Interprofessional Collaboration In Practice Social Work Essay Essays

Interprofessional Collaboration In Practice Social Work Essay Essays Interprofessional Collaboration In Practice Social Work Essay Essay Interprofessional Collaboration In Practice Social Work Essay Essay Interprofessional instruction ( IPE ) is an juncture where two or more professionals learn with, from and about each other to ease coaction in pattern ( CAIPE, in Freeth et al 2002:11 ) . Barr ( 2005 ) noted that the degree of attention given to service users was adversely affected by the bias and ignorance some professionals brought with them when working together. IPE seeks to turn to this. Carpenter ( 1995 ) writes how IPE was hence devised to better the dislocation in trust and communicating between professions. Service users have demands that can non be covered by one profession entirely ( Means, 2010 ) hence the demand for effectual coaction. The two twenty-four hours conference provided an chance for coaction between a scope of wellness attention professionals There were a big figure of nurses on my group tabular array and I decided to do this experience a positive one and develop my larning to profit my hereafter pattern. It appeared as though all members of the group were confident talkers and I briefly wondered if we would let each other the chance to be heard or give each other clip to speak. However, we all had infinite to speak, were listened to and valued for our parts. I felt this was a positive start to the group work. We discussed the stereotypes attached to our professions, there were more for societal work than there were for other professions, although I heard nurse s described as rough and loud . Unfortunately one of the nurses in our group acted as judged when she had an statement on the 2nd twenty-four hours with another nurse, in position of all go toing the conference. Sellman, cited in Pollard, et Al ( 2000:156:171 ) writes Peoples have fixed ways of behaving and act consistent with their characters. He besides voices how influences from a personal, professional and structural position can impact whether practicians seek to be willing, swearing or leaders in interprofessional working. The behavior of this pupil allowed others to see an unprofessional side of her and may hold re-inforced bias. Mandy et Al ( 2004 ) compose about how the bringing of health care is affected by interprofessional stereotypes, competition and tribalism. It was reviewing to hear of the positive experiences some of the nurses had with societal workers. Some nurses thought that societal workers had a unsmooth trade ; a remark from one of them was It s so unjust ; you are dammed if you do and dammed if you do nt, but I think you people are to be admired for all you do . It made me gain that non all professions have a negative feeling of societal work. Whilst working on our group sentences ( See Appendix ) , linguistic communication differences were discussed. I felt confident to dispute the word of the usage patient since societal workers are employed in a figure of scenes, hence the usage of the word patient would non ever be appropriate. Dalrymple and Burke ( 2006 ) and Martin and Henderson ( 2001 ) illustrate the footings used to depict those in reception of services will ever be a beginning of treatment and alteration, but it could be argued that the footings that professionals use can hold negative intensions for the individual. Bruce and Borg ( 2002 ) discourse the term patient reenforcing the ill function and making the thought that the single demands to be taken attention of. The group agreed jointly to utilize the term service user , nevertheless Heffernan ( 2005 ) draws us to recognize that this term can be damaging to the ethical patterns of societal work. Heffernan proposes that labelling persons with this term cou ld circulate their sense of dependance on services. Upon contemplation I realised that as professionals we need to be sensitive to the penchants of the person. Communication and service user involvement were issues discussed at great length within the group. The usage of slang between professions and illegible script meant it was hard to entree information associating to care and made it debatable for service users to lend. Reeves et Al ( 2010:65 ) provides a annihilating illustration of hapless communication- a patient holding incorrect site surgery . We discussed state of affairss that had hapless results for service users and its links to uneffective communicating. On contemplation, the absence of effectual communicating and constructive relationships within the interprofessional squad impacted on the ability to work collaboratively. Hirokawa cited in Royeen et Al ( 2009:49 ) high spots communicating is the cardinal constituent to interprofessional working and Tomlinson et Al ( 2008:108 ) puts communication cardinal in order to supply a non-discriminatory service that is advancing lingual competency . Knowledge and lucidity of functions is an element key to successful interprofessional squads. Reeves et Al ( 2010:62 ) considers how Clear functions help specify the nature of each squad members undertakings, duties and range of pattern . She clarifies that where each member s function is seen as indispensable and there are clear squad ends teamwork is effectual. Sargent et Al ( 2008 ) adds to Reeve treatment, by doing professionals cognizant that in larning about the functions of other subjects, you need to be cognizant of how they complement your ain pattern, in order for effectual teamwork to go on. The drama by the Dramatic Voices drama group Up to here , allowed an penetration into the positions of service users, carers and professionals and the tensenesss and struggles within those functions ( e.g. necessitating a interruption from caring, force per unit areas of marks ) whilst foregrounding the defeats when one feels unsupported. The DVD Alison Ryan s Story by Patient Voices ( 2010 ) emphasised the importance of carers and their expertness of a status, so should be listened to and more to the full involved. Cooper and Spencer ( 2006 ) explain in their article the of import part service users can do to IPE for pupils at the beginning of their preparation. Service users provided the pupils with existent life illustrations of how they had learnt through experience, enabling them to go experts , and as such stakeholders within the interprofessional squad . Interprofessional working has many benefits for all involved. It can eliminate barriers between professionals, whilst foregrounding the value each profession has to offer. Uniting the demands, accomplishment and expertness from all professionals means that demands are identified Oklahoman, taking to earlier and more effectual intercession. A bundle of attention that is focussed around the person and is more coordinated with a faster deliver clip should ensue in better results. Tirrito et Al ( 1996:31 ) examines the benefits ; The client benefits from the corporate wisdom, professionals benefit from the support of co-workers and society benefits from the riddance of extra services . Decisions from enquiries and current policies have summarised that interprofessional instruction and working are indispensable to good pattern. The National Service Framework for Mental Health ( DH, 1999 ) , The National Service Framework for Older Peoples ( DH, 2001 ) and The National Service Framework for Children ( DH, 2004 ) , Partnership in Action: New Opportunities for Joint Working Between Health and Social Services ( DH, 1998 ) and the Laming Report ( 2003 ) have insisted practicians to embrace an interprofessional attitude to their work. Despite the counsel sing interprofessional working, there are unfortunately instances where this has non occurred ensuing in preventable deceases of kids. Victoria Climbie s decease led to Lord Lamings study ( 2003 ) , placing the failures of professionals to protect her. Irrespective of this, Baby Peter in 2007 and Khyra Ishaq in 2008, die whilst under the attention of several professionals. Serious instance reviews from Haringey and Birmingham ( 2009 and 2010 severally ) sing their deceases underscore unequal communicating ( amongst other failures ) between professionals every bit good as missed chances for intercession. The Government green paper Every Child Matters ( 2004 ) recommended alterations to policy sing information sharing to guarantee all bureaus obtain a full image of a kid s life. Following from this the authorities has released a new guideline Working Together to Safeguard Children ( 2010 ) which provides a national model for persons and professions. It sets out wa ys of working together to safeguard and advance the public assistance of kids. This includes working together with an in agreement program of action, information sharing and recording and guaranting that their work is child-centred, that the focal point is ever on the kid. This should guarantee that farther calamities are avoided at all costs. 1332 words Section 2 DISCUSS HOW YOU WOULD Take AWAY WHAT YOU HAVE LEARNT ABOUT IP WORKING INTO PRACTICE The interprofessional conference was an huge acquisition chance for me. The importance of service user engagement, person-centred planning and communicating within interprofessional squads highlighted in the conference gave me a batch to see for future pattern. Upon contemplation of the conference, I was cognizant that I could be working with people who have non had IPE, so considered how I could join forces with those that are non willing to embrace interprofessional working. This led me to contemplate old experience, my old arrangement experience, my following pattern arrangement and where IPW suit into this. Every Child Matters ( 2004 ) require that all practicians will be involved in information sharing that welcomes all positions as every bit valid ; nevertheless I witnessed a state of affairs that had the opposite consequence. In my old experience as a babys room nurse, I had raised concerns following a revelation from a kid. To summarize, the societal worker dismissed my sentiment, stating that I was unqualified to do any remark as I was merely a nursery nurse . The world that I had a batch of contact with this kid was disregarded. Nurse ( 2007 ) discusses the troubles in interprofessional working where one professional believes that merely they have the expertness and cognition to do a opinion sing concerns. In the hereafter as a SW in an interprofessional squad I may be outnumbered by other professions, but I will show assurance in my profession and my function in order to be heard and will esteem the position of other professionals irrespective of occupation rubric or making. My old pattern arrangement allowed me to see an interprofessional squad in action. I was able to detect a squad meeting for a mental wellness squad. There were professionals represented from wellness and societal attention backgrounds. All professionals were given clip to turn to any concerns they had sing a service user and were able to seek/offer advice from others. Medical and societal positions were taken into history, leting all professionals to work from their ain theoretical base but working in partnership to supply continuity of attention. Martin et Al ( 2001 ) recognize how the sharing of background and experience while placing people s functions within the multidisciplinary squad allows the members positions to be explored. This becomes a beginning of strength, with this integrated pattern holding benefits for service users and patients. I was grateful of the chance to witness the results of effectual interprofessional working. I am trusting for my following arrangement to be in a infirmary scene. In order for my experience of IPE to be extended I will try to invent an action program to maximize my acquisition chances and experience of interprofessional working. I would inquire about the chances where professions interact and inquire to be an perceiver to this ( e.g. discharge be aftering meeting ) . I would inquire for the chance to run into other pupils from other professions at the arrangement in order to portion our acquisition experiences, professional policies and processs in order to recognize similarities. I would set up clip shadowing other professions, in order to acquire a fuller image of their function. I would besides bespeak clip with my arrangement supervisor in order to reflect on IPW and its challenges, troubles and benefits. This pattern could advance relationship edifice for the hereafter, every bit good as stressing how other professionals can back up my function as a societal worker. It would let me to place and develop appropriate accomplishments in my pattern. Hostility between professions could be reduced and coaction and squad kineticss could be increased and improved as those who are non familiar to IPE can see it demonstrated in their pupils. The importance of service user engagement was highlighted in the conference. The Children Act 1989, National Health Service and Community Care Act 1990, and the Community Care ( Direct Payments ) Act 1996 were among the first pieces of statute law related to service user engagement. Policy counsel, pattern counsel and service criterions have developed from this. For illustration, the GSCC ( 2002 ) and Skills for Care ( 2002 ) provide counsel for societal workers related to serve user engagement. I had witnessed illustrations of hapless pattern in the yesteryear where the service user had no determination sing their attention ( e.g. a adult female who speaks Bengali holding her intervention discussed about her with no transcriber sought to explicate it to her ) . Service users now have more power to dispute determinations and garbage attention should they wish, as they are now experts by virtuousness of their experience ( Tanner et al ( 2008:6 ) . Lishman ( 2007:270 ) reminds practicians that keeping meetings with single service users, instance conferences, consultative commissions ( to call a few illustrations ) are power sharing constructions in relation to determinations but the degree of active hearing by societal workers and other professionals guarantee the service users voice is heard and valuable to the determination devising procedure. Wallace and Cooper ( 2009 ) highlight the importance of seting the service user at the Centre and the administrations of services w ith and around them in order to interrupt down the barriers of the administration we work in. I recall on my old arrangement a state of affairs that provides an illustration of person-centred attention. I was at a twenty-four hours Centre of grownups with dementedness and was a detecting a group of gentleman playing dominoes. Upon recognizing a gentleman detecting non playing, I discovered he could nt retrieve how to play. Through joint reminiscing of our seniors playing dominoes and leting the gentleman to remember himself playing when he was in Jamaica, triggered his memory so he was able to play once more. Brooker cited in Innes et Al ( 2006:6 ) signpost four elements indispensable to supplying individual centred attention, one of which is a positive societal environment to enable the individual with dementedness to see comparative wellbeing. Supplying culturally appropriate conversation, every bit good as clip for this gentleman to reminisce allowed him to retrieve a portion of his cultural individuality that was of importance to him and through retrieving how to play dominoes, was able to socially interact with other members of the Centre. The function of a SW is really much dependent on the setting- appraisal, crisis intercession, patient well-being and protagonism are merely a few of the myriad of functions I could set about. Holoskom et Al ( 1992 ) show the multiple roles a SW could be portion of in wellness attention scenes. It highlighted the deficiency of clearly defined function competencies specific to societal work. Wilson et Al ( 2008 ) suggest aˆÂ ¦social workers are less able to specify what their specific part to an inter-professional squad might be aˆÂ ¦ .It could be argued nevertheless that SW are indispensable to how attention is delivered. As a SW I could be assisting patient s job solve and header with state of affairs or unwellness, link persons with resources and services and advance effectual and human-centered service systems. Carlton, cited in Holoskom et Al ( 1992: 8 ) emphasis the significance of the societal workers as being the lone professional who has the cardinal foundation tha t a holistic position of the service user is of extreme importance I have realised that it is of import for me to heighten cognition of medical issues so that I can be knowing when speaking to patients and can take part to the full in interprofessional squads. The squad will besides derive cognition about my function as a societal worker with positions, values and positions being shared in order for my presence to be ocular and effectual to the bringing and construction of wellness attention. I left the conference with a positive attitude to interprofessional working. As one of the following coevals of wellness and societal attention workers I will guarantee that what I have learnt will be used in pattern to guarantee interprofessional working is at the heart of patient centred attention . I would wish to stop with a quotation mark that I feel expresses the procedure of interprofessional working: Coming together is a beginning ; maintaining together is advancement ; working together is success ( Henry Ford 1863-1947 ) 1310 words Appendix -Agreed Group Sentences Communication Issues between Health and Social Care Professionals Effective communicating between the multi-disciplinary squad including the service user and their household is overriding to client centred attention. All communicating should be clear and concise without the usage of slang or abbreviation to ease collaborative working. Contrasting professional positions / values within squads By sing the positions of the service user s and other professionals, practicians are able to broaden their apprehension in order to better bringing of attention. There are contrasting positions and values between professionals but it is our duty and responsibility of attention to compromise for the service user s best involvement. Pigeonholing, power instabilities and squad procedures Although there may be perceived hierarchy s within wellness and societal attention professionals, everybody s different accomplishments, cognition and input is variable to the demands of the service user at that peculiar clip and hence should non be translated into power instabilities and struggles with the Interprofessional team.A It is human nature to organize stereotypes of others but we must notA let this to impact the attention we provide to service users.

5 Tips for Cleaning Up Your Writing Right Now

5 Tips for Cleaning Up Your Writing Right Now 5 Tips for Cleaning Up Your Writing Right Now 5 Tips for Cleaning Up Your Writing Right Now By Mark Nichol Here are five quantitative quick tips about improving your writing functionally, before you even get into improving the quality of your prose: 1. Always Use Serial Commas The policy of preceding every item in a list but the last one with a comma is commonsensical (read a previous article about the serial comma). Confusion is possible when you don’t and highly unlikely when you do. What if, using a non-serial-comma style, you write about more than two things when one of the things consists of more than one part or ingredient? (â€Å"The choices are roast beef, turkey, and ham and cheese.†) Do you insert a serial comma for clarity (and introduce an inconsistency) or leave the sentence as is for readers to stumble on? Adherence to serial-comma style eliminates the dilemma. 2. Minimize Capitalization Job titles are capitalized only before names. Names of academic majors aren’t capitalized unless they are already proper nouns, like names of languages (â€Å"English†) or references to regions (â€Å"Asian studies†). Generic names of entities (â€Å"the hospital,† â€Å"the organization,† and so on) are lowercased. Yes, capitalization is a minefield; when in doubt, look it up, and search on this site for â€Å"capitalization† for many articles on the topic (including this one). 3. Repair Comma Splices A comma alone cannot separate two independent clauses in a sentence. Break the clauses into distinct sentences, or separate them with a semicolon or an em dash or a comma and a conjunction (and, or, and so on) but not with a comma alone. For more information on this topic read 5 Ways to Fix the Comma Splice. 4. Omit Extraneous Hyphens, and Insert Necessary Ones â€Å"Decision making,† â€Å"problem solving,† and similar compound nouns require no hyphen, unless they precede a noun as a compound modifier (â€Å"decision-making procedure,† â€Å"problem-solving aptitude†). â€Å"Near collision† and other similar constructions don’t, either, with the same exception (â€Å"near-collision statistics†). Established compound modifiers usually don’t require a hyphen even before a noun (â€Å"high school student†). Confused? Here’s a simple rule: Look it up. (And check out this DailyWritingTips article and find others on the topic by searching on the site for â€Å"hyphens.†) 5. Limit Displays of Emphasis Words can be italicized to indicate that they are being used to refer to themselves, not the things they stand for (â€Å"Note the word emphasis†), or to signal a foreign term (â€Å"Wunderbar means â€Å"wonderful†), or to make sure the reader understands that something is really important. Words can be initial-capped to indicate irony or other humorous intent. (â€Å"The rent-a-cop exuded the air of an Authority Figure.†) Boldface is appropriate for introducing new vocabulary or otherwise calling attention to an unfamiliar term but is best limited to textbooks and guidebooks. But all-caps are invariably excessive, â€Å"scare quotes† are seldom necessary, and be judicious about otherwise calling attention to words and phrases. You can read a previous article on this post titled How to Add Emphasis to Your Writing. 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 Writing Basics category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsSocial vs. Societal5 Erroneously Constructed â€Å"Not Only . . . But Also† Sentences

Gmo Essay Example | Topics and Well Written Essays - 1500 words

Gmo - Essay Example The above processes require a combination of many processes, preservatives, and dyes so as to render the genetically modified foods safe for human consumption and be generally acceptable. Health problems can arise from the food additives used or due to the genetic alteration of the modified foods. Health problems such as allergies, attention deficient hyperactivity disorder, cancer, diabetes, renal failure, and even Alzheimer’s disease (Smith, 2014). Studies show that the above diseases which have been traced back to engineered foods are due to changes in normal metabolism of food. Food allergies is one of the mst prevalent health isues associated with engineered food. Food allergies can be defined as an immune response to some foreign constituents. Genetically modified foods are fortified with various proteins that may evoke an allergic response (Smith, 2014). That is, many engineered foods are processed by addition of genes (proteins) which do not occur naturally in plants. Examples of these synthetic foods that cause allergies include soya beans and corn. Such proteins can evoke an immune response in the body. Clinical signs and symptoms that are observed in food allergies include; However, allergies are not known to be fatal. Thus, prolonged exposure to such irritants will increase the occurrence of allergies, but they do not pose a major health issue. On the social side, allergies affect the quality of life of people and can pose a financial constraint on the victims. ADHD is a brain developmental problem and is commonly exhibited by children in their early teen and even earlier. Such children have a problem focusing and they exhibit behavioural disorders. ADHD is characterized by three main symptoms. These include hyperactivity, being impulsive, and inability to pay attention. Attention deficient disorder starts during childhood and can progress into

Effect of recession or credit crunch on telecom companies case study Research Proposal

Effect of recession or credit crunch on telecom companies case study ORANGE - Research Proposal Example The cascading effect has made the companies to think about the ways and means to handle the crisis. The telecom sector which initially gave indications of defying the recessionary trends has also started feeling the pinch. Saverio Romeo, the ICT analyst at Frost & Sullivan recently said that, the IT sector is going to be hit mainly in two ways1; Technology has brought about many changes in almost all spheres of life. Information technology in particular has proved to be a great influence towards transforming the way we communicate, listen to radio broadcasts, watch television broadcasts, impart education, search for information, track the movement of processes and services etc. Telecom sector is the key beneficiary of the IT revolution. Today, a simple mobile instrument can be used for services like, mobile-banking, storing songs, m-commerce, handy television receiver, net-surfing etc. besides serving as a telephone instrument. Telecom companies are making fullest use of this fusion in ICT by coming out with a number of schemes for retaining the existing customers as well as for attracting the potential customers. Reputed brands like 'Orange' have been investing in Research and Developmental activities as well. 'Orange Labs' from the France Telecom-Orange Group play a leading role in carrying this trend forward. With the he lp of a strong team of about 5,000 researchers, marketers, and engineers the company has been actively on way to provide best available services to its customers. But the moot question is how long they can sustain such efforts if recession continues longer. Efforts will be made through this study to figure out how companies are moving forward to contain the damage. Objectives of the Study This study is primarily being undertaken to study the telecom sector in general and how the recessionary trends are impacting the sector. With the help of examples like that of Orange, efforts will be made to find out concrete policies, if any, being undertaken by the companies in this direction. The study will try to seek answers to the following key objectives; i. Analysing the growth of the telecom sector in the last couple of years ii. Analysing some of the previous challenging situations that the telecom sector went through, and how the sector was able to pass thru iii. Analysing how some of the leading telecom companies have been performing in the recent past. iv. Analysing the policies being adopted by some of the governments in different parts of the world to help the telecom sector. v. What constructive role the Government as well as other stakeholders can play to see that the telecom sector is able to sustain the crisis like situation. Research Methodology The research will be carried out with the help of; i. Existing literature on the subject from government database, telecom sector companies, international organisations or other reliable sources available on the internet. ii. By going out in the field and assessing the ground reality by way of soliciting the views of users/ consumers in the sector iii. By seeking the opinion of the some of the experts in the field, from private sector as well as from the

Essay on Mr Pip and Hamlet - Thirst for Power Essay Example for Free

Essay on Mr Pip and Hamlet Thirst for Power Essay Many people want to have a lot of power, but what is often forgotten is that with great power comes great responsibilities. Sadly these responsibilities are not always taken. A thirst for danger can make someone a danger to others. The two works in which this is proven and that will be discussed are the novel Mister Pip, written by the novelist Lloyd Jones in 2006 and the play Hamlet, written by the playwright William Shakespeare in 1602. Whenever people want to be seen as being more powerful they become a danger to others. In the novel Mister Pip the mother of the protagonist, called Dolores, wants more power over her Matilda’s life. She believes that mister Watts, Matilda’s teacher and the only white man left on the island, has a bigger influence on Matilda’s life. This is the reason why she steals the novel, Great Expectations written by the novelist Charles Dickens, which Mr. Watts has been discussing and reading with his class. This is a very dangerous act, since the Redskins, who took the power over the Solomon islands , want to see the novel as a prove of the non-existence of mister Pip. In the play Hamlet Ophelia’s brother Laertes seeks for more power and respect from Claudius especially after his father was killed by Hamlet. By wanting this he becomes a danger to others. He wants revenge on Hamlet and plans, together with Claudius on killing him. By this he becomes a danger to young Hamlet. Political power is a reason for people to become a danger to others. In the beginning of the play Hamlet young Fortinbras plans on attacking Norway, because he wants more political power. In this way he becomes a danger to Norway, but also to his people because this could start a war. In the novel Mister Pip the redskins have the political power over the Solomon Islands. They formed a danger to the inhabitants of this islands. When they took over power they started a war between the redskins and the rebels, which caused a lot of deaths. People who want to take over power are very dangerous to others. In the play Hamlet, Claudius, old Hamlet’s brother, kills old Hamlet because he wants the power over the country. Furthermore he plans on killing young Hamlet, since young Hamlet is against Claudius haveng this power. Claudius becomes a danger to others by trying to kill them because he wants power. In the novel Mister Pip the rebels, who are against the red skins who took over power, want to take their power back. They are a danger to others since they get drunk on jungle-juice every night to handle the pressure and they rape women on the island. Their needs and will to take the power over the Solomon islands back are a danger to the people living on the islands. People who have a thirst for power are dangerous to others. When they want to take over power or become more powerful this can cause them to act in a way that is dangerous for others. This is clearlt shown in the two works studied, the novel Mister Pip and the play Hamlet.

Cantebury Tales. Brief Characterization Of Monk :: essays research papers

Geoffrey Chaucer’s, The Canterbury Tales was written in the late fourteenth century. It is a compilation of short stories, set in the Medieval Period England, told by travelers who are going on a pilgrimage to the Cathedral at Canterbury. Among the traveling band, a Monk of likely Franciscan ties was a pilgrim of high rank and nobility.   Ã‚  Ã‚  Ã‚  Ã‚  The Monk in The Canterbury Tales, ranks among the highest compared to the other pilgrims. The Monk belonged to the ecclesiastical estate, which was one relating to a church. The church he belongs to is of Catholic origin and is hinted at by this line, â€Å"The Rule of good St.Benet or St.Maur†¦Ã¢â‚¬  He is likely a member of the order founded by Saint Francis of Assisi in 1209, an order that had concrete connections with the Roman Catholic Church. The Roman Catholic Church at that time assumed much influence and power in England.   Ã‚  Ã‚  Ã‚  Ã‚  Even though the Monk is rich, he does let his money corrupt his faith or character. The Monk was â€Å"fat and a personable priest† who did not carry himself as a snob of the higher class. He was basically respectful to the old and kind to the young. The Monk also was more open to ideas and did not follow his faith where he found wrong. For example, â€Å"he did not rate that text at a plucked hen Which says that hunters are not holy men†. He was also considered brave and righteous by Chaucer’s opinion, â€Å"And I agreed and said his views were sound†¦Ã¢â‚¬    Ã‚  Ã‚  Ã‚  Ã‚  The Monk is a wealthy man as shown by his appearance, and greatly enjoys hunting, reading books and deeply appreciates the finer things in life. â€Å"Was he to study till his head went round†¦Ã¢â‚¬  describes his long-term commitment to learning. His â€Å"many dainty a horses†, â€Å"fine grey fur† and â€Å"wrought gold cunningly fashioned pin† leads the reader to think that he enjoys living a comfortable life. â€Å"As old and strict he tended to ignore; He let go by the things of yesterday And took the modern world’s more spacious way†¦Ã¢â‚¬  describes how he does not allow the troubles of the day throw him off his happiness.

Integrating different perspectives Essay

School violence is a growing concern in our schools at present, and it is a reality that we must deal with if we are ever to find solutions for these situations and how to prevent it form happening again. The world was shocked when the recent killings in Virginia Tech occurred last month and somehow it seemed irrational and illogical for an academically excellent student to have committed. But as the images of horror and violence flashed through the millions of television sets across the world, one asks what may have caused the person to commit such acts and what may explain his behavior. Violence is a form of aggression and it is often an outward or overt expression of anger and hostility which is a product of a perceived emotional affront or sense of persecution (Armistead, 1996). There are several psychological perspectives that have looked into the issue of school violence and it has been observed that most if not all of those that have occurred are extremely violent, with the use of weapons and guns and have resulted to the death of one or more individuals in school. There are also other forms of violence which may have gone unnoticed and unreported to school officials but nonetheless have probably involved bullying in its many forms; from physical, emotional, psychological, racial or even technology based. The cognitive psychology perspective says that violence is the end result of mental distortions and cognitive dissonance that an individual may have experienced in relation to his/her relationships and interactions in class and in school. For example, the Korean student who killed 30 people in Virginia Tech said in his video that he was seeking retribution or revenge from the rich kids in school, because he has suffered much from them. The sense of being insulted and humiliated may be imagined but to the student, it is his reality. He may have experienced or witnessed an incidence where a poor student was bullied and he had identified with the person so much that he claimed the action as targeting him. This mental distortion of what is real and not, of the building paranoia causes the person to behave in ways that may lead to violence. When the individual believes that he has nothing left, or that he has suffered so much that it is time to avenge himself in order to stop the mental anguish thus move the person to violent acts like shooting those he perceives as enemies, to burn the school that he feels have been unfair to him or to poison a class who have ridiculed him (Lowry, Sleet, Duncan, Powell & Kolbe, 1995). Another perspective that explains school violence and violence per se is the biological and evolutionary psychology perspective. This approach says that there is a biological basis for violence, and that a child who has been violent early in life and who has parents who have violent streaks will likely become violent. The perspective argues that aggression is coded into the brain of the person and that it is a normal reaction that lesser animals have continued to exhibit as a means of protecting themselves from predators, and since we share the same instinctual drives. Violence is a behavior triggered by survival instincts, for example, a student who has been flunked by every teacher in his school may certainly lose the opportunity to graduate from high school or got to college. Now the school is the world of the student, it is where he/she builds relationships, accomplishes something, learns and thrived on. If the student is flunked, then he may cease his existence in the school, or is in danger of falling out from the group and losing his sense of belongingness (Menhard, 2000). This naturally is a threat to his survival in the school and thus would be moved to protect his existence in the school system; he may come to school and kill those who will prevent him from reaching his goals. Lastly, the social learning perspective says that school violence occurs because it is now becoming a social reality and that each child is exposed to so much aggression and hostility that it has now become a social construct that is almost an accepted aspect of the American educational system (Newman, 2005). Social learning theory argues that a child learns a behavior if it is rewarded and reinforced, it is also learned if it is shared and accepted by significant others in the child life. For example, if a child grew up in a family where violence is a normal occurrence, it may lead the child to believe that there is nothing wrong with violence. Moreover, if after hurting someone, the child is able to get what he/she wants, then the behavior in reinforced, if the child is praised for hitting the next door bully, then he would learn that hitting is not wrong. Media influence if not depicts and glamorizes violence perpetuate its perception as a normal aspect of human behavior. The peer group and the school is the most influential group in a student’s life, if the student is thwarted, punished and humiliated by either his peers or the school in general, his only recourse is to become violent in order to redeem his self because it is what people do when they are oppressed. School violence is painful, it is jolting, it is irrational and sometimes quite baffling, but what is common to all of the perspectives is that school violence is only a result, an end product that is brought about only by certain events and experiences and from which more effective means of preventing school violence can be developed. References Armistead, L. (1996).What to do before the violence happens: Designing the crisis communication plan. NASP Bulletin, 80, p. 31-37. Lowry, R. , Sleet, D. , Duncan, C. , Powell, K. & Kolbe, L. (1995). Adolescents at risk for violence. Educational Psychology Review, 7, 7-39. Menhard, F. (2000). School Violence: Deadly Lessons. New York: Enslow Publishers. Newman, K. (2005). Rampage: The Social Roots of School Shootings. New York: Basic Books.

Do you find any of the arguments for cognitivism convincing? Essay

Cognitivism, also referred to as moral realism, is a belief held that morality is independent of human existence. Cognitivists will state that there are such things as moral facts which we can discover, rather than morals being subjective and developed individually. To them, each judgment is true or false, and this applies to any moral judgment. I believe that rationalism and naturalism can easily be dismissed as implausible, illogical and inhuman. Kant’s cold, calculated approach to ethics is irony of the highest degree, whilst Hume, Mill and Aristotle’s strict moral principles undermine our human fallacies at the foundation. They make too much of an attempt to define ‘good’ (which surely is indefinable, just as â€Å"red† or â€Å"four† cannot be defined, only represented). For this reason, I prefer G. E. Moore’s theory of Consequentialist Intuitionism. His belief that morals are intuited seems a lot more human to us, but it still has a lot of shortfalls. Overall, cognitivism has many more weaknesses than strengths, as I shall discuss. It is, first of all, important to define cognitivism and moral realism. The beliefs state that morality is not invented, but discovered through various means (depending on the theory). Morals are objective, and part of our world, not part of us as human beings. There are moral facts which we must adhere to, and all moral judgments can be true or false. There is always a ‘right’ or ‘wrong.’ The first of the cognitivist theories is that of rationalism, and is most commonly associated with Prussian philosopher Immanuel Kant. He states that â€Å"reason by itself and independently of all appearances commands what ought to happen† (1), i.e. we can perceive what is right or wrong purely through reason. He believes that every moral judgment should be made using our reason, and that it will always provide the ‘right’ course of action. This follows Kant’s idea of a ‘categorical imperative,’ which is what we are required to do in a certain situation. This creates a kind of set Moral Law based on universalised maxims, which basically means that an action can only be right if it can be universalised. This, according to Kant, leads to a perfect moral system. To his favour, the theory is very simple to understand, and in many ways it is logical, but from there on it raises more questions than it answers. First of all, how can morals possible be independent? If we are to know them a priori, then where does this knowledge come from? It is ludicrous to assume that this knowledge of the moral law appears from nowhere. Arthur Schopenhauer raised this point in his critique of Kant’s moral theory: Kant attempted to give a foundation to Ethics independent of this will, and establish it without metaphysical hypotheses, and there was no longer any justification for taking as its basis the words † thou shalt,† and † it is thy duty † (that is, the imperative form), without first deducing the truth thereof from some other source.† (2) This very well asks this question. Another very large issue with Kant’s theory is his intense focus on reason. I disagree strongly with this. How can moral decisions be made in a complete absence of emotion? Surely emotions and feelings form the basis of our judgments? Schopenhauer illustrates the impossibility of a â€Å"loveless doer of good, who is indifferent to the sufferings of other people† (2). This seems like a very obvious fallacy, and I agree with it. It completely undermines the whole point of morality, for surely one can appreciate the absurdity of a â€Å"loveless doer of good.† Where does this categorical duty arise from, if not emotion? Reason does not motivate man, it guides him. Emotions drive man to perform action, but Kant completely overlooks this, even though fellow rationalist David Hume (who Kant once claimed â€Å"awoke him from his dogmatism†) makes this point: â€Å"Reason is, and ought only to be, the slave of the passions, and can never pretend to any other office than to serve and obey them.† (3) Overall, Kant’s rationalism is a very weak theory (not unlike the bulk of his work, I daresay), and I completely disagree with every single part of it. How this theory is even being discussed in today’s society, let alone in the 16th/17th Century leaves me in the dark. It is not even worth considering as a moral theory, and should be dismissed from consideration immediately. The second theory is less specific, referring more to several similarly-aimed theories, rather than just one. These theories are John Stuart Mill’s Utilitarianism and Aristotle’s Theory of Virtue in particular. Naturalism is a theory that focuses on ‘good’ as natural properties. This can be a multitude of things. John Stuart Mill said that â€Å"the creed which accepts as the foundation of morals, Utility, or the Greatest Happiness Principle, holds that actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness.† (4) This means, in essence, that happiness is the ultimate good. Obviously, happiness is a natural principle, and therefore it makes Utilitarianism a naturalistic theory. Aristotle’s virtue theory is somewhat different. It refers to set virtues that must be followed in order to reach the Highest Happiness, which is fulfillment of one’s function as a human being. (5) This means that Aristotle’s definition of ‘good’ is to fulfill the function of your soul, which involves living a virtuous life. In general, these theories seem quite sensible, as naturalistic properties are a logical place to start within morality. Unfortunately, there is one very major problem which G.E. Moore pointed out, and it is known as the Naturalistic Fallacy. This fallacy describes how one cannot possibly define ‘good’, just as you cannot define ‘blue’ or ‘six’. They are purely concepts we assign to certain things, not objective definites. Moore said that â€Å"‘Good’ is one of those innumerable objects of thought which are themselves incapable of definition, because they are the ultimate terms by reference to which whatever is capable of definition must be defined.† (6) Obviously the naturalistic theories attempt to make sense of ‘good’ by definition, and that is the most obvious problem with them. How can one possibly say that one thing in particular means ‘good?’ Surely it’s a matter of opinion, and entirely subjective? And, as with other cognitivist theories, there is the problem of objective morality. Where does this ‘happiness’ and these ‘virtues’ come from? Are they not subjective human inventions, not discoveries? Overall, this is also a very weak theory, although it does have some stronger points than rationalism. However, I disagree with this theory as well; since it offers a strict approach to ethics and makes us define ‘good’, which I think defeats the whole object of morality. The third and final theory is also, in my opinion, the strongest. G.E. Moore devised this theory as retaliation the naturalists. He draws inspiration from their committing of the naturalistic fallacy and proposes a completely different cognitive theory. Moore, in his Principia Ethika (6), states that there is no need to define ‘good’ (see quote above). Our intuition reveals what is right or wrong without the need for a set ‘good.’ As an empiricist and a consequentialist, Moore believed that one could intuit, through experience, what the right decision would be in a moral judgment. Intuition would help us discover the objective morals and use them correctly. The right application was to find â€Å"friendship†, according to Moore. W.D. Ross took an interesting approach and turned this on its head, defining it instead as a deontological theory. In his most famous work, The Right and the Good, he said that â€Å"the moral order†¦is just as much part of the fundamental nature of the universe (and†¦of any possible universe in which there are moral agents at all) as is the spatial or numerical structure expressed in the axioms of geometry or arithmetic.† (7) Basically, he states that the morals are part of the universe itself, and that we don’t need experience to interpret it, we need only our intuition, which will tell us them directly. Although this theory is a lot more human and obvious to us, and is the strongest of the three theories, it stills falls short, and is a fairly weak theory. Isn’t Moore’s suggestion of ‘friendship’ a thinly veiled attempt at definition of ‘good’, or at the very least a specific instruction? Not especially ‘intuiti ve.’ Also, where do we intuit these morals from? Sorely morality in general cannot be objective (which, granted, is a problem with cognitivism, not specifically intuitionism). Again, this is a weak theory, even though it prevails over the other two. In the end, cognitivism as a whole is not especially useful as a guide as to where morals come from. I stated earlier that cognitivism has many more weaknesses than strengths, and I displayed that through my various condemnations of the theories individually, and also of cognitivism as a whole. Surely morality cannot be objective? Isn’t the whole point of morals the fact that they are individual and developed subjectively? Surely there would be no moral disagreement if they in fact were objective, but that is obviously not the case. No, the answer lies in the direct counterpart of cognitivism, non-cognitivism. Morality is for certain subjective, as it is part of our human nature to form opinions based on emotion and preference, not in principles which are apparently entwined in this world we live in. Cognitivism, as a whole, is completely useless in terms of moral analysis and I completely and utterly disagree with all it states. Bibliography 1. Kant, Immanuel. Groundwork on the Metaphysics of Morals. 1785. 2. Schopenhauer, Arthur. On the Basis of Morality. 1837. 3. Hume, David. A Treatise of Human Nature. 1739. 4. Mill, John Stuart. Utilitarianism. 1861. 5. Aristotle. Ta Ethika. 6. Moore, G.E. Principia Ethica. 1903. 7. Ross, W. D. The Right and the Good. 1930.

Biography of Automobile Inventor Gottlieb Daimler

Biography of Automobile Inventor Gottlieb Daimler In 1885, Gottlieb Daimler (together with his design partner Wilhelm Maybach) took Nicolaus Ottos internal combustion engine a step further and patented what is generally recognized as the prototype of the modern gas engine. First Motorcycle Gottlieb Daimlers connection to Nicolaus Otto was a direct one; Daimler worked as technical director of Deutz Gasmotorenfabrik, which Nicolaus Otto co-owned in 1872. There is some controversy as to who built the first motorcycle, Nicolaus Otto or Gottlieb Daimler. The Worlds First Four-Wheeled Automobile The 1885 Daimler-Maybach engine was small, lightweight, fast, used a gasoline-injected carburetor, and had a vertical cylinder. The size, speed, and efficiency of the engine allowed for a revolution in car design. On March 8, 1886, Daimler took a stagecoach (made by Wilhelm Wimpff Sohn) and adapted it to hold his engine, thereby designing the worlds first four-wheeled automobile. In 1889, Gottlieb Daimler invented a V-slanted two cylinder, four-stroke engine with mushroom-shaped valves. Just like Ottos 1876 engine, Daimlers new engine set the basis for all car engines going forward. Four-Speed Transmission Also in 1889, Daimler and Maybach built their first automobile from the ground up, they did not adapt another purpose vehicle as had always been done previously. The new Daimler automobile had a four-speed transmission and obtained speeds of 10 mph. Daimler Motoren-Gesellschaft Gottlieb Daimler founded the Daimler Motoren-Gesellschaft in 1890 to manufacture his designs. Wilhelm Maybach was behind the design of the Mercedes automobile. Maybach eventually left Daimler to set up his own factory for making engines for Zeppelin airships. First Automobile Race In 1894, the first automobile race in the world was won by a car with a Daimler engine.

150 Foreign Expressions to Inspire You

150 Foreign Expressions to Inspire You 150 Foreign Expressions to Inspire You 150 Foreign Expressions to Inspire You By Mark Nichol Here’s a writing challenge for you: I’ve listed foreign expressions, mostly in Latin, that offer wisdom or otherwise encapsulate a thought-provoking idea. Select one (or more) that resonates with you and employ it as a writing prompt. Note the evocative strength of â€Å"Alis volat propiis,† or the motivating force of â€Å"Audentes fortuna juvat.† Can you taste the bitter regret of â€Å"Dis aliter visum†? What kind of cynical crime noir can you concoct around â€Å"Cherchez la femme†? You’re welcome to suggest others. (Note, however that these are all complete sentences. I have phrases set aside for another day.) 1. Abeunt studia in mores: Practices zealously pursued pass into habits. 2. Absit invidia: Let there be no envy or ill will. 3. Abusus non tollit usum: Abuse does not take away use. (Abuse is not an argument against proper use.) 4. Age quod agis: Do what you are doing. (To the business at hand.) 5. Aide-toi, le ciel t’aidera: Help yourself, and heaven will help you. 6. Alea jacta est: The die is cast. 7. Alis volat propriis: She flies with her own wings. 8. Amor vincit omnia: Love conquers all things. 9. Ars est celare artem: It is (true) art to conceal art. 10. Ars longa, vita brevis: Art is long, life is short. 11. Au pays des aveugles les borgnes sont rois: In the country of the blind, the one-eyed men are kings. 12. Audentes fortuna juvat/Fortes fortuna bravat: Fortune favors the bold/Fortune favors the brave. 13. Bis dat qui cito dat: He gives twice who gives promptly. 14. C’est autre chose: That’s a different thing. 15. C’est la guerre: That’s war. (It cannot be helped.) 16. C’est la vie: That’s life. (That’s how things happen.) 17. C’est plus qu’un crime, c’est une faute: It is worse than a crime, it is a blunder. 18. Ca va sans dire: It goes without saying. 19. Caveat lector: Let the reader beware. 20. Ce n’est que le premier pas qui coute: It is only the first step that costs. 21. Cedant arma togae: Let arms yield to the toga. (Let military power give way to civil power.) 22. Cetera desunt: The rest is missing. 23. Chacun a son gout: Everyone to his taste. 24. Che sara, sara: What will be will be. 25. Cherchez la femme: Look for the woman. 26. Corruptio optimi pessima: The corruption of the best is the worst of all. 27. Credo quia absurdum est: I believe it because it is absurd. 28. Credo ut intelligam: I believe so that I may understand. 29. Damnant quod non intelligunt: They condemn what they do not understand. 30. De gustibus non est disputandum: There is no disputing about tastes. 31. De minimis non curat lex: The law takes no account of trifles. 32. De mortuis nil nisi bonum: Of the dead (say) nothing but good. 33. Dis aliter visum: The gods decreed otherwise. 34. Docendo discimus: We learn by teaching. 35. Dulce et decorum est pro patria mori: It is sweet and seemly to die for one’s country. 36. Dum spiro, spero: While I breathe, I hope. 37. Dum vivimus vivamus: While we live, let us live. 38. Dux femina facti: A woman was leader of the exploit. 39. Ecce signum: Behold the sign. (Look at the proof.) 40. Ecrasez l’infame: Crush the infamous thing. 41. Eheu fugaces labuntur anni: Alas! The fleeting years glide on. 42. Est modus in rebus: There is a proper measure in things. 43. Ex nihilo nihil fit: From nothing, nothing is produced. 44. Ex pede Herculem/Ex ungue leonem: From the foot (we may judge the size of) Hercules, from the claw (we may judge) the lion. 45. Exceptio probat regulam de rebus non exceptis: An exception establishes the rule as to things not excepted. 46. Exitus acta probat: The outcome justifies the deed. 47. Facilis descensus Averno: The descent to Avernus is esay. (The road to evil is easy.) 48. Fas est et ab hoste doceri: It is right even to learn from an enemy. 49. Fata viam invenient: The Fates will find a way. 50. Festina lente: Make haste slowly. 51. Fiat experimentum in corpore vili: Let experiment be made on a worthless body. 52. Fiat justitia, ruat caelum: Let justice be done, though the heavens fall. 53. Fiat lux: Let there be light. 54. Finem respice: Consider the end. 55. Finis coronat opus: The end crowns the work. 56. Fluctuat nec mergitur: It is tossed by the waves but does not sink. 57. Forsan et haec olim meminisse juvabit: Perhaps this too will be a pleasure to look back on one day. 58. Fronti nulla fides: No reliance can be placed on appearance. 59. Gardez la foi: Keep faith. 60. Gaudeamus igitur: Let’s make merry. 61. Gnothi seauton: Know thyself. 62. Hoc age: Do this. (Apply yourself to what you are about.) 63. Hoc opus, hic labor est: This is the hard work, this is the toil. 64. Honi soit qui mal y pense: Shamed be he who thinks evil of it. 65. Humanum est errare: To err is human. 66. Ignorantia juris neminem excusat: Ignorance off the law excuses no one. 67. Il faut cultiver notre jardin: We must cultivate our garden. (We must tend to our own affairs.) 68. Ils ne passeront pas: They shall not pass. 69. In hoc signo vinces: By this sign you shall conquer. 70. Invenit/Pinxit: He (or she) devised/painted it. 71. Ira furor brevis est: Anger is a brief madness. 72. J’y suis, j’y reste: Here I am, here I remain. 73. Jacta alea est: The die is cast. 74. La reine/le roi le vuit: The queen (or the king) wills it. 75. La reine/le roi s’avisera: The queen (or king) will consider. 76. Lasciate ogni speranza, voi ch’entrate: Abandon hope, all ye who enter. 77. Le coeur a ses raisons que la raison ne connait point: The heart has its reasons that reason knows nothing of. 78. Magna est veritas et praevalebit: Truth is mighty and will prevail. 79. Medio tutissimus ibis: You will go most safely by the middle course. 80. Morituri te salutamus: We who about to die salute you. 81. Mutato nomine de te fabula narratur: With the name changed, the story applies to you. 82. Natura non facit saltum: Nature makes no leap. 83. Naturam expellas furca, tamen usque recurret: You may drive Nature out with a pitchfork, but she will keep coming back. 84. Ne cede malis: Yield not to misfortune. 85. Nemo me impune lacessit: No one attacks me with impunity. 86. Nil desperandum: Never despair. 87. Non omnia possumus omnes: We can’t all do all things. 88. Non omnis moriar: I shall not wholly die. 89. Non sum qualis eram: I am not what I used to be. 90. Nosce te ipsum: Know thyself. 91. Nous avons change tout cela: We have changed all that. 92. Nous verrons ce que nous verrons: We shall see what we shall see. 93. Oderint dum metuant: Let them hate, so long as they fear. 94. Odi et amo: I hate and I love. 95. Omne ignotum pro magnifico: The unknown tends to be exaggerated in importance or difficulty. 96. Omnia mutantur, nos et mutamur in illis: All things are changing, and we are changing with them. 97. Omnia vincit amor: Love conquers all. 98. Ora pro nobis: Pray for us. 99. Ou sont les neiges d’antan?: Where are the snows of yesteryear? 100. Panta rhei: All things are in flux. 101. Parturient montes, nascetur ridiculus mus: The mountains are in labor, and a ridiculous mouse will be brought forth. 102. Pereant qui ante nos nostra dixerunt: May they perish who have expressed our bright ideas before us. 103. Pereunt et imputantur: The hours pass away and are reckoned on our account. 104. Place aux dames: Make room for the ladies. 105. Plus ca change, plus c’est la meme chose (sometimes abbreviated to just â€Å"Plus ca change . . .): The more things change, the more they stay the same. 106. Poeta nascitur, on fit: A poet is born, not made. 107. Primum non nocere: The first thing is to do no harm. 108. Qui facit per alium facit per se: He who does through another does through himself. 109. Qui s’excuse s’accuse: He who excuses himself accuses himself. 110. Qui va la?: Who goes there? 111. Quis custodiet ipsos custodes: Who will keep the keepers? 112. Quo vadis?: Where are you going? 113. Quos deus vult perdere prius dementat: Those whom a god wishes to destroy he first drives mad. 114. Quot homines, tot sententiae: There are as many opinions as there are men. 115. Rem acu tetigisti: You have touched the point with a needle. 116. Requiescat in pace: Rest in peace. 117. Respice finem: Consider the outcome. 118. Resurgam: I shall rise again. 119. Revenons a nos moutons: Let us return to our sheep. (Let us return to our subject.) 120. Salus populi suprema lex esto: Let the welfare of the people be the supreme law. 121. Se non e vero, e ben trovato: Even if it is not true, it is well conceived. 122. Si jeunesse savait, si vieillesse pouvait!: If youth only knew, if age only could! 123. Si monumentum requiris, circumspice: If you seek his monument, look around. 124. Si vis pacem, para bellum: If you wish peace, prepare for war. 125. Sic itur ad astra: Thus one goes to the stars (Such is the way to immortality.) 126. Sic semper tyrannis: Thus ever to tyrants. 127. Sic transit gloria mundi: So passes away the glory of the world. 128. Silent leges inter arma: The laws are silent in the midst of arms. 129. Similia similibus curantur: Like is cured by like. 130. Similis simili gaudet: Like takes pleasure in like. 131. Siste viator: Stop, traveler. 132. Solvitur ambulando: It is solved by walking. (The problem is solved by a practical experiment.) 133. Sunt lacrimae rerum: There are tears for things. 134. Tempora mutantur, nos et mutamur in illis: The times are changing, and we are changing with them. 135. Tempus fugit: Time flies. 136. Timeo Danaos et dona ferentes: I fear the Greeks even when they bring gifts. 137. Tout comprende c’est tout pardonner: To understand all is to forgive all. 138. Tout est perdu fors l’honneur: All is lost save honor. 139. Truditur dies die: The day is pushed forth by day. (One day hurries on another.) 140. Tuebor: I will defend. 141. Ua mau ke ea o ka aina i ka pono: The life of the land is perpetuated in righteousness. 142. Vada retro me, Satana: Get behind me, Satan. 143. Vae victis: Woe to the vanquished. 144. Varium et mutabile semper femina: Woman is ever a fickle and changeable thing. 145. Verbum sat sapienti est: A word to the wise is sufficient. 146. Vincit omnia veritas: Truth conquers all things. 147. Vive la difference: Long live the difference (between the sexes). 148. Vogue la galere: Let the galley be kept rowing. (Keep on, whatever may happen.) 149. Voila tout: That’s all. 150. Vox populi vox Dei: The voice of the people is the voice of God. 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 Expressions category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to Know44 Resume Writing Tips7 Proofreading Steps

Cultural Particularity vs. Universal Humanity Essay

Cultural Particularity vs. Universal Humanity - Essay Example Collective and individual identities are antithetical to each other according to neoconservative ideas. The main point of both of them is that â€Å"racial group membership robs a person of an important aspect of humanity† (Maya 79). This theory insists that individuality is a property of people, who a not included to the crowd or collective. So these persons are seen as individuated ones and they lack human agency. The neoconservative theory describes the fact of being human, configuring racial and cultural particularity against universal humanity.The idea of â€Å"being human† contains the ethnic, gender and racial trappings. In some varieties the racial identity is represented as the dangerous and harmful event to human possibility -â€Å"though it espouses black pride, it is actually a repressive identity that generates a victimized self-image, curbs individualism and initiative, diminishes our sense of possibility, and contributes to our demoralization and inertia † (Maya 81). The idea of the phrase is that the ideal human should appear as unsexed and deracinated creature, which is having only rationality. All of the mentioned figures, such as Steele, Rodriguez, Carter, and Chavez, understand the word "racial" as non-"white" identity and the conclusion they make is that "white" identity is not seen as an identity by race. They paradoxically agree with the existence of "white" people, despite the racialization â€Å"white† process and refer to "male" not meaning gendered identity.

The Middle Ages Essay Example | Topics and Well Written Essays - 750 words

The Middle Ages - Essay Example The medieval age was characterized by ignorance. During this age, people were not concerned to know the truth about their surroundings. Religion was a central aspect of people’s lives; people obeyed and believed everything that was taught by religion without caring about the come. This is evident from the relationship that existed between the religion and the society. During the medieval period, Christianity was the main religion in Europe. Christianity remained critical to the people and everything reflected the teachings of Christianity. Works of literature written during this era were classified as secular or Christian literature. It is obvious that secular literature was not celebrated as Christian literature was. This is because people did not appreciate change in the society or change from the known to unknown. The ignorance period that characterized the medieval age resulted from people’s lack of appreciation for change. The medieval age was also characterized by major calamities such as Black Death, famine and civil wars. The Black Death is considered as the worst calamity that affected Europe during the middle ages. Although the Black Death affected Europe during the upper middle age, its effects continued to be experienced even in the early modern age. This calamity is believed to have caused the deaths of nearly one third of the European population. The great famine of the middle ages and the civil wars also caused numerous deaths. The conservative nature of the people or their lack of accepting changes was responsible for the calamities that affected people during the middle ages. For instance, the great famine never resulted from bad weather condition, but due to lack of crop rotation and adopting the cultivation of new crop. In addition, the conflicts that led to the civil wars resulted from the need of the people to deviate from the known ways of life or governance. Anyone who tried to introd uce change was considered as the enemy of the people. These facts are well captured in medieval literature. During this time, books or any other literature material reflected what was already known by the society. Introduction of new ideas or knowledge was greatly opposed by the people. This explains why the middle ages experienced minimal advancement in literature. The classification of literature between secular and Christian literature also explains lack of development in middle age literature. The preference of Christian literature among the people of the Middle Ages also indicates that artists had few things to write about. This is because artists could only write finite things about Christianity as compared to the secular literature. People’s lack to appreciate change is the main factor that caused low intellectual developments during the middle ages. Although religious leaders and scholars knew the truth about nature, they kept the knowledge to themselves due to the fe ar of victimization. Most of this knowledge was in the fields of science and astronomy. Although science and astronomy were significant bodies of knowledge during the middle ages, they were dependent on philosophy and religion. This is a contradiction since both science and astronomy depends on facts and logical analysis. For example during the middle ages, the earth was considered flat. However, scholars and some religious leaders knew