly, but research has shown that BMI correlates to direct measures of body fat, such as underwater weighing and dual energy x-ray absorptiometry (DXA). 1, 2  BMI can be considered an alternative for direct measures of body fat. Additionally, BMI is an inexpensive and easy-to-perform method of screening for weight categories that may lead to health problems. Calculating BMI BMI=__________________ 3. What is long-term fitness goal that you aspire to? 4. What are different ways to live a healthy active lifestyle ? Nutrition 1. Why should Nutrition be important for teenager? 2. What are 4 food groups and why they are important? 3. Create 3-days meal plan that incorporate all the food groups and contributes to a healthy active lifestyle. Your meal plan should include specific serving size. | B/L/D/S| Serving size| | DAY 1| | | | DAY 2| | | | DAY 3| | | | Sexuality 1. What are the 10 component that you want in a healthy relationship? 10 Component of Healthy Relationship * Feel happy and relaxed * Spend time together and time apart * Demonstrate trust * Are confident Have positive self-esteem * Act with mutual respect * Feel appreciated * Communicate openly and honesty * Attempt to understand one another * Listen to each other 2. What is Abstinence? Why is Abstinence the best method to protect your sexual health? Abstinence from sexual activity means refraining from any form of sexual activity that could result in pregnancy or the all form of intercourse. Abstinence is the best method to protect s exual health 3. What are the 2 common STI’s? Indicate how they are transmitted, sign and symptoms, treatment and prevention. Name of STI’s| Transmitted| Sign and Symptoms | Treatment and Prevention| HPV(Human Papilloma Virus)| * Unprotected sex * Direct contact with sores/kissing * Mother to infant before birth| * Stage 1= small red bumps, liquid in genital area (chancres) * Stage 2= rash, flu-like symptoms, hair loss, genital growth| * Antibiotics, but only if it is caught easy * If not treated early, medication cannot repair damage already done| Trichomonas | * Unprotected sex or sexual contact| * Saginal discharge and odour * Pain or itching (during urinating) * Spotty bleeding frequent urination | * Antibiotics for affected person and his or her partner| 4. What are 2 common STI’s of contraceptive and indicate how it works, its effectiveness, advantages and disadvantage? Name of Contraceptive| How it work| Effectiveness| Advantages| Disadvantages| Male Condom | * Physical barrier acts to prevent direct genital contact and the exchange of genital fluids| * The condom is 98% effective when used perfectly * With typical use, it is 85% effective| * Available without a prescription * Latex condoms protect against sexually transmitted infection * May help to avoid premature ejaculation | * Must be | | | | | | Conflict Resolution 1. What are 4 type of conflict that may affect teenagers and how can they be deal with effective? 4 type of conflict that may affect teenagers a. Internal Conflicts b. Interpersonal Conflicts c. Intra-Group conflicts d. Inter-Group Conflicts 2. What skills can help teenagers deal with conflicts? Which of those attribute do you oppose? a. Empathy b. Patience and to Lawrence c. Clear and direct message d. Creative thinking e. Critical thinking f. Assertiveness Body Image and self-esteem 1. What is body image? What is self-esteem? Body image is an mental picture of your own body. Body image includes how you feel about your body, want you believe about your body, how you see yourself and how you think you look to others. Self-esteem describes how valued or worthy a person feels. People with high-self-esteem make good choices. People with low-self-esteem may feel that they are unworthy of the opportunities life has to offer. 2. What are 3 factors that influence body image? The 3 factors that influence body image are impact of media on body image, family influence on body image, and friend’s effect on body image. 3. What is the self-point theory? Self-Point Theory says each of us has a weight (or â€Å"self-point†) that our body â€Å"programmed† to maintaingt; if we drop below this self-point the theory says our body automatically reacts (possible to protect itself) and we are unable to keep weight off. 4. How would you rate your body image on a scale of 1-100 and why? Exercise Activity 1. What type of exercise do you most enjoy and why? 2. Indicate where your exercise originated and the basic concepts of the exercise, equipment needed and space required.

Younger Dryas in the UK Essay Example

Younger Dryas in the UK Essay The Younger Dryas refers to the final phase of cold, glacial conditions preceding the abrupt climatic warming at the beginning of the Holocene. The existence of the Younger Dryas in Europe has been known for most of this century, although recent research suggests that the Younger Dryas cooling may have been global. Estimates of the timing of the event have also improved in recent years, showing that both the onset and termination of the Younger Dryas were abrupt, occurring within decades. The Younger Dryas has been linked with a large-scale shift of the North Atlantic thermohaline circulation (THC) to a near glacial mode with a consequent reduction in northward heat transport. This shift in the THC may have been triggered by a discharge of Laurentide ice, combined with meltwater inputs from several locations around the North Atlantic. Further study of the events leading up to the Younger Dryas is necessary for improving theoretical understanding of abrupt climatic change, and for evaluating GCM models which seek to simulate the response of the THC to freshwater forcing(Nicholas 2009). With predicted increases in freshwater input to the North Atlantic resulting from increases in atmospheric CO2, a future shift in the THC is a possibility. Predicting the magnitude and climatic consequences of such an event depends upon further study of the Younger Dryas and of other abrupt palaeoclimatic changes which involved the THC. The timing of the Younger Dryas was first established using radiocarbon dating and assigned to the approximate interval 11,000 to 10,000 years before the present (BP). We will write a custom essay sample on Younger Dryas in the UK specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Younger Dryas in the UK specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Younger Dryas in the UK specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The radiocarbon timescale is now known to be in error for the late-glacial period, owing to rapid changes in global carbon reservoirs at that time. The true date of the Younger Dryas has now been established using cores of ice drilled from the Greenland ice sheet. Careful study of ice layers that built up near the centre of the ice sheet has established that the onset of the Younger Dryas was about 12,800 calendar years ago, and its termination about many years ago. The Greenland ice cores provide such a clear and strong record of the Younger Dryas that they can be used as a yardstick against which other types of evidence can be compared(Lehman 1992). Reconstructed temperatures, based on the isotopic composition of oxygen locked up in the ice, are about 7 degrees C colder in central Greenland during the Younger Dryas than in the preceding and succeeding warm periods. The ice-core record shows that the cooling at the start of the Younger Dryas was gradual, but the warming at the end was exceedingly rapid, occurring within a few years or decades at most. The rapidity of this climatic change, which is also recorded in marine and terrestrial records from around the North Atlantic, is one of the most intriguing aspects of the Younger Dryas; it is also characteristic of other relatively short-lived episodes during the last glacial period. The Greenland ice cores also record changes in atmospheric composition. Air bubbles trapped within the ice show that during the Younger Dryas concentrations of the greenhouse gases, carbon dioxide and methane, were lower than modern natural levels, and were similar to those of full glacial times. Methane in particular shows a large oscillation, closely following the pattern of temperature change. Finally, precipitation changed during the Younger Dryas, with snow accumulation about half of that for the succeeding early Holocene(Broeker 1990). This evidence for low precipitation is compatible with the temperature record, since cold air cannot carry as much moisture as warm air. In Europe, the Younger Dryas cooling is most pronounced in Britain, southern Scandinavia, northern Germany, the Low Countries, and northern France, and declines in importance to the north, east, and south. On the other side of the Atlantic, the event is clearly recognizable in the maritime provinces of Canada and the north-eastern United States, but is less apparent further west. A short-lived cooling is also indicated by some pollen records from the Pacific coast of North America, as far north as Alaska. some scientists believe that the Younger Dryas can be recognized in pollen profiles from the northern Andes, Chile, Japan, and Australia, but others disagree. There is intriguing evidence that the Younger Dryas brought changes in wind circulation and moisture balance to some low-latitude continental areas(Bond 1993). Lake levels in East Africa fell, indicating dry conditions and a reduction in the on-land transfer of moist air from over the Indian Ocean. The Tibetan plateau is also thought to have been arid at that time. In contrast, the plateaux of Central China appear to have had a wetter climate than in the preceding and succeeding periods. This wet climate has been attributed to a heightened temperature gradient between a warm land surface and a relatively cool western Pacific, and a consequent strengthening of the summer monsoon. Additionally, the Altiplano in the high Andes also appears to have been wetter at that time. The climate of the Younger Dryas created the conditions for glacier expansion, especially in north-west Europe. The Scandinavian ice sheet, which had been in retreat until about 12-000 (radiocarbon) years ago, underwent a significant readvance and formed prominent moraines at the limit of ice advance in Norway, Sweden, and Finland. Ice cover in Britain had probably been reduced to isolated remnants in Scotland between 13-000 and 12-000 radiocarbon years ago, but during the Younger Dryas a substantial ice field formed over the western Scottish Highlands (locally known as the Loch Lomond readvance) and smaller mountain glaciers became established elsewhere in Britain and Ireland. Younger Dryas glacier advances of smaller magnitude have been identified in the European Alps, the North American Cordillera, the Andes, and New Zealand, although dating evidence is fragmentary and far from certain in many areas. In some areas, the glacial record hints at climatic changes within the Younger Dryas(Atkinson 1987). In western Scotland, retreat of some glaciers was well under way before the temperature increase that marked the end of the stade, suggesting that deglaciation may have begun in response to a decrease in snowfall. Changes in the abundance of certain pollen types also indicate that the Younger Dryas in north-west Europe consisted of a moist, cold period followed by a more arid (but still cold) period.

Chicago Format (With Example)

Chicago Format (With Example) Chicago referencing style is one of the less popular styles in academia. Yet, it is still widely used by scholars researchers all over the world. The primary document explaining the rules standards of Chicago style is called The Chicago Manual of Style, 16th edition; it can be downloaded at the organizations website chicagomanualofstyle.org. The manual itself is also available for sale at online bookstores; however, you still can find a great deal of information about this style online. Note that no matter what type of referencing you have, our service can do the research and reference it according to your specifications. Over the years of successful operation, we have delivered thousands of papers and formatted them according to MLA, APA, Harvard Chicago styles depending on our customers requirements. ESSAY FORMAT Paper. Use standard white A4 paper (8.5 x11). Font. Use a legible font (like Times New Roman), size 12. Margins. Margins should be from 1 to 1.5 inches on all sides. Page numbering. The title page is not numbered. The next page after the title starts with 1 in the upper right-hand corner. Arabic numerals are used for page numbers; pages are numbered consecutively. Title Page Title Page Type the title of your paper in UPPER CASE. Place it one-third down from the top of the page (you will need to press Enter 7 times). Center your title. Hit Enter 8 times. Type your first name and last name. Press Enter Type the name of your class. Press Enter Type the current date. Here is a sample of an ideal title page, arranged according to Chicago Style. Spacing. Use double-space throughout your paper. Indentation. Every new paragraph should be indented - press TAB to indent your text. Citation. There are two main ways of citing your sources: footnote format endnote format. Some scholars call footnote format Chicago Style 16A, while endnote format is called Chicago Style 16B. Schematically, here is what the Chicago Style looks like. Footnotes/Endnotes or Author-Date system? How to Choose the Right Format? The short answer would be: refer to your assignment requirements. If you have no access to them or there is no specific requirement, use the following information to determine correct formatting. Footnote/ Endnote style is mostly preferred in such branches of science as literature, history, and arts. So, if it applies to you, choose that option. The author-date style is used in the social sciences, so if you study things like economics, history, law, linguistics, psychology, sociology, international relations, anthropology, communication, education, culture, and other socially-oriented disciplines, the endnote style is the right one for you. Footnote/Endnote Style Footnote/Endnote style requires the use of superscript numbers following the quote or the information taken from a given book/journal. Footnotes/Endnotes are numbered consecutively, and their listing on the bibliography page is not necessarily alphabetical – instead, they are numbered in order of appearance. Every superscript number must have corresponding information about the author the publication in the footnote section or the bibliography page. Footnotes VS Endnotes There is a significant difference between footnotes and endnotes. Footnotes include information about bibliography at the end of the page (at the footer), while the endnote style puts that information at the very end of your paper, in the bibliography section. This fact explains the origin of their names: footnotes come at the foot of the page, while endnotes are placed at its end. Author/Date Style This style is often called the bibliography style or Chicago Style 16B. It is very similar to APA or MLA style formatting in terms of the form. This style requires authors` citation according to the last name, including the year of publication in parentheses. The author style doesnt require numbering of your sources. In contrast, all of your books, journals, articles should be listed in alphabetical order on a separate page called bibliography or references. Every entry should start with a new line and have a hanging line protruding into the margin by 1 inch. If you need a paper written in Chicago style or any other specific format, is here to help you. Place your order now, and we will start working on it immediately.

Why You Should Use JavaScript on Your Site

Why You Should Use JavaScript on Your Site Not everyone has JavaScript available in their web browser and a number of those who are using browsers where it is available have it turned off. It is therefore necessary that your web page be able to function properly for those people without using any JavaScript at all. Why then would you want to add JavaScript to a web page that already works without it? Reasons Why You May Want to Use JavaScript There are several reasons for why you may want to use JavaScript on your web page even though the page is usable without the JavaScript. Most of the reasons relate to providing a friendlier experience for those of your visitors who do have JavaScript enabled. Here are a few examples of proper use of JavaScript to improve your visitors experience. JavaScript Is Great for Forms Where you have forms on your web page that your visitor needs to fill out that form content will need to be validated before it can be processed. You will, of course, have server-side validation that validates the form after it is submitted and which reloads the form highlighting the errors if anything invalid has been entered or mandatory fields are missing. That requires a round trip to the server when the form is submitted to perform the validation and report the errors. We can speed up that process significantly by duplicating that validation using JavaScript and by attaching much of the JavaScript validation to the individual fields. That way the person filling out the form who has JavaScript enabled has immediate feedback if what they enter into a field is invalid instead of their filling out the whole form and submitting it and then having to wait for the next page to load to give them feedback. The form works both with and without JavaScript and provides more immediate feedba ck when it can. A Slideshow A slideshow consists of a number of images. In order for the slideshow to function without JavaScript the next and previous buttons that work the slideshow need to reload the entire web page substituting the new image. This will work but will be slow, particularly if the slideshow is only one small part of the page. We can use JavaScript to load and replace the images in the slideshow without needing to reload the rest of the web page and so make the slideshow operation much faster for those of our visitors with JavaScript enabled. A Suckerfish Menu A suckerfish menu can operate entirely without JavaScript (except in IE6). The menus will open when the mouse hovers over them and close when the mouse is removed. Such opening and closing will be instant with the menu just appearing and disappearing. By adding some JavaScript we can have the menu appear to scroll out when the mouse moves over it and scroll back in when the mouse moves off of it giving a nicer appearance to the menu without affecting the way the menu works. JavaScript Enhances Your Web page In all appropriate uses of JavaScript, the purpose of the JavaScript is to enhance the way the web page works and to provide those of your visitors who have JavaScript enabled with a friendlier site than is possible without the JavaScript. By using JavaScript in an appropriate way you encourage those who have a choice as to whether they will allow the JavaScript to run or not to actually have it turned on for your site. Remember that a number of those who do have a choice and who have chosen to turn JavaScript off have done so due to the way in which some sites completely misuse javaScript so as to make their visitors experience of their site worse rather than better. Dont you be one of those using JavaScript inappropriately and therefore encouraging people to turn off JavaScript.

Hamlet (Shakespeare Essay Example | Topics and Well Written Essays - 750 words

Hamlet (Shakespeare - Essay Example To begin with, the private life of King Claudius is revealed through his relationship with his brother, the former king. The ghost of King Hamlet informs to Prince Hamlet that Claudius had killed the former king by pouring poison into his ears. From the ghost’s visit to prince Hamlet we get to know that Claudius, the king of Kingdom of Denmark, has a dark private life that very few people if any, knows about. Killing his own brother and taking both his (the brother’s) wife and kingdom is a dark part of his life that he would not want to expose to the public whatsoever. This may explain why when he realizes that Prince Hamlet knows about it, he strives to have him killed by all means. Though he is the king, Claudius’ relationship with his nephew, Prince Hamlet, brings him out as being fearful. When he realizes the bitterness Prince Hamlet holds against him for killing King Hamlet, he fears for his life and skims to have the prince assassinated. Claudius sends the prince to England on a faked diplomatic mission but in the real sense, he is sending Hamlet to his death as he reveals, when left alone. This brings out the personal fears that the public figures have, especially emanating from their previous dubious acts. Another prominent public figure in the play is Prince Hamlet. The way the prince relate to Laertes, his potential brother in law, brings him out as a gullible character. As much as he knows that Laertes perceives him as the cause of the death of both his father and sister, he still proceeds to fence with him. Horatios warnings against tacking part in the match hit a bricked wall since he could not think of the plot that Laertes could have to kill him. As a result, he is stubbed and killed by a poisoned spear. Similarly, the prince is quit unstable in his decisions and perceptions. When his father’s ghost first appeared to him, he believed that the ghost was honest and reliable. However, he later doubts the ghost and takes

Undecided Research Paper Example | Topics and Well Written Essays - 250 words

Undecided - Research Paper Example As such, the literacy of todays youth has suffered as they tend to take the easy spelling route when expressing themselves in written form. Thinking that what is acceptable in text is also acceptable in formal learning settings thus creating a relationship between text messaging and literacy. This paper aims to look deeper into the relationship of text messaging and literacy and how its positive impact will benefit the forthcoming generations as well. . I propose that text messaging has a positive effect on literacy. While most of the older generation and academicians believe that text messaging has ruined literacy, I believe that it has done the opposite, it has made people more literate to a certain extent. It has encouraged communication and open discussion in many ways and offers people an opportunity the freedom to express themselves in the best way they know how. I aim to prove that positive relationship between literacy and text messaging by presenting factual evidence from various scholarly articles and journals, expert opinions, and of course, my own personal experience regarding literacy and text messaging. By the end of the research, the positive relationship between text messaging and literacy will be highlighted and better understood by most people. It will offer a clear insight into the changing world of language and expression and how what we consider negative aspects of text messaging, may actually be a positive

Nutrition - Hamburger Essay Example for Free

Nutrition Hamburger Essay â€Å"Approximately 30. 3 percent of children (ages 6 to 11) are overweight and 15. 3 percent are obese. For adolescents (ages 12 to 19), 30. 4 percent are overweight and 15. 5 percent are obese†. Every year the percentage of Americans increases the obesity and death rate in the United States of America. This all is happening because of unhealthy junk food we eat every day. People eat fast food almost every day because they are too lazy to cook healthy food in their home so they always look for quick and fast food like McDonalds, Burger King, KFC, Jack in the box etc. For some teenagers like college students it is becoming a regular meal because they don’t get time to cook healthy food and they always want an easy and quick meal. It is cheap and convenient. People have started eating more at fast food restaurants than eating at home but what they don’t know is that in future it can cause so many diseases like heart attacks, cholesterol, and stomach pains. Even though, fast food is quick and unhealthy food people still eat it because it tastes good. In 2008, 40,000 people die in America just because of eating fast food every day. It shows logos and pathos because it’s telling how people are crazy about fast food but they don’t know what type of consequence they will have to face after they get heart problems, cancer, and diabetes so on. My solution is Fast food should serve little more healthy food with fried sandwich and healthy juices so people will not get diseases like heart attacks, and stokes and it should just opened on weekends. If they started opening fast food restaurants on weekend only then people will cook in their home, eat healthy food, and will stay healthy too. They should issue id to everyone so people cannot eat twice and the people who ate on Saturdays they will not able to eat on Sundays. Fast food restaurant should also not be close to high schools because most of the teenagers love to eat junk food and they will not to eat healthy food. If we serve more healthy food than junk food than it will be effective for people and can saves their lives from diseases. People will object this solution because first they don’t like healthy food at all and even though junk food causes them so many problems they will not stop eating because we all are addicted to junk food. It can be solve if the fast food restaurants stop using cheap oil and fresh meat and serve healthy food with regular meal. There are couple steps we can follow if we all have to live healthy. Fast food restaurants should not be opened on other location because there are so many types of restaurant where ever you see sign of McDonalds, Burger King so on. But I think teenagers will not accept it because they are too lazy to cook their own food. Second Fast food restaurants should serve healthy food with regular meal. If they started doing this no one will come to fast food restaurants and business owners will not be able to make that much money that they use to from people before. Last, they should not be close to the school because most teenagers eat junk food and they will not be eating healthy food at all. My solution is best because first it will keeps people healthy and won’t get diseases like cancer, strokes and death rating will be reduce. Even though, people will not get to eat that much like fried chicken sandwich French fries they will stay healthier most of the time and get chance to live more. People will not be lazy to cook food in their home and they will more likely spend their times with their families. Then, most of the time people will eat with their families instead of eating alone. I know people will not accept this solution but if they want to survive and want to live healthy then they will accept this solution. I’m sure the Fast Food Company will not like this assessment because they wouldn’t able to make that much money that they use to. But people lives are more important than money. If people eat healthy food every day, they will not be lazy and more likely go to their work. They will be happy, cheerful and aggressive all the time. If people will be happy and aggressive, they will contribute more work while working Fast food is just making us large and giving us new type of disease. So I suggest people especially teenagers who are addicted to fast food should also eat healthy food. In real world, no one will follow these steps because it is a hard process and teenagers will not follow it because we cannot live without eating fast food and we are so lazy to cook healthy food and we always look for easy and quick meal even though we know its fried and can gave us terrible diseases. I suggest American government to pass this law to close fast food restaurants during the week fast food is eating us.

The Dramatic Intensity of The Crucible’s Courtroom Scene Essays

The Dramatic Intensity of The Crucible’s Courtroom Scene In this assignment I am going to investigate the Dramatic Intensity of The Crucible’s courtroom scene. I am going to do this by exploring the language used, how the characters develop and how Arthur miller unfolds the plot to keep the reader interested and how emotion and feelings dictate the movements of the play. The Crucible is set against the backdrop of the mad hunts of the Salem witch trials in the late 17th century. It is about a town, after accusations from a few girls, which begins a mad hunt for witches that did not exist. Many towns’ people were hanged on charges for of witchcraft. Miller brings out the absurdity of the incident with the theme of truth and righteousness. The theme is conveyed through the struggles of Miller’s main character John Proctor. In The Crucible all the events flow naturally from one event to next. Everything happens naturally from the natures of the characters. The fact that the story isn’t made up and it is based on a true story makes the play interesting. There was sufficient conflict, so many things going on, it kept my interest aroused. There is much tension and suspense in the story. It covers basic human instinct and qualities. It shows the human necessity for survival, and the lengths at which a person will go to save his life. The Crucible is a study of mass hysteria that affects the village of Salem in a foremost way. There are many themes running through the play. One is obviously witchcraft. There is an idea of Abuse of power and, also the individuality and society, this is important because it is set in the 17th century and everyone was the same. There is an idea of honour and truth. Proctor... ...se are very valuable to drama as it adds interest and has the edge of the seat effect. The crucible is a thrilling play which gripped my attention, and after researching the play I have found how Arthur miller has allowed the plot to flow naturally to unfold dramatic intensity shown through themes to add tension and emotion to the story line. The theme witchcraft adds anxiety as other themes are unearthed,. The individual and society theme, when everyone is expected to act the same we discover witchcraft, which is brought by one of the main characters which does not belong to the same society. The narrator & stage instructions added to the text added conflict, however after watching the play I found it greatly enjoyable. I felt Arthur Miller made the crucible dramatic by showing feeling and emotion shone through accusations and the events of the play.

Ethnic Identity and African Americans Essay

Ethnic identity is the sum total of group member feelings about those values, symbols, and common histories that identify them as a distinct group (Smith 1991). Development of ethnic identity is important because it helps one to come to terms with their ethnic membership as a prominent reference group and significant part of an individuals overall identity. Ethnic reference group refers to an individuals psychological relatedness to groups (Smith 1991). These reference groups help adolescents sense, reflect and see things from the point of their ethnic groups in which they actively participate or seek to participate. What is ethnic identity? The establishment of identity is an important, complex task for all adolescents, and is considered a major developmental task for all adolescents. It is particularly complicated for adolescents belonging to ethnic and minority groups. Ethnic identity of the majority group of individuals is constantly validated and reinforced in a positive manner where as the minority group is constantly ridiculed and punished in a negative manner. What does this say for those adolescents who are the minority and not the majority? It is important to study or research ethnic identity because it provides better knowledge to help one understand striving for a sense of unity and connectivenesss in which the self provides meaning for direction and meaning of ethnic identity (Spencer, 1990). It is also important to study or research the differences between these groups due to beliefs and values. Adolescents that are the minority are confronted with their ethnicity at an earlier age then Caucasian adolescents majority and they are constantly aware of ethnic differences, which means it is of greater importance to understand the development of the minority individual. It should lead to different assessments when it comes to ethnic identity. For example, African American adolescents are psychologically compared to Caucasian American adolescence diagnoses, which are sometimes inaccurately assessed. Bronfenberner explains the theoretical perspective such as the ecological perspective by saying, The implications for clinical treatment of African American adolescents, mental health workers must be sensitive to the ecological context of their clients. Mental Health workers must realize that there is no single entity called the black family . The black families compared to the other families established their American family. He suggests that these families vary dramatically in backgrounds, social economic status, values, and degree of acculturation to the norms and values of mainstream America (1990). There are also, significant differences that may exist in preparation of African American adolescent, at the level of rearing family practices and in schools (1990). That is, schools continue to reflect historical values that deal with racial-stereotypes and prejudice and beliefs. At the same time there are families trying to avoid and make light out of such situations. These families and communities continue to show constancy by instilling their own beliefs and values through child rearing which maybe different from Caucasian Americas. Identity and ethnicity as adolescent issues Identity has been defined in many ways. It is the concept used to describe an individual’s sense of who he or she is (Dashefsky and Shapiro, 1976). Changes in identity occur throughout the life cycle, however, the changes in identity are usually most notable during adolescence. Integrating a positive sense of ethnic identity into one’s overall personal identity is an important task of late adolescence (Steinberg, 1996). Ethnic identity has been defined as the aspect of one’s sense of identity concerning ancestry or racial group membership (Steinberg, 1996). Ethnic identity development is an essential human need because it provides a sense of belonging and historical continuity. Ethnic socialization Minority children are confronted with their ethnicity at an earlier age than their majority counterparts (Smith, 1991). Parents can help to speed up the early stages of ethnic identity development by taking an active approach to ethnic socialization. Ethnic socialization, according to Steinberg(1996), refers to the process through which parents teach their children about their ethnicity and about the certain experiences they may have with the broader society. Ethnic socialization consists of three themes: 1) understanding one’s own culture, 2) getting along in mainstream society, and 3) dealing with racism (Steinberg, 1996). Possible outcomes of ethnic identity development. There are four ways to deal with ethnicity (Steinberg, 1996):  ·Assimilation–adopting the cultural norms of the majority while rejecting the norms of one’s own culture.  ·Separation–rejecting the majority culture and associating only with members of one’s own culture.  ·Marginality–living within majority culture but feeling estranged.  ·Biculturalism–maintaining ties to both cultures. According to Steinberg (1996) many believe that biculturalism is more successful than the other four. With biculturalism minority youth have access to the norms of the majority and minority culture depending on the situation. References  ·Smith, Elise J. Ethnic Identity Development: Toward the Development of A Theory within the Context of Majority/Minority Status. Journal of Counseling and Development: JCD. v70. n1. Sept. 1991. p. 181-188.  ·Spencer, Margaret Beale. Child Development. v61 n2. Apr. 1990. P. 290-310.  ·Dashefsky, A. (Eds. ). (1976). Ethnic identity in society. Chicago: Rand McNally College Publishing Co. Smith, E. J. (1991). Ethnic identity development: Toward the development of a theory within the context of majority/minority status. Journal of Counseling and Development, 70, 181-187.  ·Steinberg, L. (1996). Adolescence. New York: McGraw-Hill, Inc.

Proton

* 1. INTRODUCTIONPerusahaan Otomobil Nasional Berhad (PROTON) wasincorporated in May 7, 1983 to manufacture, assembleand sell motor vehicles and related products, includingaccessories, spare parts and other components. PROTON produced Malaysias first car, the ProtonSaga, commercially launched on July 9, 1985 by formerMalaysian Prime Minister, Tun Dr. MahathirMohamed, who had originally conceived the idea of aMalaysian cars. Toyota Motor Corporation is the market leader inautomotive industry and the worlds largest motorvehicle manufacturing groups.It sell about 7,234,439unit of all type of vehicles in 2009. * 2. BENCHMARKPROTON benchmark is based on Toyota Motor Corporation . ToyotaMotor, the worlds largest automotive manufacturer (overtaking GM in2008), designs and manufactures a diverse product line-up that rangesfrom subcompacts to luxury and sports vehicles toSUVs, trucks, minivans, and buses. Its vehicles are produced either withcombustion or hybrid engines, as with the Prius. To yotas subsidiaries alsomanufacture vehicles: Daihatsu Motor produces mini-vehicles, while HinoMotors produces trucks and buses.Additionally, Toyota makes automotiveparts for its own use and for sale to others. Popular models include theCamry, Corolla, Land Cruiser, and luxury Lexus line, as well as the Tundratruck. In Asia, they generates almost 40% of sales. * 3. VISION†¢ They strive to become a successful Malaysian Automotive Manufacturer globally by being customer oriented and producing competitively priced and innovative quality products. * 4. MISSIONOur Company history is one of the remarkable achievements ofwhich we are proud(1) of.In our pride lies the vital energy thatdrives us forward and forces us to take on new challenges. Notonly our customers but also our business associates andshareholders need to trust our ability and rely(2) on us todeliver on our promise of quality. We continually strive toexpand our knowledge(3), skills and expertise in order to findbetter sol utions and produce better results. As a nationalproject, Proton is also committed to lead in the acquisition ofintellectual capability in design and technology(4), which willpropel the nation to achieve the status of an industrialisednation.With people as our primary focus, we are committed tobuilding a friendly organisation, sensitivity to customers needswith clear communications leading to mutual understandingand care(5). * 5. CHARACTERISTIC OF MISSION 1. Philosophy †¢ Proud 2. Self – 5. Customers concept †¢ Caring †¢ Reliable Mission element 4. Employees 3. Technology †¢ Knowledgeable †¢ New technology * 6. OPPORTUNITIES†¢ Replacement model make an increasing sales about 40. 7%. †¢ Joint venture with other company. †¢ The development of concept car(Nissan)†¢ Rising oversea demand about 20. % * 7. THREATS†¢ Global financial crisis effect the vehicle sales are tipped to fall 12. 4 per cent in 2009. †¢ New product from ot her companies with better technology. †¢ Gas price up almost 30%. †¢ Local competitor, Perodua or Perusahaan Otomobil Kedua has surpassed Proton in sales. * 8. The External Factor Evaluation (EFE) Matrix WEIGHTED OPPORTUNITIES WEIGHT RATING SCOREReplacement model make anincreasing sales about 40. 7% 0. 08 1 0. 08Joint venture with other company 0. 2 2 0. 4The development of conceptcar(Nissan) 0. 09 3 0. 7Rising oversea demand about 20. 7% 0. 12 4 0. 48 * 9. WEIGHTED THREAT WEIGHT RATING SCORE Local competitor, Perodua orPerusahaan Otomobil Kedua hassurpassed Proton in sales. 0. 23 3 0. 69Gas price up almost 30%. 0. 08 2 0. 08Global financial crisis effect the vehiclesales are tipped to fall 12. 4 per cent in2009. 0. 08 4 0. 32New product from other companieswith better technology. 0. 12 3 0. 36 Total 1. 0 2. 68 * 10. STRENGTH†¢ Strong R&D (R3)†¢ Revenue per employee. †¢ Government Linked Company (GLC)†¢ Employee morale is excellence. The market share of 56. 9% in the industry. * 11. WEAKNESSES†¢ Quality of product is still lower compare to competitor product. †¢ Employee is lacked of technical skill. †¢ Had suffered a net loss of RM60. 1mil for its third quarter ended Dec 31 because of restructuring expenses incurred by its sports car division, Lotus Group International Ltd. * 12. SWOT MATRIX Click this * 13. BCG MATRIX FOR PROTON BHD * 14. †¢ From this graph, it shows that the Proton Bhd. market share was about 25% and industry sales growth rate is -5%.From the result, we consider of three types of strategies which is divestiture, product development and market penetration. * 15. DOGS STRATEGY1. Divestiture. 2. Product Development. 3. Market Penetration. * 16. DIVESTITURE†¢ By using this strategy, the company should focus more on their core business only because of it is in DOGS requirement. Divestiture often is used to raise capital for further strategy acquisition or investment. For example proton must reduce the production of Proton Juara and Tiara because the car demand is low and difficult to find spare part and make up the car.The reason is longer proton produce the car the inventory turnover will be higher. * 17. PRODUCT DEVELOPMENT†¢ In this strategy, our company needs to gain endeavor to incorporate select technologies and manufacturing expertise such as from Nissan Motor Co. that could lead to potential cost savings in capital expenditure and research and development (R&D) for the national carmaker. * 18. MARKET PENETRATION†¢ In this stage, Proton must consider getting a third party to use its plant for a long-term planning for better utilization of plant capacity. Proton can go and get technology from a small company as many big companies in South Korea, Japan and Europe were using them to design their cars. * 19. BALANCE SCORECARD FRAMEWORKStrategies Priorities Goal Target StrategyFinancial Increasing sales of New Focus on developing proton product demographica l country. areasCustomer Attract more people to Young and the Made sporty car model buy proton car middle age people that can attract customersManager / Increase Working Potential worker Send them oversea toEmployee performance strengthen skill and expertise

Zheng Hes Treasure Ships of the Ming Dynasty

Zheng Hes Treasure Ships of the Ming Dynasty Between 1405 and 1433, Ming China under the rule of Zhu Di, sent out enormous armadas of ships into the Indian Ocean commanded by the eunuch admiral Zheng He. The flagship and other largest treasure junks dwarfed European ships of that century; even  Christopher Columbuss flagship, the Santa Maria, was between 1/4 and 1/5 the size of Zheng Hes. Drastically changing the face of Indian Ocean trade and power, these fleets embarked on seven epic voyages under Zheng Hes guidance, resulting in a rapid expansion of Ming Chinas control in the region, but also of their struggle to maintain it in years to come due to the financial burden of such endeavors. Sizes According to Ming Chinese Measurements All of the measurements in the remaining Ming Chinese records of the Treasure Fleet are in a unit called zhang, which is made up of ten chi or Chinese feet. Although the exact length of a zhang and chi has varied over time, the Ming chi was probably about 12.2 inches (31.1 centimeters) according to Edward Dreyer. For ease of comparison, the measurements below are given in English feet. One English foot is equivalent to 30.48 centimeters. Incredibly, the largest ships in the fleet (called baoshan, or treasure ships) were likely between 440 and 538 feet long by 210 feet wide. The 4-decked baoshan had an estimated displacement of 20-30,000 tons, roughly 1/3 to 1/2 the displacement of modern American aircraft carriers. Each had nine masts on its deck, rigged with square sails that could be adjusted in series to maximize efficiency in different wind conditions. The Yongle Emperor ordered the construction of an amazing 62 or 63 such ships for Zheng Hes first voyage, in 1405. Extant records show that another 48 were ordered in 1408, plus 41 more in 1419, along with 185 smaller ships throughout that time. Zheng Hes Smaller Ships Along with dozens of baoshan, each armada included hundreds of smaller ships. The eight-masted ships, called machuan or horse ships, were about 2/3 the size of the baoshan  measuring approximately 340 feet by 138 feet. As indicated by the name, the machuan carried horses along with timber for repairs and tribute goods. Seven-masted liangchuan or grain ships carried rice and other food for the crew and soldiers in the fleet. Liangchuan was about 257 feet by 115 feet in size. The next ships in descending order of size were the zuochuan, or troopships, at 220 by 84 feet with each transport ship having six masts. Finally, the small, five-masted warships or zhanchuan, each about 165 feet long, were designed to be maneuverable in battle. Though tiny compared with the baochuan, the zhanchuan were more than twice as long as Christopher Columbuss flagship, the Santa Maria. The Treasure Fleets Crew Why did Zheng He need so many huge ships? One reason, of course, was shock and awe. The sight of these enormous ships appearing on the horizon one by one must have been truly incredible for the people all along the Indian Oceans rim and would have enhanced Ming Chinas prestige immeasurably. The other reason was that Zheng He traveled with an estimated 27,000 to 28,000 sailors, marines, translators and other crew members. Along with their horses, rice, drinking water, and trade goods, that number of people required a staggering amount of room aboard the ship. In addition, they had to make space for the emissaries, tribute goods and wild animals that went back to China.

Naive and Naivety

Naive and Naivety Naive and Naivety Naive and Naivety By Maeve Maddox A reader asks about the use of the word naivety: I recently read this in a copy of Nature: â€Å"They challenge the naivety of the idea that science, proceeding openly and aloof from its sociopolitical environment, reaches incontrovertible truths by unassailable reason.† I do not recall ever seeing that use before. Pronunciation note naive [nye-EEV] naivety [nye-EEV-uh-tee] The adjective naive is a badly assimilated French borrowing. Ever since it entered the language as naà ¯ve in the seventeenth century, it never has managed to look like an English word, and it presents many English speakers with difficulty in pronunciation and spelling. No longer spelled with the two dots over the i, naive originally meant â€Å"natural and unaffected, artless, or innocent.† Additional meanings that have attached to the word are â€Å"showing a lack of experience, judgment, or wisdom; credulous, gullible.† The earliest citation for the noun naivety in the OED is dated 1709, but the word doesn’t show much life on the Ngram Viewer before the 1960s. In current usage, some political writers seem to use naive and naivety as euphemisms for ignorant and ignorance. Naivety is frequently used with the verb expose, as if to imply that being naive is something best concealed. Sports writers are fond of the words as well, but I’ve yet to figure out exactly what they mean by them. My best guess is overconfident or, perhaps, ill-advised. To me, naivety implies a belief in the good intentions of others. A judge handing down a sentence in the case of two people who stole from a ninety-year-old couple used the word in this sense: They allowed you access [to their home] in innocence and naivety andwere repaid by you in taking the only items of value which were on open display.- The Telegraph. Naive is an appropriate and neutral adjective to describe the innocence and inexperience of a young person. When applied to politicians and business leaders, it takes on a connotation of reproach, even contempt. Here is a random sampling of naive and naivety as used on the Web: Exposed: Ron Paul’s Foreign Policy Ignorance and Naivety Is Stuart Lancaster just a  naive coach  taking another high-risk gamble?   Manchester City Pay Heavy Price for First-Leg Naivety vs. Barcelona Is Social Media making Young People Naà ¯ve and Unhappy? (Some writers still use the dots.) For decades, senior executives have used  naivety  as an excuse when customer data has been stolen.   Was [Chamberlain] just hopelessly naive about Hitler’s Germany and too embroiled in domestic agendasto handle the run-up to war? Both naive and naivety are useful words to convey trusting innocence or idealistic expectations. It seems a shame to use them as insults. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Types and Forms of Humor40 Synonyms for â€Å"Different†55 "House" Idioms

Obituary story about myself Article Example | Topics and Well Written Essays - 500 words

Obituary story about myself - Article Example (Name), was an Italian-born Venezuelan, whose parents moved on to stay in Venezuela during the time World War II was taking place. His grandfathers were very hard working people; one was a doctor, and the other was a building constructor. From their hard work and dedication to good service, this family became highly renowned and respected. He was born and raised in Maracaibo, a town that is located in one of the cities in Venezuela. His parents did their best to ensure that they educated him to meet his educational, career and personal goals, despite the hard life that was being experienced in Venezuela at that time. He started his educational journey in Maracaibo, where he attended and graduated from high school, thereafter; he attended Georgia Tech University in Atlanta U.S.A and stayed on for one year. He joined Miami University, to advance his career in broadcast journalism and became a success story in his field. After finishing, he was part of the production and editing team in various media houses in the United States. (name), had a lifetime dream of serving his people and dying at a ripe age of 90 years, something that he was lucky to achieve. During his lifetime, (name) managed to have high-profile interviews in his career; he held his interview program with the CNN Espanol. In his program, (name), was interested in helping people know how to create positive change and influence in the society through establishment of different systems. His program lasted for almost two years, where he later joined E-entertainment, hosting various entertainment programs on television programs electronically. Through dedication and excellence in service delivery, all his television programs had a wide audience, receiving several accolades internationally. It is through his service in the entertainment industry that he met Jessica, the famous Pop Music Star, whom she engaged and later married. His wedding took place in the Silicon Valley of the United States, and

Account Balance and Budget Balance in United States of America, Assignment

Account Balance and Budget Balance in United States of America, Australia and Indonesia - Assignment Example From the visual representation, it can be observed that over the four years, Indonesia has had a surplus in its current account balances, this means that Indonesia is saving most of its resources than investing those resources. For the case of Australia and the USA, both countries experienced a deficit in their current account, but Australia has gradually improved its current balance. This implies that these countries are investing more than they are saving and thus, they are utilizing resources sourced from other economies in order to finance domestic consumption. Twin deficit refers to a situation a deficit in the national budget leads to an expanded deficit in the current account. Twin deficit proposition, argues that a large budget deficit has a negative impact on the national saving of the country, this, in turn, leads to souring the current account deficit. Although, some economist that this proposition is so weak in explaining this phenomenon (Hansen, 2003). A twin deficit exi sts in the case of the United States of America where the budget deficit has led to expanding the current account deficit. This implies that the United States acts as the net debtor to other global economies. Therefore, the United States is investing extra resources to other world economies than saving and in return use resources from world economies to fund the domestic consumption. Indonesia has the largest economy in the southeast of Asia, this economy  is characterized by a major development in the information technology sector thus having a comparative advantage over countries in the region. Indonesia was worst hit by the recent global financial crisis that hit the world giant economies like the United States. Thus Indonesia has put up measures so to try and shield its citizen from the financial crisis souring economic conditions in the country. The national government of Indonesia has embarked in various fiscal policy stances so to stabilize the economy. In the effort to sta bilize the economy the government has decided to increase its expenditure, in this case, the government has decided to offer a subsidy to the citizen so as shield them from the soaring commodities prices. Indonesia government will more spend in the current year in subsiding the fuel prices.

Go to a Web site for a company selling business-to-business products Essay

Go to a Web site for a company selling business-to-business products or services. Compare this Web site to one selling consumer - Essay Example Their target group is medium to large scale tour operators who offer online reservation facilities. Travelocity, http://www.travelocity.com  is a large travel agency which targets anyone interested in traveling. Their target group is heterogeneous. It included regular travelers, people on vacations, business personnel as well as diplomats representing all the social classes. Although it is operated in the US it provides many local sites for the outsiders. If the home pages and the contents are compared Pegasus infoCorp has used much professional way to publicize their information. Their service and current clients are listed and they have used an animation (a globe and several annotations) to give an overall idea of their service. The home page of the Travelocity is much customized to it target audience, the travelers around the world. It directly provides booking facilities and other information required for travelling such as maps, hotels, car hires, activities. Non like the Pega sus infoCorp, Travelocity provides details on special discounts and package rates and have used inspiring annotations making it more competitive. They continually play a slideshow of those packages at the top the site.

The importance of childrens play and talk

The importance of childrens play and talk The first example is of Js first experience of mark making with felt tip pens and on speaking to the parents this was his first experience of using any drawing implements. This activity came about from Js own initiation his interest was gained when he saw his sister with the pens she was sat beside him drawing a picture of what she described as a rabbit, J watched for a while then grabbed at the pen his sister asked ‘Do you want to draw a picture ‘, J made a sound his sister gave him a blank piece of paper and a felt tip pen. J made marks on the paper looking up at his sister every so often who would say ‘wow J thats fantastic, good boy J would smile then continue to make more marks, Js sister gave him more colours J tried to pick all the pens up at once but dropped them all, he picked one up made a mark then tried another he continued this action for the duration of the activity. The activity was initiated and endedby J which lasted around 30 minuets. The second example is again by J and his first mark making and exploration with paint. This activity was adult initiated, the adult introduced a large rectangular blank canvas and different coloured paints with different size paint brushes. J was unsure at first and kept his distance, however moved closer and closer firstly poked the canvas with his finger, he picked up a brush exploring it with his mouth and then fingers, he put the brush on the table then put his finger in a paint pot he looked at his finger touching it with his thumb he put his hand on the table when he lifted his hand off he looked at the mark the paint had made poking his finger in the mark moving it around this made the mark bigger, J put his finger on the canvas the adult said ‘ what that ‘look its Js finger, J put his finger back in the paint moving it around the canvas. The adult picked the large brush up handing it to J ‘do you want to try the brush J took the brush he explored it with is mouth screwing his face up as the brush touched his tongue, ‘ewwwww said the adul t pulling his face ‘put it in there pointing to the pot of paint. J looked at the pot he dipped the edge of the large brush in the paint then dragged the brush across the canvas he continued this action a few times the picked the smaller brush putting it into different colours using a dabbing motion he made more masks on the canvas , he held the brush in one hand then placed the other onto the canvas lifted it up looking at his hand which was covered in different coloured paint he moved it closer to his face dropped the brush poked his painted hand moving his finger around the paint , J looked at his finger then put both hands together pulling them apart them put one on the canvas looking at the adult smiling ‘wow J thats Js hand J squealed then poked at the canvas with his painted finger. J put his hand on his face the adult laughed J then put both hands on his face laughing the adult said ‘come on J we better get you cleaned up . Because of the age of J the activity was more about exploration and investigation and the introduction to new experiences. Clay 1979; Goodman 1973; Smith 1971 cited in Barrat-Pugh 2000 challenged the developmentalist view of literacy drawing upon the 1970 research into how children learn to read and write their suggestions were that reading and writing are not isolated skills that can be taught but however the child is an active participant and the process is ongoing from birth. Arguing that reading, writing and oral language developments are interrelated, emerging over time through participation in literacy events. The childs family and community are central to this process as they provide experiences that facilitate emergent literacy. The importance of childrens play and talk is recognised in the Governments literacy and numeracy strategies where a commitment is stated to using these for reception children in their first year of school (Wood, E. 2004). The Association for Early Childhood Education recommends that practitioners make allowances for the fact that children learn at different levels and so activities need to be well planned and organised, thus providing opportunities for different children to shine in different contexts. The Curriculum Guidance for the Foundation Stage in England also recommends a play-based curriculum. The practioner needs to be able to plan and resource challenging learning environments and to support childrens learning through planned play activity. The practitioner also needs to be able to extend and support the spontaneous play of children and help develop their language and communication skills through play. The practitioner also needs to ensure the childs continuity and progress ion (Wood, E. 2004:20). Moyles et al (2001) have argued that a learning environment that is dependent on play leads onto more mature forms of knowledge, skills and understanding. There is evidence to suggest that through play children develop high levels of verbal skill and creative problem solving capabilities. Practitioners need to be resourceful and have a tightly organised environment if they are to integrate play into the curriculum and the child becomes a powerful player in constructing their own learning (Malaguzzi, 1993). In order that the process is meaningful the teacher needs to understand how and what the child thinks and knows, and to be able to engage with this (Wood, 2004). Vygotsky (1933) argued that what children learn and how they learn it is driven by the social experiences and social interactions that they encounter and the development of their thinking occurs as a result of the interaction between themselves, their environment, and more experienced others. Thus, learning is a collaborative process, practitioners need to be aware however of the power relationships that exist in educational settings. Children have no control over the world they enter, of the pre-existing cultural practices or of the power of the expectations of others, particularly their parents and teache rs (MacNaughton, 2004). Training for those who intend to work in the early years sector should not neglect the issue of power or the contexts in which it operates. In English preschool classrooms, learning by being active and interactive, by exploring the environment, has gained universal status (Curtis, 1998). Dewey advocated that children learn best by exploring and manipulating their environment. Isaacs (1933) also emphasized the importance of learning by doing. She wrote that play is not the only means by which children come to discover the world; the whole of their spontaneous activity creates their psychic equilibrium in the early years. Communication, Language and Literacy includes the child to read a variety of different books, being able to communicate in different ways, such as facial expressions and eye contact used in non verbal communication. Children should be able to communicate in order for them to participate in their society. Children should also receive simple reading tasks and texts and writing for different purposes. Drake, (2001) A study carried out by Halls (1987) in a literate home corner, showed that where paper, pencils, newspapers, planners, telephone directories, cookery books and catalogues were added as part of the environment. During the four hour days of this study, children were engaged in 290 literacy events. For example it was found that the frequency, duration and complexity of childrens play with print increased and that the objective encouraged self-generated literacy activity. A particularly interesting finding was that children in the intervention group often transformed the literacy objects into something else. Another example was the cookery books became magic genie books, and newspapers became magazines. Language is a powerful source of signs, and empowers the child to restructure his or her environment, (Taylor and Woods 1998). There are many ways that children make connections with writing and reading, and many pathways into literacy. Writing and reading can enter young childrens lives in a variety of ways. Early experiences with literacy may be initiated by the child or by other people, they may be playful or work-like, and may take place at home, in the neighbourhood or in community settings. The range and diversity of early literacy experiences suggests that there are many ways that children make connections with writing and reading, and many pathways to literacy. Literacy development often starts in young childrens early symbol using activities: in talking, in play and fantasy, in scribbling and drawing, in pretend reading and writing. Between the ages of 1-5 children learn to use symbols they invent for themselves and those donated by the culture (Gardner Wolf, 1979, p.vii). The use of symbols—which may include words, gestures, marks on paper, objects modelled in clay, and so forth—makes it possible to represent experience, feelings and ideas. Symbols also allow children to go beyond the immediate here and now and to create imaginary worlds Play consumes much of young childrens time and energy, and for many children, play is where writing and reading begin. Play is the arena in which young children make connections between their immediate personal world and activities that are important in the larger social world of family and community, and play is the context in which many children find ways to make culturally valued activities part of their own personal experience. When children play with writing and reading, they are actively trying to use—and to understand and make sense of—reading and writing long before they can actually read and write. When books, paper, and writing material are among the objects children play with, important literacy learning can occur. As they experiment with written language, often in playful ways, children begin to learn what writing and reading are, and what they can do with them. At the same time, children can acquire a range of information and skills related to writing and r eading, as well as feelings and expectations about themselves as potential readers and writers. This multifaceted body of knowledge and attitudes constitutes early or emergent literacy (Holdaway, 1979; Teale Sulzby, 1986). Play appears to have at least two potential links to the development of literacy: First, as a symbolic activity, pretend play allows children to develop and refine their capacities to use symbols, to represent experience, and to construct imaginary worlds, capacities they will draw on when they begin to write and read. Second, as an orientation or approach to experience, play can make the various roles and activities of people who read and write more meaningful and hence more accessible to young children. In play the focus is on exploring rather than on accomplishing predetermined ends or goals, so there are few pressures to produce correct answers or final products. Plays non literal, not-for-real, not-for-profit orientation allows players the freedom to manipulate materials, experiences, roles and ideas in new, creative, experimental, as if ways (Bruner, 1977, p.v; Garvey, 1974). Play thus creates a risk-free context in which children do not have to worry about getting it right or about messing up. This freedom may lead children to discover or invent possibilities—new ways of doing things and new ways of thinking about ideas—which may, in turn, lead them to new questions, problems, and solutions. Approaching writing and reading with such an experimental, as if attitude may help children realize that written language is something they can manipulate in a variety of ways and for a variety of purposes. Playing at writing and reading—by scribbling, drawing, pretend ing to write, or pretending to read—may serve to open up the activities of writing and reading for childrens consideration and exploration (Bruner, 1976; Sutton-Smith, 1979). While activities like talking, playing, and drawing are closely linked to writing and reading, and while their use often intertwine and overlap, there are no direct or inevitable transitions between earlier—and later—developed symbol systems. Whether and how children make connections between talking, playing, drawing, and writing and reading depends on the childrens interests and personalities, on what is available and valued in their particular culture, on how the people around them use writing and reading in their own lives, and how these people initiate and respond to childrens writing and reading activities. In other words, early literacy development does not simply happen; rather, it is part of a social process, embedded in childrens relationships with parents, siblings, grandparents, friends, caretakers, and teachers. Early writing activities tend to be more visible than early reading activities because they involve making something. If given crayons or pencils, children usually begin to scribble around the age of 18 months; they find scribbling interesting because it leaves a visible trace—they have made something that didnt exist before. When children encounter print in their environment, they use this visual information in their scribbling and pretend writing. Marie Clay (1975) has shown that as scribbling develops, it begins to incorporate various features of conventional written language, such as linearity, horizontally, and repetition. As children learn that marks and letters represent or stand for something, they are developing an understanding of what Clay calls the sign concept—which is of central importance in learning to write and read. Robert Gundlach (1982) has argued that beginning writers need to master the functions, uses and purposes of writing; the forms and features of written language; and the processes of writing. Children must learn what writing can do, and, in particular, what they can do with writing. Early literacy development is closely tied to the specifics of young childrens relationships and activities. To these relationships and activities, children bring their curiosity, their interest in communicating and interacting with others, and their inclination to be a part of family and community life. They also bring their desire to use and control materials and tools that they perceive as important to the people around them—their urge to do it myself. And they bring their willingness to seek help from more proficient writers and readers. When they interact with more competent writers and readers, children serve as spontaneous apprentices (in George Millers phrase), learning about written language and how to use and control it for a range of purposes. What is the relationship between early experiences with literacy and later, long-term literacy development? There are as yet no definitive answers to this question, but as in other aspects of psychological development, we assume that there is a relationship between early literacy experience and later mature literacy. How this relationship unfolds for a particular child will depend on several factors which interact with one another in complex ways. These include the childs interests, temperament and personality, opportunities at home and in the neighbourhood for writing and reading, as well as the nature and quality of the instruction the child encounters in school. Even children who do not narrate their play are enacting a narrative with their gestures. It has been shown that children engage in this kind of symbolic play more and in richer ways when they do it with a facilitating adult, usually a parent or caregiver. A typical interaction consists of a young child moving a toy around, guiding the toy or toys through a sequence of actions. Often it is the adult who provides the language that highlights the narrative form embedded within the childs play gestures The Emergence of Story Telling During the First Three YearsBy Susan Engel Bennington College,Bennington, VermontZero to Three Journal, December 1996/January 1997. http://www.zerotothree.org/site/PageServer?pagename=ter_key_language_storytellingAddInterest=1145

The Cold War Essay -- History, The Communist Bloc

At the conclusion of World War II, the United States of America emerged as the savior of Europe and became one of the leading global political powers of the subsequent age. Behind the â€Å"iron curtain† of Easter Europe, however, another superpower, the Soviet Union, which was seemingly the exact opposite of the United States in every way imaginable, exerted its force to instill and defend communism in its surrounding satellite states. The ideologies of these two countries displayed myriad incompatibilities, and over a period spanning the next four decades, the Soviet Union and the United States of America attempted to gain military, political, and social advantages over each other in order to preserve their systems of life. Especially with the advent of nuclear weapons and warfare, both of these nations saw the other as a perilous threat not only to the continuation of the ideals of democracy in America and Communism in The Soviet Union, but also to the lives of their inn ocent civilians. Countless numbers of historians have argued over the question of which superpower initiated the conflict, which Walter Lippmann coined â€Å"The Cold War† in his book of the same title, but a consensus has not yet been reached. In general, however, the events of the Cold War, which thankfully did not result in a military conflict, followed a specific pattern: The United States’ paranoia over the expansion of the Communist bloc encouraged them to develop new weapons and exert their influence in numerous struggles in Europe, Asia and the Middle East. The Soviets, seeing this American initiative as a threat, also escalated their weapons and military programs. Essentially, the origins of the Cold War can be traced back to the Russian Revolution of ... ...ation out, but rather those who have had all the benefits that the wealthiest nation on earth has had to offer (Newman and Schmalbach 588). Due to this influx of anti-communist paranoia, the Loyalty Review Board, which performed investigations and background checks on over three million federal workers, was created. Additionally, the McCarran Internal Security Act of 1950 outlawed citizens from supporting any form of totalitarian government, established restrictions for confessed Communists, and created detention camps for those who did not comply. Lastly, the Un-American Activities Committee, which was created in 1939 to find Nazis, was reactivated in the forties to do the same for Communists. As already mentioned, paranoia was so hectic that this organization searched for Communists in the Boy Scouts and in the Hollywood industry (Newman and Schmalbach 559).

Ethics of Child Labor Essay

Ethics of Child Labor I. Intro A. During the nineteenth and early twentieth century child labor was a rampant problem with the advancements in technology. Then during the mid twentieth century, the United States started implementing child labor laws such as setting an age limit for somebody to work for pay and also setting certain health and safety codes at the work place. Despite efforts to prevent child labor, it is still prevalent in some areas in the world today. Most of these children work on small farms. II. Is Child Labor right or wrong? A. Pros: i. â€Å"Human Rights Watch says that child farm workers in the United States- the vast majority of whom are Latino- regularly work 12 to 14 hour days, often suffering pesticide poisonings, heat-related illness, machine and knife-related injuries, and life-long disabilities. Many are forced to work without access to toilet or hand-washing facilities or adequate drinking water. † (Cray 4) i. Helps support a struggling family financially ii. Child labor has a place in the world economy as long as it is neither hazardous or dead-end work, where the child laborers can still get an education and thereby help their families out of poverty since an education will ensure better paying jobs in the long run. iii. Work alongside their parents is both a financial necessity, and also part of the ethnic family work ethic. B. Cons: i. Illnesses, injury, lifelong disabilities. ii. The associative qualities of child labor is it produces a negative image of the associated company, country, family that enforces it. iii. Emotional distress is put on that child for life III. Jeremy Bentham A. Ethical System including the influence of Theology 1. Moral Aspects of Awareness: i. Finitude-â€Å"capacity of transcendence which gives humans the ability to imagine their own end†(Schaffer 66). ii. Incompleteness-â€Å"Comes from a sense of transcendence- we are able to imagine states which we can never quite achieve. This is about the individual†(Schaffer 66). 2. Beliefs about Right and Wrong i. Hedonic calculas:â€Å"According to this doctrine, the way to judge between alternative courses of action is to consider the consequences of each, in terms of the pleasure and pain of all the people affected†(Mills 281) 3. Definition of Good i. â€Å"Utilitarianism presupposes one overriding moral principle: that one ought to aim at the greatest happiness of the greatest number. â€Å"(Mills 280) ii. Bentham thought what was good was whatever gave the most amount of pleasure to the most amount of people iii. Subjective Theory of Value-â€Å"How I feel, not a matter of right or wrong, knowledge not needed. â€Å"(Schaffer 73) 4. Obligations i. â€Å"If the central question of political philosophy is taken to be: â€Å"Why, if at all, should the citizen obey the state? The utilitarian answer is quite clear. The citizen should obey just so far as obedience ill contribute more to the general happiness than disobedience. If the central question is taken to be the nature and ontological status of the state, the answer is equally clear: the state is not a super-entity with purposes and a will of its own, but a human contrivance to enable men to realize as many of their desires as possible. â€Å"(Mills 281) ii. Explanation: Bentham believes it is the obligations of the state to provide the people basic pleasures and if the state is doing that then the people should comply with some of the states’ demands and if that is not the case then the people don’t have listen to the state. 5. Ideals and Virtues i. â€Å"It is as the exponent of utilitarianism and as the acknowledged leader of the philosophical radicals, whose program of social reform was firmly based on utilitarian theory, that Bentham is chiefly remembered. He thought of the principle of utility as primarily a guide for legislators. Thought it he hoped to impart some order into chaos and illogic of the law†(Mills 281) ii. â€Å"Perhaps the crucial question for a utilitarian ethic intended mainly for lawyers and legislators is whether it can account adequately for justices. It may be argued that justice requires the equalization as well as the maximization of pleasures. It is not unjust to require me to endure five units of pain on Monday for the sake of ten units of pleasure on Tuesday. But is it just to require Smith to endure five units of pain for the sake of ten units of pleasure for Jones? It is doubtful whether Bentham can meet this objection. He does, however argue that the maximization of pleasure will itself involve an equalizing tendency. This is because the economist’s law of diminishing utility applies to pleasure. The minor amenities of life afford much pleasure to someone whose other pleasures are few, but comparatively little to someone whose pleasures are many. Consequently, while it is true that a utilitarian, forced to choose between a course of action that gives X and Y 10 units of pleasure each and one that gives X 31 units of pleasure and Y 10 units of pain, will prefer the second, it is also true that such choices are most likely to arise when X’s life is as a general rue more painful than Y’s†(Mills 283) iii. Sincerity-free from pretense or deceit, proceeding from genuine feelings (Oxford American Dictionaries) iv. Tranquility-quality or state of being tranquil;calmness;peacefulness;quiet;serenity(Dictionary. com) 6. Culpability/Consequence i. â€Å"In Bentham’s view, our conviction that it is unjust to punish an innocent man is based on nothing but the empirical consideration that punishing the innocent is not likely to deter others from crime. This is, however, not always true: the innocent man may be a hostage, or he may be generally thought to be guilty. †(Mills 283-284) ii. Consenquence:â€Å"a conclusion derived through logic, something produced by a cause or necessarily following from a set of conditions. † (Merriam Webster Dictionary) B. How Bentham would address Child Labor i. If Bentham were assessing the issue of child Labor he would probably take into account the pleasure and pain involving the children and the employers. From the employers point of view their getting workers working for lower pay and also more capability of certain tasks rather than adults. From the children point of view, Bentham would see that it would be a advantage for a struggling family for their children to work to help put food on the table also it could help inspire a stronger work ethic for the children. Then when calculating the pain involved, that would be attributed to possible injuries and diseases the child might get and also the trauma inflicted upon the child and family. Bentham would also recognize the outrage of other countries around the world that condemn child labor as a legal practice. Using hedonic calculus, Bentham would determine if this right or wrong and taking account of all the pleasure and pain involved he would probably come with the conclusion that Child Labor is wrong. IV. Aristotle A. Ethical system including the influence of theology 1. Moral aspect of awareness i. Unfinished-â€Å"Seeking the Other half-we have to drive to discover otherness through poetry, literature, movies, etc; profound desire to be in relation/community Philosophical & Religious Understandings-in complete (dream) Aristotle, long for innocence Augustine†(Schaffer 66). ii. Explanation: Aristotle thought that to reach a higher level of being we must engage ourselves in the field of arts to reach the other half of our self 2. Beliefs about right or wrong i. Aristotle believed good was something that brought you happiness or fulfills your desires. ii. Aristotle also believed if you don’t overly indulge yourself in your desires then it would be considered ethical but if you indulge in excess then it would be unethical 3. Ideals and Virtues i. Temprance:†The Greek philosopher Socrates considered temperance to be almost synonymous with self-mastery. The temperate person, he argued, is the one who exercises control over his or her desires and thereby escapes domination by them. Aristotle took a similar view, holding self-indulgence to be childish. For these philosophers, and for many of the ethicists that followed them, the hallmarks of temperance are moderation and restraint of one’s desires and passions. †(Ruggiero 112) ii. Prudence:† This virtue known also as practical wisdom, consists of choosing one’s behavior judiciously by consulting experience and deliberating thoughtfully about what response is most appropriate. Prudence is the exact opposite of rashness and impulsiveness. †(Ruggiero 111-112) 4. Definition of Good i. Subjective theory of Value: â€Å"How I feel =not a matter of right or wrong; knowledge not needed†(Schaffer 73) ii. Aristotle thought whatever was good was whatever fulfilled your desires or made you happy 5. Obligations i. Obligations of friendship:â€Å"Friendship entails mutual respect and a special interest in the other’s well being. It requires one to rejoice at the other’s success and good fortune and to share the pain of the other’s disappointment and failure. It also requires on to be trust-worthy about confidences, to provide emotional support when it is needed, and to restrain the urge to be critical in small matters. †(Ruggiero 100) ii. Obligations of friendship:â€Å"Citizenship obligates a person to promote the well-being of the country and fellow citizens by respecting and observing the law and respecting the legitimate initiatives of the country’s leaders, even if one disagrees with their political perspective. In a democracy, it also requires participation in the electoral process. When the country is unjustly attacked, it is also a citizen’s responsibility, conscience permitting, to support the country’s response and even, if one is young and healthy enough, to play an active role in the country’s defense. † (Ruggiero 100) 6. Culpability/Consequence i. Consenquence:â€Å"a conclusion derived through logic, something produced by a cause or necessarily following from a set of conditions. † (Merriam Webster Dictionary) B. How Aristotle would approach Child Labor i. Aristotle would approach Child from a subjective theory of value and determine if it was right or wrong depending on the situation. For example if the family of the child is in desperate for money then he would consider it ethical for child to work. But if the child is suffering from the work then Aristotle would then consider it unethical. VI. My ethical system A. Ethical System Including the Influence of Theology 1. Moral Aspect of Awareness i. Incompleteness: â€Å"Comes from a sense of transcendence-we are able t imagine states which we can never quite achieve. We have a desire to have a complete awareness of our incompleteness† (Schaffer 66). ii. Unfinished-â€Å"Seeking the Other half-we have to drive to discover otherness through poetry, literature, movies, etc; profound desire to be in relation/community Philosophical & Religious Understandings-in complete (dream) Aristotle, long for innocence Augustine†(Schaffer 66). 2. 3. Beliefs about right and wrong i. Believe you should do whatever gives you most amount of satisfaction and security. 4. Definition of Good i. Subjective Theory of Value: â€Å"Subjective theory of Value: â€Å"How I feel =not a matter of right or 5. Ideals and Virtues i. i. Justice-â€Å"Evaluation of situations according to their merits, without prejudice, and giving each person his or her due†(Ruggiero 102) ii. tranquility: quality or state of being tranquil;calmness;peacefulness;quiet;serenity iii. Temprance:†The Greek philosopher Socrates considered temperance to be almost synonymous with self-mastery. The temperate person, he argued, is the one who exercises control over his or her desires and thereby escapes domination by them. Aristotle took a similar view, holding self-indulgence to be childish. For these philosophers, and for many of the ethicists that followed them, the hallmarks of temperance are moderation and restraint of one’s desires and passions. †(Ruggiero 112) iv. Prudence:† This virtue known also as practical wisdom, consists of choosing one’s behavior judiciously by consulting experience and deliberating thoughtfully about what response is most appropriate. Prudence is the exact opposite of rashness and impulsiveness. †(Ruggiero 111-112) 6. Obligations i. Obligations of friendship:â€Å"Friendship entails mutual respect and a special interest in the other’s well being. It requires one to rejoice at the other’s success and good fortune and to share the pain of the other’s disappointment and failure. It also requires on to be trust-worthy about confidences, to provide emotional support when it is needed, and to restrain the urge to be critical in small matters. †(Ruggiero 100) ii. Obligations of friendship:â€Å"Citizenship obligates a person to promote the well-being of the country and fellow citizens by respecting and observing the law and respecting the legitimate initiatives of the country’s leaders, even if one disagrees with their political perspective. In a democracy, it also requires participation in the electoral process. When the country is unjustly attacked, it is also a citizen’s responsibility, conscience permitting, to support the country’s response and even, if one is young and healthy enough, to play an active role in the country’s defense. † (Ruggiero 100) 7. Culpability/Consequence ii. i. Consenquence:â€Å"a conclusion derived through logic, something produced by a cause or necessarily following from a set of conditions. † (Merriam Webster Dictionary) 8. Ethical influences i. Parents: My parents have instilled a strong ethical foundation for life. Since I was little kid, they have taught the importance of kindness and honesty. ii. Coaches: I have played sports my entire life and it has been a major influence in shaping my character. Sports have helped keep me disciplined and how to stay cool under pressure, and not letting my emotions control my actions. 9. My tradition i. â€Å"Natural Law-(def) the view that there is an unchanging normative order that is a part of the natural world†(Schaffer 83) ii. â€Å"One way to provide criteria of judgment on major issues, examine natural law (in relation to divine law) and human law to show the way in which they complement each other. † (Schaffer 83) iii. â€Å"Orders of Creation- (def): a hierarchy is given in creation which reveals obligation, responsibility and offer criteria for morality† (Schaffer 84) B. How I would address Child Labor i. I believe child labor is an unethical practice. It puts way too emotional distress and also physical injuries to be justified. The only positive I can see coming from child labor is the money that child would bring in. Conclusion A. Child labor is not as pressing as an issue as it used to be but still practiced around some parts in the world. I believe Bentham and Aristotle would both disapprove of child labor based on their idea that the basic goal in life is too find happiness and satisfy your desires which labor does not serve.