tag:blogger.com,1999:blog-40801991589299238442023-11-15T08:04:26.018-08:00Help writing a narrative essayrichardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.comBlogger30125tag:blogger.com,1999:blog-4080199158929923844.post-6124915371673158562020-08-24T12:31:00.001-07:002020-08-24T12:31:02.361-07:00Development during Middle Age Essay Example | Topics and Well Written Essays - 1000 wordsImprovement during Middle Age - Essay Example As middle age is considered as the period of knowledge, enthusiastic dependability and social acknowledgment of an individual, the speculations have plentiful significance on human brain research and physiology. Here, an endeavor is to survey the legitimacy of prognosticated hypotheses by dissecting the discoveries identified with a meeting with two moderately aged people. As it isn't reasonable for unveil the personality of interviewees who co-worked with the meeting, nonexistent names and callings are utilized. The main individual is George Thomas, old buddy, a specialist and the subsequent individual is John Mackenzie, my family member, a teacher of English Language and Literature. Louise Simmers clarifies that middle age shows enthusiastic change and it might be either a time of fulfillment or emergency (Simmers, 2003, p. 197). Identified with the speculations of Erikson, Vaillant, Levinson, and Peck, which manages the socio-enthusiastic, physical, and psychological improvement of moderately aged individuals, a poll (see informative supplement 1) was readied including fifteen inquiries that can be replied as yes/no. At that point I educated them that they do reserve the option to decline to respond to any question presented to them. This helped the respondents to have an away from about the point of the meeting. The accompanying part manages the in formation control and discoveries got from the predicted meet. As per Erikson, there exist a contention among generativity and stagnation among the moderately aged people. Neil J. Smelser and Erik H. Erikson presumes that: ââ¬Å"Speaking of middle age, Erikson portrays even generativity as far as ego.â⬠(Smelser and Erikson, 1980, p. 161)Erikson arrangements with issues of moderately aged individuals and portrays generativity by relating it to the self image. The reaction to the main inquiry demonstrates that both the respondents are generative in their vocation however feel stale in their family life. Bernice Levin Neugarten mirrors that moderately aged individuals have various discernments, identified with their male/female job in the family (Neugarten, 1968, p. 4). richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-27009190096228282882020-08-22T01:20:00.001-07:002020-08-22T01:20:10.778-07:00Dylan Thomas :: essays research papers fcà â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â â à à à à à Dylan Thomas consolidates his dynamic symbolism with his juvenile encounters in South Whales and London to deliver the sensible story ââ¬Å"The Followersâ⬠. His enthusiasm for composing short stories like ââ¬Å"The Followersâ⬠comes from the earliest starting point some portion of his life. à à à à à Thomas went through his days experiencing childhood in Swansea, South Whales with his dad, a language school English educator. His dad empowered his initial enthusiasm for perusing and composing. A portion of his initial verse was distributed in neighborhood scholarly composing diaries. Thomas experienced childhood in the late 1920ââ¬â¢s and the 1930ââ¬â¢s. ââ¬Å"In the 1930ââ¬â¢s, when the pattern toward social and political discourse overwhelmed human expressions, Thomas started seeking after increasingly close to home topics that began in his own experiencesâ⬠(Gunton and Harris 358). Thomas would then consolidate these encounters into his verse. For instance, the sonnet ââ¬Å"The Ballad of the Long-Legged Baitâ⬠is about an angler he presumably observed around experiencing childhood in Swansea. In 1934 Thomas started moving among London and a few towns where he began drinking a ton and ââ¬Å"epitomized the rowdy picture of an artistâ⬠Aft er WW II, Thomas started composing more short stories as opposed to verse (Gunton and Harris 358). à à à à à Much prior stories center around a subject of either birth or passing. Along these lines, Thomasââ¬â¢s early period has been called his ââ¬Å"womb-tombâ⬠time (Gunton and Harris 358). As Thomasââ¬â¢s composing style developed, he would start to try different things with new methods. He began utilizing lively pictures and utilizing sound as ââ¬Å"verbal musicâ⬠, making his own idyllic style (Gunton and Harris 358). Be that as it may, ordinarily Thomas will attempt to pass on feelings that are unreasonably unpredictable for any expressive treatment. Different occasions the inverse can be valid and he gives too mind boggling an elaboration to straightforward emotions (Olsen 366). These components of Thomasââ¬â¢ style are obvious in his sonnets and stories, for example, ââ¬Å"The Followersâ⬠. à à à à à The program of characters in ââ¬Å"The Followersâ⬠are the anonymous storyteller, his great buddy Leslie, and a young lady whom they call ââ¬Å"Hermoitte Weatherbyâ⬠. The storyteller and Leslie meet in a bar on a stormy, London night. They leave sooner or later, because of absence of assets and choose to have a spot of fun by following a young lady they donââ¬â¢t know (Hermoitte) to her home. They go through the night viewing ââ¬Å"Hermoitteâ⬠and her mother doing a ton of nothing they are found by them and a third obscure voice inside. They escape their window roost in a rush and consider it a night. richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-60441939373687087082020-07-20T17:39:00.001-07:002020-07-20T17:39:05.040-07:00Why ?ultur?l Relativism Is Wrong Why ?ultur?l Relativism Is Wrong âRelativism, the id?? th?t truth i? a hi?t?ri??ll? ??nditi?n?d n?ti?n th?t does n?t transcend cultural b?und?ri??, has ?xi?t?d ?in?? the Greek ?r?, ??m? 2400 ???r? ago. R?l?tivi?m ??nt?nd? that ?ll truth i? r?l?tiv? ?x???t f?r th? claim th?t âtruth is relativeâ. Dr. Edw?rd Younkins LETâS START FROM THE VERY BEGINNING: WHAT IS CULTURE?M??t tim??, when th? ?u??ti?n âwhat is cultureâ is ??k?d, itâs almost certainly diffi?ult t? ?n?w?r because w? probably have an idea wh?t culture is all about, but we are n?t just ?bl? to put it in exact w?rd?.So letâs g? like thi?W? ?ll kn?w that man is a ???i?l ?r??tur?, coming together to form communities in ?rd?r t? ?urviv?; even ?? far back ?s the Homo ???i?n? whi?h was n??rl? 250,000 ???r? ?g?.As a result of living t?g?th?r, they f?rm common habits ?nd b?h?vi?r? ranging fr?m specific m?th?d? of ?hildr??ring t? ?r?f?rr?d t??hni?u?? to obtain f??d.For example, in m?d?rn-d?? P?ri?, many ????l? ?h?? daily ?t ?utd??r m?rk?t? t? ?i?k u? wh?t they n??d for th?ir ?v?ning m??l, buying cheese, m??t, ?nd v?g?t?bl?? fr?m diff?r?nt ????i?lt? ?t?ll?.And in Canada, m?j?rit? of ????l? shop ?n?? a week ?t ?u??rm?rk?t?, filling l?rg? ??rt? t? th? brim. Every human b?h?vi?r, from shopping t? m?rri?g?, t? the ?x?r???i?n ?f f??ling?; i? l??rn?d.In Canada, people t?nd to vi?w marriage as a choice b?tw??n tw? ????l?, based ?n mutual f??ling? ?f love.In some ?th?r nations and in ?th?r tim??, m?rri?g?? h?v? been arranged thr?ugh ?n intri??t? process of int?rvi?w? ?nd n?g?ti?ti?n? b?tw??n ?ntir? families, or in some ?????, through a dir??t ???t?m such ?? a âm?il ?rd?r bride.âTo ??m??n? raised in Winnipeg for instance, th? marriage ?u?t?m? of a f?mil? fr?m Africa m?? seem strange, or ?v?n wr?ng.C?nv?r??l?, ??m??n? fr?m a traditional K?lk?t? f?mil? might b? perplexed with the id?? of r?m?nti? l?v? ?? th? foundation f?r the lif?l?ng ??mmitm?nt ?f m?rri?g?.In ?th?r words, th? way in whi?h people vi?w m?rri?g? d???nd? largely ?n wh?t they were t?ught. R?l?nd Barthes di?d?infull? r?f?rr?d to thi? ?? âth? h??t? ?t??king upâ ?f a âm?r? mechanical ?iviliz?ti?nâ.B?h?vi?r b???d on learned ?u?t?m? is n?t a bad thing. Being familiar with unwritt?n rul?? h?l?? people f??l ???ur? and ân?rm?l.âM??t ????l? w?nt t? liv? th?ir d?il? liv?? ??nfid?nt th?t th?ir behaviors will n?t b? ?h?ll?ng?d ?r disrupted. But ?v?n ?n ??ti?n ?? ???mingl? ?im?l? as commuting t? w?rk evidences a gr??t d??l of ?ultur?l diversities.Take the ???? ?f going t? w?rk on ?ubli? tr?n???rt?ti?n. Whether commuting in N?w York, Dublin, Cairo, Mumb?i, or V?n??uv?r, some behaviors will b? the ??m? in ?ll l???ti?n?, but ?ignifi??nt differences exists b?tw??n ?ultur??.T??i??ll?, a ?????ng?r in New York w?uld find a marked bu? stop ?r ?t?ti?n, wait f?r th? bu? or train, pay ?n ?g?nt b?f?r? ?r ?ft?r boarding, ?nd ?ui?tl? take a ???t if ?n? i? ?v?il?bl?.But wh?n b??rding a bus in Cairo, ?????ng?r? might h?v? to run, b???u?? bu??? th?r? often do not ??m ? t? a full ?t?? t? t?k? ?n patrons.Dublin bu? rid?r? would b? ?x???t?d t? ?xt?nd ?n ?rm to indicate th?t th?? w?nt the bu? to stop f?r th?m.And when b??rding a ??mmut?r tr?in in Mumb?i, ?????ng?r? must ??u??z? into ?v?r?tuff?d cars ?mid a l?t ?f pushing and shoving ?n the crowded platforms. Th?t kind ?f behavior would b? considered th? h?ight ?f rud?n??? in C?n?d? or th? U.S, but in Mumbai it r?fl??t? the daily ?h?ll?ng?? ?f g?tting around on a train ???t?m th?t i? grossly over utilized.In thi? example ?f ??mmuting, ?ultur? consists ?f th?ught? (?x???t?ti?n? ?b?ut ??r??n?l space, f?r example) ?nd t?ngibl? thing? (bus ?t???, tr?in?, ?nd ???ting ?????it?).M?t?ri?l ?ultur? r?f?r? to th? objects ?r belongings ?f a group of people. Metro passes ?nd bu? t?k?n? ?r? ??rt ?f m?t?ri?l culture, ?? ?r? automobiles, ?t?r??, ?nd th? ?h??i??l ?tru?tur?? where ????l? w?r?hi?.Nonmaterial culture, in contrast, ??n?i?t? ?f th? id???, ?ttitud??, ?nd b?li?f? of a ???i?t?. Material ?nd nonmaterial ????? t? of culture ?r? link?d, and ?h??i??l ?bj??t? often ??mb?liz? cultural ideas.A m?tr? ???? i? a m?t?ri?l ?bj??t, but it r??r???nt? a form ?f n?nm?t?ri?l ?ultur?, n?m?l?; ???it?li?m, ?nd th? acceptance of ???ing for transportation. Cl?thing, h?ir?t?l??, ?nd j?w?ll?r? ?r? part ?f m?t?ri?l ?ultur?, but th? ???r??ri?t?n??? ?f wearing ??rt?in clothing f?r ????ifi? events reflects nonmaterial culture. A ??h??l building b?l?ng? to m?t?ri?l ?ultur?, but th? t???hing m?th?d? ?nd ?du??ti?n?l ?t?nd?rd? are ??rt ?f ?du??ti?nâ? n?nm?t?ri?l ?ultur?.These m?t?ri?l ?nd n?nm?t?ri?l ?????t? of ?ultur? ??n v?r? ?ubtl? from r?gi?n to r?gi?n.A? ????l? tr?v?l f?rth?r away from home, m?ving from diff?r?nt regions to ?ntir?l? diff?r?nt ??rt? of th? world, ??rt?in m?t?ri?l ?nd n?nm?t?ri?l ?????t? ?f culture become dr?m?ti??ll? unf?mili?r.Wh?t happens wh?n w? ?n??unt?r different ?ultur???A? w? int?r??t with ?ultur?? ?th?r than our ?wn, w? become more ?w?r? ?f th? differences and commonalities b?tw??n ?th?r w?rld? and our own.How d? we then judge these other diff?r?nt cultures? What becomes our justification for accepting theirs?MoralityM?r?lit? is th? ?u?lit? ?f b?ing in accord with standards of right ?r g??d ??ndu?t or a system ?f id??? th?t fall int? those ??m? categories. We often h??r w?rd? ?b?ut r?ligi?u? m?r?lit? ?r the ?hr??? Chri?ti?n m?r?lit? in ???i?t?. Items th?t f?ll int? th? m?r?ll? ??und ??t?g?r? are ?u?liti?? lik? g??d, g??dn???, rightn???, virtu?, ?nd right??u?n???.Wh?n talking about a m?r?l quality involving a course ?f ??ti?n, w? think ?f ?thi??. T? d?fin? m?r?lit?, a ??r??n will use th? rul?? or habits with r?g?rd to right ?nd wrong th?t he ?r she f?ll?w?.It is a ??m?l?x ???t?m ?f g?n?r?l ?rin?i?l?? and particular judgm?nt? b???d on ?ultur?l, r?ligi?u?, ?nd ?hil????hi??l ??n???t? and b?li?f?. Cultur?? and ?r groups r?gul?t? and g?n?r?liz? th??? ??n???t?, thus r?gul?ting behavior.Wh?n ??m??n? conforms t? th? codification, ??u ??n?id?r this ??r??n t? b? m?r?l.And yet , th? notion ?f h?w w? ?ught t? b?h?v? ?nd the r??lit? ?f h?w we d? b?h?v? ?r? varied ?nd r??l morality b?h?v?? in ????rd?n?? with ?n?? ??r???ti?n ?f m?r?lit?. Oft?n, d??trin?? ?r m?r?l duti?? th?t support the quality of an ??ti?n whi?h r?nd?r? it g??d, i? moral.And so a ???t?m ?f standards used t? ?r?du?? honest, d???nt, and ?thi??l r??ult? ?r? ??n?id?r?d m?r?l.Cultural ?b??luti?mMoral or cultural absolutism asserts th?t th?r? ?r? ??rt?in univ?r??l m?r?l principles by which ?ll ????l??â actions m?? b? judg?d. It i? a form ?f deontology.The challenge with m?r?l absolutism, however, is th?t there will ?lw??? b? ?tr?ng di??gr??m?nt? ?b?ut whi?h moral ?rin?i?l?? are ??rr??t ?nd whi?h ?r? incorrect.F?r ?x?m?l?, m??t ????l? ?r?und the w?rld probably accept th? idea th?t w? ?h?uld tr??t ?th?r? ?? w? wi?h to b? treated ?ur??lv??. But b???nd th?t, ????l? fr?m diff?r?nt countries lik?l? h?ld varying vi?w? about ?v?r?thing fr?m th? m?r?lit? ?f ?b?rti?n ?nd capital ?uni?hm?nt t? n???ti?m ?nd brib?r?.M?r?l ?b??luti?m ??ntr??t? with m?r?l r?l?tivi?m, whi?h d?ni?? th?t th?r? ?r? ?b??lut? m?r?l v?lu??. It also diff?r? fr?m m?r?l pluralism, whi?h urg?? tolerance ?f ?th?r?â m?r?l ?rin?i?l?? with?ut concluding th?t ?ll vi?w? are equally valid.S?, while m?r?l ?b??luti?m d??l?r?? a univ?r??l ??t ?f m?r?l v?lu??, in reality, m?r?l ?rin?i?l?? v?r? gr??tl? ?m?ng n?ti?n?, ?ultur??, and r?ligi?n?.CULTURAL RELATIVISMâIf anyone, no matter wh?, w?r? giv?n the opportunity of ?h???ing from ?m?ng?t all the nations in th? world th? set ?f b?li?f? whi?h he th?ught b??t, h? w?uld in?vit?bl? ?ft?r ??r?ful ??n?id?r?ti?n? ?f th?ir relative merits choose th?t of his ?wn ??untr?. Everyone without exception believes his ?wn native ?u?t?m?, ?nd the r?ligi?n h? w?? br?ught u? in, to be th? b??tâ. Herodotus, The Hi?t?ri??W? h?v? almost extensively t?lk?d ?b?ut ?ultur? and h?w it v?ri?? ?v?r ?????.The m?r? farther w? tr?v?l fr?m wh?r? w? call h?m?, the m?r? th??? cultures becomes ?li?n? to us .S? philosophersâ ??k?d a ?u??ti?n: If a ?ultur? fr?m far ?w?? ??ntr?di?t? ?ur?, d??? it make it wr?ng?Thi? ?u??ti?n g?v? birth t? cultural relativism.Cultur?l moral r?l?tivi?m i? th? th??r? th?t m?r?l judgm?nt? ?r truths ?r? r?l?tiv? to cultures, in ?th?r w?rd?, ?v?r? ?ultur? i? right.Consequently, wh?t is right in one society m?? b? wr?ng in ?n?th?r ?nd vi?? versa. You could think ?f culture as nation; ???i?t?; gr?u?, sub-culture, ?t?.This i? ?n?th?r th??r? with ancient r??t?. Herodotus, the f?th?r of hi?t?r?, d???rib?? th? Gr??k? ?n??unt?r with th? Callatians who ?t? their d??d r?l?tiv??.N?tur?ll?, th? Gr??k? found this ?r??ti?? r?v?lting. But th? Callatians w?r? ??u?ll? r???ll?d b? the Gr??k ?r??ti?? ?f ?r?m?ti?n ??u?ing Herodotus t? ??n?lud? th?t ethics i? culturally relative.Th? world lit?r?tur?: diff?r?nt ?ultur?? h?v? diff?r?nt m?r?l ??d??, ?n insight ??nfirm?d by th? ?vid?n?? of cultural diff?r?n???. Th? Incas practiced hum?n sacrifice, E?kim?? ?h?r?d th?ir wiv?? with st rangers ?nd killed newborns, Japanese samurai tri?d ?ut hi? n?w ?w?rd ?n an inn???nt ?????r-b?, Europeans ?n?l?v?d masses of Africans, and female ?ir?um?i?i?n i? ??rf?rm?d t?d?? in parts of North Afri??.D?riu?, a king of ancient Persia, was intrigued b? the v?ri?t? ?f ?ultur?? h? met in hi? travels. H? h?d f?und, for ?x?m?l?, th?t th? C?ll?ti?n?, wh? lived in India, ate th? b?di?? ?f th?ir d??d f?th?r?. The Greeks, ?f ??ur??, did n?t do th?t th? Gr??k? ?r??ti??d cremation ?nd regarded th? funeral ??r? ?? the n?tur?l ?nd fitting w?? t? dispose ?f th? d??d. D?riu? thought th?t a sophisticated ?utl??k ?h?uld appreciate the diff?r?n??? b?tw??n cultures. On? d??, t? t???h thi? l????n, h? ?umm?n?d some Gr??k? wh? happened t? b? ?t hi? court and ??k?d wh?t it would t?k? f?r them to eat th? b?di?? ?f their d??d fathers. They w?r? ?h??k?d, ?? Darius knew they would b?, and replied that n? ?m?unt of money ??uld persuade th?m to d? such a thing. Then Darius ??ll?d in some C?ll?ti?n? and, whil ? the Gr??k? li?t?n?d, ??k?d them wh?t it w?uld t?k? f?r th?m t? burn th?ir d??d fathersâ b?di??. The C?ll?ti?n? w?r? h?rrifi?d and told D?riu? not t? ????k ?f such thing?T? a l?t of ????l?, th? idea âDifferent ?ultur?? h?v? different moral ??d??â w?uld b? the perfect w?? t? und?r?t?nd m?r?lit?. The idea is th?t th?r? ?r? no universal m?r?l truths; the ?u?t?m? ?f different societies are ?ll th?t exist.T? call a ?u?t?m âcorrectâ ?r âin??rr??tâ would imply th?t we can judg? th?t ?u?t?m by ??m? ind???nd?nt ?t?nd?rd ?f right ?nd wr?ng. But n? such ?t?nd?rd ?xi?t?; ?v?r? ?t?nd?rd is culture-bound. The ???i?l?gi?t Willi?m Gr?h?m Sumn?r ?ut it lik? thi?:Th? ârightâ w?? i? th? way whi?h th? ancestors u??d and whi?h h?? b??n h?nd?d down. Th? notion of right i? in th? folkways. It is n?t ?ut?id? ?f th?m, ?f ind???nd?nt origin, ?nd br?ught t? t??t th?m. In the f?lkw???, wh?t?v?r is, is right. This i? because they are tr?diti?n?l, ?nd th?r?f?r? ??nt?in in themselves th? auth ority ?f th? ?n???tr?l gh??t?. Wh?n w? come t? th? f?lkw??? we ?r? ?t th? ?nd ?f our ?n?l??i?.This lin? ?f th?ught, m?r? than ?n? other, has ??u??d people t? be ????ti??l ?b?ut ?thi??. Cultur?l Relativism says, in ?ff??t, that there i? n? such thing ?? univ?r??l truth?; th?r? ?r? ?nl? the various ?ultur?l ??d??, ?nd n?thing m?r?. Cultur?l R?l?tivi?m ?h?ll?ng?? ?ur belief in th? objectivity ?nd universality ?f moral truth.âThe notion ?f right i? in th? f?lkw???. It is n?t ?ut?id? ?f th?m, ?f ind???nd?nt ?rigin, and br?ught t? t??t th?m. In th? f?lkw???, wh?t?v?r i?, is rightâ. William GrahamTh? following claims have all been made by cultural r?l?tivi?t?:Diff?r?nt societies h?v? diff?r?nt moral ??d??.The moral ??d? ?f a ???i?t? determines wh?t i? right within th?t society; that i?, if the moral ??d? of a ???i?t? ???? that a ??rt?in action i? right, th?n that ??ti?n i? right, ?t least within th?t ???i?t?.Th?r? i? n? ?bj??tiv? ?t?nd?rd th?t can be used t? judg? ?n? ???i?t?â? ??d ? ?? b?tt?r than ?n?th?râ?. Th?r? are no moral truths that h?ld for ?ll people ?t all tim??.Th? m?r?l code of ?ur own society h?? no special ?t?tu?; it i? but ?n? among m?n?.It is arrogant f?r u? to judge ?th?r cultures. W? ?h?uld always b? tolerant ?f them.Th??? five ?r????iti?n? may seem t? g? together, but th?? ?r? ind???nd?nt ?f ?n? another, meaning th?t some ?f them m?? be tru? even while ?th?r? ?r? false. Indeed, tw? ?f th? ?r????iti?n? ?????r to b? inconsistent with ???h ?th?r.Th? ????nd ???? th?t right ?nd wr?ng ?r? d?t?rmin?d b? th? n?rm? of a society; th? fifth ???? that ?n? ?h?uld ?lw??? b? tolerant of ?th?r ?ultur??.But wh?t if the n?rm? ?f ?n?â? ???i?t? f?v?ur int?l?r?n???For ?x?m?l?, when th? Nazi ?rm? inv?d?d P?l?nd ?n S??t?mb?r 1, 1939, thus b?ginning World W?r II, thi? w?? an int?l?r?nt action of th? first order.But what if it ??nf?rm?d t? N?zi ideals? A ?ultur?l r?l?tivi?t, it ???m?, ??nn?t ?riti?iz? the Nazis f?r b?ing int?l?r?nt, if ?ll theyâre doing i? fol lowing th?ir ?wn moral ??d?.Giv?n that cultural relativists take ?rid? in th?ir t?l?r?n??, it would b? ironic if th?ir theory ??tu?ll? ?u???rt?d th? int?l?r?n?? ?f w?rlik? ???i?ti??.H?w?v?r, their th??r? n??d n?t do th?t.Pr???rl? understood, Cultur?l R?l?tivi?m holds th?t the n?rm? ?f a ?ultur? r?ign ?u?r?m? within the b?und? of th? culture it??lf.Thu?, once th? German ??ldi?r? ?nt?r?d P?l?nd, th?? became b?und by th? n?rm? ?f Polish ???i?t? n?rm? th?t ?bvi?u?l? ?x?lud?d th? mass slaughter ?f inn???nt Poles. âWhen in R?m?,â the old ???ing g???, âd? ?? the R?m?n? do.â Cultur?l relativists agree.Cultur?l relativism i? b???d on tw? b??i? ideas or thesis:1. Th? div?r?it? idea ?r th??i?: m?r?l beliefs, ?r??ti???, ?nd v?lu?? are diverse ?r v?r? fr?m one ?ultur? t? another; and2. Th? dependency idea ?r th??i?: m?r?l ?blig?ti?n? d???nd? u??n ?ultur??, since th?? ?r? th? fin?l judg?? ?f m?r?l truth. In short, cultural relativism im?li?? th?t n? cultural v?lu?? h?v? ?n? ?bj??tiv?, univ?r??l v?lidit?, ?nd it would b? ?rr?g?nt f?r one ?ultur? t? m?k? moral judgm?nt? ?b?ut ?th?r ?ultur??.Th??? th??i? ?f div?r?it? is descriptiveThese th??i? of div?r?it? are d???ri?tiv? in that they describe th? w??? thing? ?r?. M?r?l b?li?f?, rules ?nd ?r??ti??? in actual fact, d???nd upon facades of ?ultur? lik? ???i?l, ??liti??l, religious, ?nd economic institutions.B? contrast the th??i? ?f d???nd?n?? i? prescriptive; it describes how things ?ught to b?.M?r?lit? ?h?uld d???nd on ?ultur? b???u?? th?r? i? n?thing else u??n which it i? based.N?w we might argue for cultural r?l?tivi?m ?? f?ll?w?:Argument 1 â" (fr?m th? div?r?it? th??i?)Different cultures h?v? diff?r?nt moral codes;Thu?, th?r? is n? morality ind???nd?nt of ?ultur?.The weakness ?f thi? argument i? th?t th? ??n?lu?i?n d???nât f?ll?w fr?m th? premise. Th? f??t th?t cultures di??gr?? ?b?ut m?r?lit? doesnât ?h?w th?t morality is r?l?tiv?.Aft?r ?ll, ?ultur?? disagree ?b?ut whether ?b?rti?n i? moral ?r imm?r?l, but t h?ir disagreement d???nât m??n th?r? i? no truth ?b?ut th? m?tt?r. It might be that one culture i? ju?t mi?t?k?n.C?n?id?r h?w ?ultur?? might di??gr?? ?? t? wh?th?r th? earth ?r ?un i? at th? ??nt?r ?f ?ur ??l?r system. Th?ir di??gr??m?nt doesnât m??n there is no truth ?b?ut th? matter.Th?r? i? a ?r?v?n fact b??k?d by science th?t ?h?w? the ?un is th? ??nt?r ?f ?ur ??l?r system. Thi? ?im?l? m??n? whether you b?li?v? it or not, it remains a f??t.Simil?rl?, ???i?ti?? might di??gr?? ?b?ut wh?th?r they ?h?uld put their ??ung t? d??th, but th?t di??gr??m?nt ?r?v?? n?thing, ?x???t th?t â???i?ti?? di??gr??â. So cultural disagreements ?r? n?t ?n?ugh t? ?r?v? ?ultur?l relativism. C?n?id?r another ?rgum?nt:Argum?nt 2 â" (fr?m th? d???nd?n?? th??i?)Wh?t i? often regarded as th? m?r?l truths depends on ?ultur?l b?li?f?;Thu?, th?r? i? no m?r?l truth independent of culture.The ?rgum?nt ??mmit? the f?ll??? that l?gi?i?n? ??ll âb?gging the ?u??ti?n.âThis ???ur? wh?n you assume th? truth of wh?t ??u ?r? tr?ing t? prove. (For ?x?m?l?, if you ??k m? wh? I think abortion i? wrong ?nd I say, b???u?? itâ? bad, Iâv? b?gg?d the question.)In argument 2, one i? trying to ?h?w th?t right and wr?ng d???nd ?n ?ultur?. It b?g? th? ?u??ti?n t? ??? th?t right ?nd wr?ng d???nd ?n ?ultur? b???u?? th?? d???nd on ?ultur?.We might w? m?k? a ?tr?ng?r case f?r th? r?l?tivi?t if we ?ut th? two th???? t?g?th?r?Premise 1 â" Right ?nd wr?ng v?r? b?tw??n ?ultur?? (div?r?it?).Pr?mi?? 2 â" Right ?nd wr?ng depend u??n a ?ultur?l ??nt?xt (d???nd?n??).C?n?lu?i?n â" Thu?, right ?nd wr?ng ?r? relative t? ?ultur?.Critique of Cultur?l M?r?l R?l?tivi?m â" Pr?mi?? 1Letâs ??n?id?r th? first premise (div?r?it?). Nothing ???m? m?r? ?bvi?u? th?n the f??t ?f cultural diff?r?n???. E?kim?? b?li?v?d in inf?nti?id?; m??t Am?ri??n? d? n?t. Most Am?ri??n? b?li?v? ?x??uting ?rimin?l? i? m?r?ll? justifiable; most Fr?n?h find th? ?r??ti?? b?rb?ri?. Clearly, th?r? are diff?r?nt ?ultur?l m?r??. But m??b? the diff?r?n??? b?tw??n ?ultur?l v?lu?? ?r? not ?? great as they ???m.C?n?id?r th?t Eskimos liv? in harsh climates wh?r? f??d is in ?h?rt ?u??l? ?nd m?th?r? nur?? th?ir b?bi?? for ???r?. There ?im?l? i?nât ?n?ugh f??d f?r ?ll their ?hildr?n, nor enough b??k? upon which nomadic people can ??rr? th?ir children. S? Eskimos w?nt their ?hildr?n t? liv? ju?t lik? we d?, ?nd it i? th? h?r?h and unusual condition th?t f?r?? th?m t? m?k? diffi?ult ?h?i???.S?m?tim?? th?? kill a weaker child so th?t both th? ?tr?ng?r ?nd weaker children wonât di?. W? m?? di??gr?? with th? ?r??ti??, but w? can im?gin? d?ing th? ??m? in similar circumstances. Thu?, th? underlying principle life i? v?lu?bl? h?? b??n ???li?d differently in diff?r?nt contexts. M??b? ?ultur?? ?r?nât so diff?r?nt ?ft?r ?ll.C?n?id?r that there i? m?r? ?rim? in America th?n in France. Most Am?ri??n? seem t? b?li?v? that criminals deserve to b? ?uni?h?d for th?ir ?rim??, th?t ??v?r? ?uni?hm?nt brings ????? t? th? vi?timâ? f?mil?, that ???it?l punishment i? a d?t?rr?nt to crime, ?t?. Th? French ?r? m?r? lik?l? to renounce r?tributi?n ?r doubt that ???it?l ?uni?hm?nt bring? vi?timâ? f?mili?? ????? ?r d?t?r? crime.But notice ?g?in. B?th ?ultur?? ?r? steered b? a ?rin?i?l? ??t ju?tl? ?v?n th?ugh th?? ???l? the ?rin?i?l? diff?r?ntl?. So u??n closer in????ti?n, th?r? d???nât ???m to b? as much di??gr??m?nt as it fir?t ?????r?d. So th? diff?r?n??? in ?ultur?l values might be more ????r?nt th?n real.N?w ?u????? w? ??uld ?h?w th?t there ?r? m?r?l ?rin?i?l?? that ?ll ?ultur?? ?h?r?? Wouldnât that ?h?w that morality w?? not r?l?tiv? t? ?ultur?? Many ??i?nti?t? ?l?im th?t there are moral ?rin?i?l?? common t? ?ll ?ultur??.For in?t?n??, ?ll ?ultur?? ?h?r?: r?gul?ti?n? ?n sexual b?h?vi?r; ?r?hibiti?n? ?g?in?t unju?t killing; r??uir?m?nt? ?f familial obligations and ?hild care; emphasis ?n truth-telling; and r?w?rd f?r reciprocity and ?????r?ti?n.If w? take th??? two id??? t?g?th?r ?ultur?l moral diff?r?n??? arenâ t as great ?? they appear, ?nd all ?ultur?? ?h?r? ??m? moral v?lu?? th?n th? diversity thesis is f?l??. And if th? fir?t ?r?mi?? i? f?l??, th?n th? ??n?lu?i?n ?f the cultural relativistâs argument d???nât follow.However n?ti?? th?t even if th? first ?r?mi?? is f?l??, that d???nât ?r?v? that m?r?l objectivism i? tru?. Cultur?? th?t ?h?r? the same m?r?l v?lu?? ??uld ?ll be wr?ng! So the ?m?iri??l evidence concerning ?imil?riti?? and diff?r?n??? b?tw??n moral codes i?nât r?l?v?nt t? the ?u??ti?n ?f whether m?r?lit? is absolute ?r r?l?tiv?.And that m??n? that whil? w? h?v?nât ?r?v?n th? truth of ?ultur?l absolutism, w? have und?rmin?d th? cultural r?l?tivi?t.F?r the ?vid?n?? ?b?ut diversity of ?ultur? is irr?l?v?nt, then w? h?v? undermined th? r?l?tivi?tâ? fir?t ?r?mi??, and with it the conclusion ?f hi?/h?r ?rgum?nt.Criti?u? ?f Cultur?l M?r?l R?l?tivi?m â" Pr?mi?? 2Whil? undermining the fir?t premise ?uffi?i?ntl? und?rmin?? ?ultur?l r?l?tivi?m, l?tâ? turn to th? secon d ?r?mi?? (dependency) t? ??? if it f?r?? ?n? b?tt?r. N?w it d??? ?????r tru? th?t ??m? moral âtruthsâ d???nd ?n ?ultur? f?r ?x?m?l?, regulations on sexual behaviors or fun?r?l practices.But it i? not ??lf-?vid?nt that ?ll m?r?l truth depends ?n ?ultur?. Moral truth may b? ind???nd?nt ?f ?ultur? in th? same way th?t ?th?r truth? ?r? independent of ?ultur?. Ethi?? m?? b? ?bj??tiv?l? gr?und?d in r????n, th? godâs ??mm?nd?, th? m??t happiness f?r th? m??t people, human nature, ?r something else.But r?th?r th?n tr?ing t? contradict ?ll the r?l?tivi?tâ? ?rgum?nt? for the ????nd ?r?mi??, consider th? im?li??ti?n? ?f taking ?ultur?l relativism ??ri?u?l?. If ?ultur?l relativism is true th?n ?ll ?f the following (??unt?r-intuitiv?) ?r? true.W? ??nn?t m?k? cross-cultural judgm?nt?. W? ??uld n?t consistently criticize a ?ultur? for killing all those over f?rt?, ?xt?rmin?ting ethnic groups, ?r banishing ?hildr?n t? th? Antarctic.We ??nn?t m?k? intr?-?ultur?l judgm?nt?. W? cannot ???, e ven within ?ur ?ultur?, whether w? ?h?uld send ?hildr?n t? their d??th ?r to ??h??l, wh?th?r w? should t?rtur? ?ur ?rimin?l? ?r reward th?m.The id?? ?f m?r?l progress is in??h?r?nt. All you ??n say is th?t cultures ?h?ng?, n?t that one i? b?tt?r than another. The old ?ultur? ?r??ti??d ?l?v?r?; w? do n?t, ?nd th?tâ? th? end of it. Th? appearance ?f moral ?r?gr??? i? illu??r?. (M?r? ?n th?t shortly)But ?ll of thi? is counter-intuitive. W? might think th?t cultures ??n d? what th?? w?nt r?g?rding fun?r?l ?r??ti???, but wh?t ?b?ut hum?n ???rifi??? Arenât th?r? some thing? th?t ?r? just ?l?in wrong, in both ?th?r ?ultur?? ?nd ?ur ?wn? D?nât ??u b?li?v? that ???i?t? i? better n?w b???u?? it has ?utl?w?d ?l?v?r?? Cultur?l relativism answers no t? b?th ?u??ti?n?. But ??n ?u?h a strongly counterintuitive th??r? be ??rr??t?âBut to ?x?li?itl? ?dv???t? cultural r?l?tivi?m on the gr?und? th?t it promotes t?l?r?n?? i? t? im?li?itl? assume th?t t?l?r?n?? i? ?n absolute v?lu?â¦..â. S?h i?k ?nd V?ughn, 2010WHY CULTURAL RELATIVISM IS WRONGâShow m? a ?ultur?l r?l?tivi?t ?t 30,000 feet and Ill ?h?w ??u a hypocrite â Ri?h?rd D?wkin?, Riv?r Out ?f Ed?n: A D?rwini?n Vi?w ?f Lif?1. Univ?r??l M?r?l RulesIn the ethics lit?r?tur?, both cultural r?l?tivi?t? ?nd ?b??luti?t? ?gr?? th?t ?ultur?l r?l?tivi?m i? incompatible with th? ?xi?t?n?? ?f univ?r??l moral rules. In ?rd?r t? defend moral r?l?tivi?m, f?r example, Harman ?l?im? that it i? unlik?l? that univ?r??ll? ?????t?d m?r?l ?rin?i?l?? ?xi?t:It is unlikely th?t ?n? nontrivial m?r?l ?rin?i?l?? ?r? universally ?????t?d in all ???i?ti??. (H?rm?n, 1996)With th? vi?w t? r?futing ?ultur?l r?l?tivi?m, Th?m??n in 1990, and S?hi?k ?nd Vaughn in their 2010 work argue th?t there ?r? universal moral rules. Th?ir ?x?m?l?? ?r? ?? f?ll?w?:âOn? ?ught n?t t? t?rtur? b?bi?? to d??th f?r funâ Th?m??n âEquals ?h?uld b? tr??t?d ??u?ll? is n?t th? ?nl? ??lf-?vid?nt m?r?l truth. An?th?r i?: Unn??????r? suffering i? wr?ngâ S?hi?k an d VaughnThese moral rules are ?? intuitiv?l? appealing th?t violating th?m ???m? t? r??ult in ?n imm?r?l ??t whichever culture you may liv? in. C?n???u?ntl?, th?? are univ?r??l, and h?n?? th?? ?r? counterexamples and r?fut? ?ultur?l r?l?tivi?m.C?ntr?di?t the m?r?l? ?b?v? as b?ing r?l?tivi?t?, Iâll wait!Some ??i?nti?t believe that the ?xi?t?n?? of univ?r??l moral rul?? i? not ?ntir?l? a ?trik? ?g?in?t ?ultur?l r?l?tivi?m. Recall th?t ?ultur?l r?l?tivi?m ?l?im? th?t ?n ??t is right or wr?ng with respect to a ?ultur?, and th?t n? ?ultur? i? b?tt?r th?n another.N?n? of these claims ?r? undercut b? th? existence of th? ?? ??ll?d universal m?r?l rul??.F?r th? ?ultur?l r?l?tivi?t, a m?r?l rul? is universal n?t b???u?? it i? in line with th? absolutely right ?t?nd?rd th?t transcends ?ll cultures but because it i? in lin? with all the ?ultur?? in th? w?rld. Cultural r?l?tivi?m does not have t? ?r??lud? th? ????ibilit? th?t all the cultures in the world jointly ?nd?r?? some moral rul??.To p ut differently, ?ultur?l r?l?tivi?m is compatible with th? ?xi?t?n?? ?f ?n int?r???ti?n ?m?ng diff?r?nt ?ultur??. Su????? that the intersection in?lud?? the m?r?l rule that one ought not t? t?rtur? babies t? d??th for fun.Th?n, if a K?r??n ?r ?n Am?ri??n t?rtur?? a b?b? to d??th, it would b? immoral b???u?? it i? prohibited b? th?ir r?????tiv? ?ultur??, n?t because it d??? not m?t?h u? with th? ?b??lut?l? right ?t?nd?rd.It follows that cultural r?l?tivi?m does not have to require th?t n? moral ?rin?i?l? be univ?r??l.âHistoricism and cultural r?l?tivi?m actually are a m??n? t? ?v?id t??ting our ?wn ?r?judi??? ?nd ??king, for ?x?m?l?, wh?th?r men ?r? r??ll? equal ?r wh?th?r th?t ??ini?n i? m?r?l? a d?m??r?ti? ?r?judi??â Allan Bloom2. Hitler Was RightAccording t? th? th??r? ?f ?ultur?l r?l?tivi?m, Hitl?râ? g?n??id?l ??ti?n i? ju?t as m?r?ll? praiseworthy ?? M?th?r T?r???â? ???rifi?i?l action:âAd?lf Hitl?râ? genocidal ??ti?n?, ?? long as they are ?ultur?ll? ?????t?d, ?r? ?? morally l?gitim?t? ?? M?th?r T?r???â? works ?f mercyâ P?jm?n, 2007Hitl?râ? heinous acts w?r? accepted b? the N?zi culture, so ?ultur?l relativism ?nt?il? that th?? w?r? m?r?l. Our intuition, h?w?v?r, tells u? that it w?? imm?r?l. Th?r?f?r?, ?ultur?l r?l?tivi?m is f?l?? ?nd ultim?t?l? wr?ng.D???it? Pojmanâs foregoing ?bj??ti?n, a cultural r?l?tivi?t would ?t?nd hi? gr?und, saying th?t Hitlerâs ??t? were m?r?l with r?????t t? the Nazi ?ultur?, and M?th?r T?r???â? acts w?r? m?r?l with respect to n?n-N?zi ?ultur?.Hitlerâs acts ??und imm?r?l t? u? b???u?? ?ur intuiti?n i? influ?n??d b? non-Nazi ?ultur? which we ?r? implicitly u?ing ?? the m?r?l fr?m?w?rk t? ?v?lu?t? hi? ??t?.We ?l?? m?k? a ???nt?n??u? judgm?nt that n?n-N?zi ?ultur? i? b?tt?r th?n th? N?zi culture because ?ur intuiti?n i? l?d?n with non-Nazi ?ultur?, ?nd w? ?r? t??itl? employing it ?? the ?t?nd?rd to ?????? the Nazi ?ultur?.M?mb?r? of th? N?zi ?ultur? would r?j??t ?ur judgm?nt because th?ir intuition i? ?r?d i?????d to f?v?r th?ir own culture, ?nd th?? are unconsciously u?ing it in ???r?i?ing n?n-N?zi ?ultur?.Furth?rm?r?, if Hitler h?d been a ?ultur?l r?l?tivi?t, h? would n?t h?v? ?tt??k?d J?w? in th? fir?t ?l??? b???u?? h? would h?v? believed th?t th? G?rm?n ?ultur? w?? n? m?r? ??rr??t than th? Jewish ?ultur?.M?r??v?r, hi? ?tr??i?u? ??ti?n? conform w?ll t? a cultural absolutistâs possible b?li?f th?t th? G?rm?n ?ultur? w?? ?u??ri?r t? th? Jewish ?ultur?.D???it? th? ju?tifi??ti?n?, w? ?till d? know th?t Hitl?r was wr?ng.So if ??u f??l Hitl?r w?? right, then cultural relativism i? right, but if ?n the other hand, you f??l Hitl?r was wr?ng, th?n it proves th?t ?ultur?l r?l?tivi?m i? wrong.Personally, I think Hitler was wrong.âI know ?f no civilization th?t tolerates or justifies vi?l?n??, t?rr?ri?m, or inju?ti??. Th?r? i? n? ?iviliz?ti?n th?t ju?tifi?? the killing ?f inn???nt people. Th??? wh? ?r? invoking ?ultur?l relativism ?r? r??ll? using that ?? an excuse for vi?l?ting hum?n righ t? ?nd to ?ut a ?ultur?l m??k ?n th? f??? ?f what th??r? doingâ â" Shirin Eb?di3. S??i?l R?f?rm?r? Ar? WrongS?m? ?hil????h?r? ?l?im th?t ?ultur?l r?l?tivi?m l??d? t? an unsavory ??n???u?n?? that ???i?l r?f?rm?r? ?r? ?lw??? wr?ng t? ?????? a ???i?ll? ?????t?d practice:âS??i?l r?f?rm?r? ??uldnât ?l?im th?t a ???i?ll? approved ?r??ti?? is wr?ng because if ???i?t? ???r?v?? of it, it mu?t be rightâ. S?hi?k ?nd Vaughn, 2010â..reformers are ?lw??? (morally) wr?ng since th?? g? against the tid? of ?ultur?l ?t?nd?rd?. F?r ?x?m?l?, William Wilb?rf?r?? w?? wr?ng in th? ?ight??nth ??ntur? t? oppose ?l?v?r?â. (P?jm?n, 2007It ??und? convincing t? u?, h?w?v?r, that ?l?v?r? w?? a d??l?r?bl? practice, ?nd th?t th? social r?f?rm?r? w?r? right t? challenge it. But cultural relativism ???? ?th?rwi??.A cultural relativist w?uld r??l? th?t th? ???i?l reformers w?r? ind??d wr?ng t? oppose ?l?v?r?, but he would add that th?? were wr?ng with r?????t to the past ?ultur?, ?nd they were right wi th respect t? ??m? ?r???nt ?ultur?.W? instantaneously assent to th? vi?w that th? r?f?rm?r? w?r? right b???u?? ?ur intuition i? influ?n??d b? th? present ?ultur?, and w? employ it to d?t?rmin? whether th? social r?f?rm?r? w?r? right or wr?ng.We w?uld h?v? h?d th? ?????it? intuiti?n that the ???i?l reformers w?r? wrong, if w? had liv?d in th? past ?ultur? wh?r? ?l?v?r? was t?k?n for gr?nt?d, ?nd if we h?d u??d th? ???t ?ultur? as a framework for our m?r?l judgm?nt.L?t me add th?t if th? m??t?r? had b??n ?ultur?l r?l?tivi?t?, th?? would not h?v? ?n?l?v?d th? bl??k? in th? first ?l??? because th?? w?uld h?v? b?li?v?d th?t their ?ultur? w?? n? b?tt?r than th? black ?ultur?.Th? whit??â ??t of ?n?l?ving the bl??k? m??h?? w?ll with a ?ultur?l ?b??luti?tâ? ????ibl? b?li?f th?t th? white culture i? superior t? th? bl??k culture.Ag?in, it i? not ?l??r wh?th?r it is ?ultur?l r?l?tivi?m ?r ?b??luti?m th?t h?? a m?r? hazardous im???t on our d?il? liv??4. N? M?r?l Pr?gr???Let u? ??m??r? the ? ??t ?ultur? where th?r? were slaves with the ?r???nt ?ultur? wh?r? th?r? ?r? n? ?l?v??.A???rding t? cultural r?l?tivi?m, there i? n? ?u?h thing ?? ?n ?b??lut?l? right standard, ?? th? ?r???nt ?ultur? i? n?ith?r better n?r worse than th? past ?ultur?. If th?t i? tru?, however, th?r? w?uld b? n? ?u?h thing ?? m?r?l ?r?gr???:âT? say th?t w? h?v? m?d? progress im?li?? that ?r???nt-d?? ???i?t? is b?tt?r â" just th? ??rt ?f transcultural judgment that Cultur?l Relativism forbidsâ. Rachels ?nd R??h?l?, 2010W? strongly b?li?v?, however, th?t ?ultur? and m?r?lit? h?v? ?r?gr????d, i.?., th? ?r???nt culture is more ??rr??t than the past ?ultur?.Therefore, ?ultur?l r?l?tivi?m is wrong.The id?? of m?r?l progress i? called int? d?ubt. Usually, we think th?t ?t least ??m? ???i?l ?h?ng?? ?r? f?r the b?tt?r. (Although, ?f course, ?th?r changes may be f?r th? w?r??.) Thr?ugh?ut most ?f Western history th? place ?f w?m?n in ???i?t? was narrowly circumscribed. Th?? ??uld n?t ?wn ?r???rt?; th?? cou ld not v?t? or h?ld political ?ffi??; ?nd g?n?r?ll? th?? w?r? und?r th? almost ?b??lut? control of their husbands. R???ntl? mu?h ?f thi? h?? ?h?ng?d, ?nd m??t people think ?f it ?? progress.If Cultural Relativism i? ??rr??t, can we l?gitim?t?l? think ?f this as ?r?gr???? Progress m??n? r??l??ing a way ?f d?ing things with a b?tt?r way. But b? what ?t?nd?rd d? we judge th? new ways ?? better? If th? old w??? w?r? in ????rd?n?? with th? social ?t?nd?rd? ?f th?ir tim?, then Cultur?l R?l?tivi?m w?uld ??? it is a mistake t? judg? th?m b? th? ?t?nd?rd? ?f a different time. Eight??nth-??ntur? ???i?t? w??, in effect, a different ???i?t? fr?m th? ?n? w? h?v? n?w. T? ??? th?t w? h?v? m?d? ?r?gr??? im?li?? a judgm?nt th?t ?r???nt-d?? ???i?t? is better, ?nd th?t is just th? sort ?f tr?n??ultur?l judgment th?t, according to Cultur?l R?l?tivi?m, i? im??rmi??ibl?.Our idea ?f social reform will ?l?? h?v? to be r???n?id?r?d. R?f?rm?r? such ?? M?rtin Luth?r King, Jr., h?v? sought t? ?h?ng? their soci eties for th? b?tt?r. Within th? constraints im????d b? Cultur?l R?l?tivi?m, there i? ?n? w?? this might b? done. If a ???i?t? i? n?t living u? t? it? own id??l?, th? r?f?rm?r m?? be regarded ?? ??ting f?r the b??t: Th? id??l? of th? ???i?t? ?r? th? standard by whi?h w? judge his ?r her ?r?????l? ?? worthwhile. But th? r?f?rm?r m?? n?t ?h?ll?ng? th? id??l? th?m??lv??, f?r those id??l? ?r? b? d?finiti?n ??rr??t. A???rding t? Cultur?l R?l?tivi?m, th?n, th? id?? ?f ???i?l reform m?k?? ??n?? only in thi? limit?d way.These thr?? consequences of Cultur?l R?l?tivi?m have l?d many think?r? t? reject it ?? implausible ?n it? f???. It d??? m?k? ??n??, th?? ???, to ??nd?mn ??m? practices, such as slavery and ?nti-S?miti?m, wherever th?? occur. It m?k?? ??n?? t? think th?t ?ur own ???i?t? has m?d? ??m? m?r?l progress, whil? admitting th?t it is still im??rf??t and in need ?f r?f?rm. Because Cultur?l Relativism ???? that th??? judgments m?k? n? ??n??, th? argument g???, it cannot b? right.A ?ult ur?l r?l?tivi?t w?uld ?dmit th?t w? m?v?d t?w?rd equality ?? a r??ult ?f th? ?b?liti?n ?f slavery, but he would deny th?t w? moved t?w?rd the absolutely right ?t?nd?rd.W? m?? think th?t w? ?r? n?w ?l???r to th? ?b??lut?l? right ?t?nd?rd b???u?? ??u?lit? is ?f ?b??lut? v?lu?.When we think ??, h?w?v?r, w? ?r? u?ing th? ?r???nt ?ultur? ?? ?ur moral fr?m? of r?f?r?n?? which approves of equality.If we use th? ???t culture ?? ?ur m?r?l frame of reference whi?h di????r?v?d of ??u?lit?, we would h?v? ?n ?????it? intuition that we ?r? n?w farther fr?m the absolutely right ?t?nd?rd, and h?n?? w? m?d? m?r?l r?gr??? r?th?r th?n ?r?gr???.5. Any Act ??n b? Made M?r?lPojman argues that ?ultur?l r?l?tivi?m has th? di?turbing ??n???u?n?? that ?v?n a fl?gr?nt ?rim? ??n b? m?d? m?r?l b? conjuring u? a culture whi?h accepts it:âBundy would b? morally ?ur? in r??ing ?nd killing inn???nt? ?im?l? b? virtu? ?f forming a little coterieâ. P?jm?n, 2007Forming such a ?ultur?, h?w?v?r, does n?t make r??ing and killing inn???nt? m?r?l. But ?ultur?l r?l?tivi?m di??gr???.A cultural r?l?tivi?t would cheerfully gr?nt that ?n? act ??n b? m?d? m?r?l b? forming a ?ultur? that ???r?v?? of it. His ???iti?n i? ?r????t?r?u?. Let u? g? to th? r?l?tivit? ?f m?ti?n.A ??r i? tr?v?lling ?t 50km/h with r?????t to the gr?und ?? a ?t?nd?rd. But ?? l?ng as you inv?k? a right frame ?f r?f?r?n??, th? ??r can be said t? b? tr?v?lling ?t any ????d ??u like. F?r ?x?m?l?, it can b? said t? be moving ?t 30km/h, if ??u ?i?k ?? a fr?m? ?f reference a bicycle tr?v?lling at 20km/h with r?????t to the ground in the ??m? dir??ti?n.Regarding the ??m? ??r, ??u can say th?t it i? m?ving ?t 50km/h, 30km/h, ?t?. You ??n ?h???? wh?t?v?r v?l??it? ??u lik?. Y?u ?r? right about th? velocity of the ??r, insofar ?? ??u appeal t? a right frame ?f r?f?r?n??.The ??m? is true of m?r?lit?.You are right about th? morality ?f a ??rt?in ??ti?n in??mu?h ?? ??u invoke a ?ultur? whi?h ??mm?nd? it.F?r ?x?m?l?, you ??n ??? that murd?r i? rig ht, but ?dd th?t th? action is ???????d und?r th? ?rimin?l culture whi?h ?r?i??? murd?r.And tru?t m?, th?tâ? just BS. Murd?r is wr?ng.âWh?n?v?r w?m?n ?r?t??t and ask for th?ir rights, th?? ?r? silenced with th? ?rgum?nt th?t th? l?w? ?r? ju?tifi?d und?r I?l?m. It i? an unf?und?d argument. It is not Islam ?t f?ult, but r?th?r th? ??tri?r?h?l ?ultur? th?t uses it? ?wn int?r?r?t?ti?n? t? ju?tif? wh?t?v?r it w?nt?â â" Shirin Eb?diWe could d??id? wh?th?r ??ti?n? are right or wr?ng just b? consulting th? standards of our ???i?t?. Cultur?l Relativism ?ugg??t? a ?im?l? t??t f?r d?t?rmining wh?t i? right and wh?t i? wr?ng: All ?n? need d? is ask wh?th?r th? action is in accordance with th? code ?f ?n?? ???i?t?. Suppose in 1975, a r??id?nt of South Afri?? was w?nd?ring wh?th?r hi? ??untr?? ??li?? of ???rth?id, a rigidl? racist ???t?m w?? m?r?ll? ??rr??t. All h? h?? t? d? i? ask wh?th?r thi? policy ??nf?rm?d t? hi? ???i?t?? m?r?l code. If it did, th?r? w?uld h?v? b??n n?thing to worry about, at l???t fr?m a moral point of vi?w.Thi? im?li??ti?n ?f Cultural R?l?tivi?m is disturbing b???u?? f?w ?f us think that our ???i?t?? ??d? i? perfect; w? ??n think ?f w??? it might b? im?r?v?d. Yet Cultur?l Relativism would n?t ?nl? f?rbid us fr?m ?riti?izing th? ??d?? ?f ?th?r ???i?ti??; it would ?t?? u? fr?m ?riti?izing ?ur ?wn. Aft?r ?ll, if right and wr?ng are r?l?tiv? to ?ultur?, thi? must be tru? for ?ur own ?ultur? ju?t ?? mu?h ?? f?r ?th?r cultures.6. Vague C?n???tR???ll th?t cultural r?l?tivi?m holds th?t m?r?lit? i? r?l?tiv? t? a ?ultur?. Th?r? i? ?n objection th?t w? cannot ?r??i??l? d?fin? th? ??n???t of ?ultur? that figur?? in th? formulation of cultural r?l?tivi?m:âHow l?rg? mu?t th? group b? in order t? b? a legitimate ?ub?ultur? or society?ââ¦P?jm?nSince it is n?t ?l??r h?w m?n? m?mb?r? are r??uir?d for a culture ?r a ???i?t? to serve as a m?r?l fr?m?w?rk, cultural r?l?tivi?m is ??n???tu?ll? fl?w?d.In ?rd?r t? ??nfr?nt P?jm?nâ? criticism ?b?v?, a cultura l relativist ??uld ??njur? u? again the relativity of m?ti?n. W? ??n gr?u? a tree, a road ?ign, and a r??k t?g?th?r, and say that a ??r is travelling ?t 50km/h in r?l?ti?n to th?t gr?u? of the ?bj??t?. H?w many objects are r??uir?d in ?rd?r for th? gr?u? t? ??rv? as a fr?m? ?f r?f?r?n???The answer is ?bvi?u?. An? numb?r of ?bj??t? can d?. Ev?n milli?n ?bj??t? can ??n?titut? a ?ingl? frame ?f r?f?r?n??. The ??m? is true ?f m?r?lit? f?r a cultural relativist. An? number of ????l? can constitute a ?ultur?.In ??n?lu?i?n, I ??n create m? ?wn ?ultur? alone ?nd d??id? th?t I accept killing people f?r th? fun of it.Recall th?t cultural ?b??luti?m ???? th?t there i? th? ?b??lut?l? right standard transcending all âcultures.â N?t? th?t th? ??n???t ?f culture ?l?? figur?? in the f?rmul?ti?n of ?ultur?l ?b??luti?m.A ?ultur?l absolutist i? faced with a ?imil?r challenge: H?w large must a gr?u? be in ?rd?r t? ??n?titut? a ?ultur? th?t i? transcended b? th? ?b??lut?l? right culture tr?n???nd??A lso, as di??u???d in a f?r?g?ing section, P?jm?n ?bj??t? th?t social r?f?rm?r? are ?lw??? wr?ng t? g? ?g?in?t their ?wn ?ultur? if ?ultur?l r?l?tivi?m were true.How l?rg? must a group b? in order t? ??n?titut? a ?ultur? th?t th? reformers ??????? Thu?, P?jm?nâ? ?riti?i?m ?g?in?t cultural relativism f?r?? n? b?tt?r th?n cultural r?l?tivi?m vi?-à -vi? th? problem h? r?i??? against it.7. Belonging t? Two Cultur??A ??r??n m?? belong t? diff?r?nt ?ultur?? at th? ??m? time, and they may h?v? conflicting m?r?l ??d??. In ?u?h a ?itu?ti?n, hi? ?r h?r ??t can be b?th right ?nd wr?ng:Relativism would seem to t?ll us th?t wh?r? h? is a m?mb?r of ???i?ti?? with conflicting m?r?liti?? he mu?t b? judged b?th wr?ng ?nd not-wrong wh?t?v?r h? d???. P?jm?n, 2007Suppose, f?r ?x?m?l?, th?t M?r? is an American citizen and Chri?ti?n, ?nd th?t ?h? h?d ?n abortion. The Am?ri??n law ??nd?n?? it, but Chri?ti?nit? ?r?hibit? it. A???rding t? ?ultur?l relativism, M?r?â? abortion i? b?th right ?nd wr?ng, but it i? impossible f?r an act t? b? b?th right and wr?ng.A cultural relativist w?uld ?g?in ??k u? t? r?fl??t u??n the r?l?tivit? of m?ti?n. Su????? th?t a ??r is in m?ti?n with r?????t to the ground. In ?u?h a situation, th? driver is b?th in m?ti?n ?nd ?t r??t.At first glance, a ??ntr?di?ti?n is ??mmitt?d, but th? ??ntr?di?ti?n di???lv?? once we m?k? th? fr?m?? ?f r?f?r?n?? explicit. Th? driv?r is in motion with respect to th? gr?und but is ?t r??t with r?????t to th? ?????ng?r.The same i? tru? ?f m?r?lit? for th? ?ultur?l r?l?tivi?t.At fir?t ?ight, it is a contradiction that Maryâs ?b?rti?n i? both m?r?l ?nd immoral, but this ???ming ??ntr?di?ti?n di???lv?? ?n?? we ?xhibit the ?ultur?? by whi?h M?r?â? abortion is judg?d. M?r?â? abortion i? m?r?l in relation t? th? Am?ri??n culture but is immoral in relation to th? Chri?ti?n culture.Thu?, ?ultur?l r?l?tivi?m i? und?rmin?d because ?n? b?l?ng? t? different cultures with contradictory m?r?l ??d??.Whi?h ?ultur? should Mary ?h???? w hen ?h? ??nt?m?l?t?? wh?th?r t? h?v? ?n abortion ?r not? Critics argue th?t ?ultur?l r?l?tivi?m i? ?il?nt on this issue:âRelativism ???m? to ?r?vid? n? way t? g?t a handle on th? kind ?f uncertainty that a ??r??n may h?v? in ?h???ing between the ways ?f his ?hur?h, hi? f?mil?, hi? fri?nd?, his ??untri??, ?t?â. S?tri?, 2008âEach ?f us i? a m?mb?r ?f m?n? different cultures, ?nd there is no w?? t? d?t?rmin? whi?h one is ?ur tru? ?ultur?â. Schick and V?ughn: 2010It i? n?t ?l??r whi?h ?ultur? we ?h?uld ?h????, ?nd wh?t would be the grounds f?r ?ur ?h?i??. Therefore, ?ultur?l r?l?tivi?m i? ?n incomplete theory ?f m?r?lit?.In r????n??, a cultural relativist would ?g?in ??k u? to imagine th?t a car is tr?v?lling at 50km/h with respect t? th? ground but is at r??t with r?????t to th? passenger.Of the ground ?nd th? passenger, which ?bj??t ?h?uld w? ?h???? ?? a fr?m? of reference? Th? answer i? ?bvi?u?. W? can choose wh?t?v?r ?bj??t we lik? ?? l?ng as it ?uit? ?ur need whi?h i? ??m? w?rth wrong i? ??u ??k m?. Chosing th?t a behavior is right or wrong ?nl? when it suits ??u.If w? ?r? interested in how long it will t?k? for the driv?r to reach hi? d??tin?ti?n, it i? appropriate t? ?h???? th? gr?und ?? th? fr?m? ?f r?f?r?n??. In other ?itu?ti?n?, we m?? ?h???? the ?????ng?r ?r ?th?r m?ving ??r? on th? r??d. L?t u? ???l? thi? point t? Maryâs ?itu?ti?n.If Mary i? interested in h?r future ?? a Chri?ti?n, she ??n choose Christianity ?? her fr?m? of r?f?r?n??. If ?h? is interested in her future ?? ?n American, she m?? ?h???? the Am?ri??n ?ultur? ?? h?r fr?m? ?f r?f?r?n??. In ?h?rt, ?ur interest d?t?rmin?? whi?h ?ultur? we choose ?? a standard wh?n w? appraise a hum?n conduct, and th?tâ? ju?t a f?n?? w?? of ???ing ??lfi?h.It futh?r proves th?t ?ultur?l r?l?tivit? i? fl?w?d.Is Th?r? a Culture-Neutral Standard ?f Right and Wrong?Th?r? is, of ??ur??, a l?t that ??n b? ??id against the ?r??ti?? ?f ?x?i?i?n. Ex?i?i?n is painful ?nd it results in the permanent l??? ?f ??x u?l pleasure. Its ?h?rt-t?rm effects include h?m?rrh?g?, t?t?nu?, ?nd septicemia. Sometimes th? woman di??. Long t?rm ?ff??t? in?lud? ?hr?ni? inf??ti?n, ???r? th?t hinder w?lking, and ??ntinuing ??in.Wh?, then, h?? it b???m? a widespread ???i?l ?r??ti??? It i? n?t ???? t? ???. Ex?i?i?n h?? no ?bvi?u? ???i?l b?n?fit?. Unlik? E?kim? infanticide, it i? n?t necessary f?r th? groups survival. Nor i? it a matter ?f religion. Ex?i?i?n is ?r??ti??d b? gr?u?? with v?ri?u? r?ligi?n?, in?luding Islam ?nd Christianity, n?ith?r of whi?h ??mm?nd it.N?v?rth?l???, a numb?r ?f reasons are giv?n in it? d?f?n??. W?m?n wh? ?r? in????bl? ?f ??xu?l ?l???ur? are ??id to b? l??? lik?l? to b? ?r?mi??u?u?; thu? th?r? will b? fewer unwanted pregnancies in unm?rri?d w?m?n.M?r??v?r, wiv?? f?r whom ??x is ?nl? a duty are less lik?l? t? be unf?ithful to their hu?b?nd?; ?nd b???u?? they will n?t b? thinking ?b?ut ??x, th?? will b? more attentive t? th? n??d? ?f th?ir husbands and ?hildr?n.Hu?b?nd?, f?r th?ir ??rt, ?r? said t? ?nj?? sex more with wiv?? who have b??n ?x?i??d. (Th? womens own l??k ?f enjoyment i? ??id t? be unimportant.)M?n will n?t w?nt un?x?i??d w?m?n, ?? th?? ?r? unclean and imm?tur?. And ?b?v? all, it h?? b??n d?n? since ?nti?uit?, ?nd we m?? n?t ?h?ng? th? ancient w???.It w?uld be ????, ?nd perhaps a bit ?rr?g?nt, t? ridicule these arguments. But w? may n?ti?? ?n important f??tur? of thi? wh?l? lin? ?f r????ning: it attempts t? ju?tif? excision b? ?h?wing th?t excision is beneficial men, w?m?n, and th?ir f?mili?? are all ??id t? be b?tt?r off when women ?r? excised. Thu? w? might ???r???h thi? reasoning, and ?x?i?i?n it??lf, by asking whi?h i? tru?: I? ?x?i?i?n, ?n the wh?l?, h?l?ful ?r h?rmful?H?r?, then, i? th? ?t?nd?rd that might m??t reasonably be u??d in thinking about excision: W? m?? ??k whether th? practice ?r?m?t?? ?r hind?r? th? w?lf?r? ?f th? ????l? wh??? liv?? ?r? ?ff??t?d b? it.And, ?? a ??r?ll?r?, we m?? ??k if there i? ?n ?lt?rn?tiv? set ?f ???i?l ?rr?ng?m?n t? th?t would d? a better job ?f ?r?m?ting th?ir w?lf?r?. If ??, w? may conclude th?t the ?xi?ting ?r??ti?? i? deficient.But thi? l??k? lik? ju?t th? ??rt of independent moral ?t?nd?rd th?t Cultural R?l?tivi?m ???? ??nn?t exist. It i? a single ?t?nd?rd that m?? b? br?ught t? bear in judging th? ?r??ti??? ?f ?n? culture, ?t ?n? tim?, in?luding our ?wn.Of ??ur??, people will n?t usually ??? thi? ?rin?i?l? ?? b?ing br?ught in fr?m the ?ut?id? t? judg? them, because, like th? rules against lying ?nd homicide, the w?lf?r? ?f it? m?mb?r? is a value int?rn?l t? all viable ?ultur??.CONCLUSION: THE TAKE AWAYâTh? id?? ?f ?ultur?l relativism i? n?thing but ?n ?x?u?? t? vi?l?t? human rightsââ" Shirin Eb?diW? h?v? id?ntified b?th wh?t i? right ?nd what is wr?ng in Cultural R?l?tivi?m. B??i??ll?, everything i? right ?? f?r it i? permitted by your culture ?r cultures.W? ??n also b?th ?gr?? that ?ultur?l relativism r??t? on an inv?lid ?rgum?nt, th?t it h?? ??n???u?n??? th?t makes it im?l?u?ibl ? on it? face, and that th? extent ?f moral di??gr??m?nt is far less than it implies.Thi? all ?dd? u? t? a ?r?tt? thorough rejection ?f th? theory. N?v?rth?l???, it i? still a very ?????ling id??, ?nd ??u m?? have th? feeling that all thi? i? a bit unfair and it ??m?h?w makes ??m? sense.After all, the theory mu?t h?v? ??m?thing g?ing f?r it, or else why has it been so influential?In fact, I think th?r? i? ??m?thing right ?b?ut Cultur?l R?l?tivi?m, ?nd n?w I want to say what that i?. Th?r? are two lessons w? should l??rn fr?m th? theory, ?v?n if w? ultim?t?l? r?j??t it.Cultural R?l?tivi?m w?rn? us, quite rightl?, about th? d?ng?r ?f ???uming th?t all our preferences ?r? based ?n ??m? absolute rational ?t?nd?rd. Th?? are n?t. M?n? (but n?t ?ll) ?f our ?r??ti??? ?r? m?r?l? ???uli?r t? ?ur ???i?t?, ?nd it i? easy t? l??? sight of th?t f??t. In r?minding us ?f it, th? th??r? does a ??rvi??.Fun?r?r? ?r??ti??? are one ?x?m?l?. Th? C?ll?ti?n?, according t? H?r?d?tu?, w?r? m?n who eat their f?th?r? a shocking idea, t? u? ?t least. But eating the flesh of th? d??d could be understood as a ?ign ?f respect. It ??uld b? taken ?? a ??mb?li? ??t that ????: W? wish thi? ??r??n? spirit t? dwell within us. Perhaps thi? w?? th? und?r?t?nding ?f the Callatians.On ?u?h a way ?f thinking, burying th? d??d ??uld b? ???n ?? an ??t of r?j??ti?n, and burning th? ??r??? ?? ???itiv?l? ???rnful. If thi? i? h?rd t? im?gin?, th?n we m?? need to have ?ur imaginations ?tr?t?h?d. Of ??ur?? we m?? f??l a vi???r?l r??ugn?n?? ?t the id?? of eating hum?n fl??h in any ?ir?um?t?n???.But wh?t ?f it?Thi? repugnance m?? b?, ?? th? r?l?tivi?t? ???, ?nl? a m?tt?r ?f wh?t is customary in ?ur ??rti?ul?r society.Th?r? ?r? m?n? other m?tt?r? that we tend t? think ?f in t?rm? ?f ?bj??tiv? right ?nd wr?ng th?t are r??ll? n?thing m?r? than social conventions. Should w?m?n ??v?r th?ir br???t?? A publicly exposed br???t i? ???nd?l?u? in ?ur society, whereas in other cultures it i? unr?m?rk?bl?.Obj??tiv?l? speakin g, it i? n?ith?r right n?r wr?ng. Th?r? i? not objective r????n wh? ?ith?r ?u?t?m is b?tt?r. Cultural R?l?tivi?m b?gin? with the v?lu?bl? in?ight th?t m?n? ?f ?ur practices ?r? lik? thi?; th?? are ?nl? ?ultur?l products.Then it g??? wr?ng b? inferring that, because some ?r??ti??? ?r? lik? thi?, all mu?t b?.Th? ????nd lesson h?? t? d? with k???ing ?n ???n mind. In the course of growing u?, ???h of u? has ???uir?d ??m? ?tr?ng f??ling?: W? have learned t? think ?f ??m? t???? of conduct ?? ?????t?bl?, ?nd ?th?r? we h?v? learned to r?j??t. O????i?n?ll?, we m?? find th??? feelings challenged.W? may ?n??unt?r someone who ?l?im? th?t our f??ling? ?r? mistaken. For example, w? m?? have b??n t?ught that homosexuality i? immoral, and we may f??l quite un??mf?rt?bl? around gay ????l? and ??? them as alien ?nd different.N?w ??m??n? ?ugg??t? th?t thi? may be a mere ?r?judi??; th?t th?r? is n?thing ?vil ?b?ut homosexuality; th?t g?? ????l? ?r? ju?t ????l?, like ?n??n? ?l??, who h????n, thr?ugh n? ?h?i?? ?f their own, t? be attracted to others ?f th? same ??x.But b???u?? we feel so ?tr?ngl? about the matter, we may find it hard to t?k? this seriously. Ev?n after w? li?t?n t? the ?rgum?nt?, w? m?? ?till h?v? the un?h?k?bl? f??ling that homosexuals mu?t, ??m?h?w, b? ?n un??v?r? lot.Cultur?l Relativism, b? ?tr???ing th?t ?ur m?r?l vi?w? ??n reflect the prejudices ?f our society, ?r?vid?? ?n antidote f?r this kind ?f d?gm?ti?m. Wh?n h? tells the story ?f the Gr??k? and Callatians, H?r?d?tu? adds:F?r if anyone, n? m?tt?r wh?, w?r? given th? ????rtunit? of ?h???ing fr?m ?m?ng?t ?ll the n?ti?n? ?f th? w?rld th? set ?f b?li?f? which h? thought b??t, h? w?uld inevitably, ?ft?r ??r?ful ??n?id?r?ti?n of th?ir r?l?tiv? m?rit?, ?h???? th?t ?f his ?wn ??untr?. Ev?r??n? with?ut ?x???ti?n believes hi? ?wn n?tiv? ?u?t?m?, ?nd the religion h? w?? brought up in, to b? the b??t.R??lizing thi? can result in ?ur h?ving m?r? open mind?. W? ??n ??m? to und?r?t?nd th?t ?ur f??ling? are n?t n??????ril ? ??r???ti?n? ?f th? truth, they m?? be n?thing more than th? r??ult of cultural ??nditi?ning.Thu? when w? hear it ?ugg??t?d that ??m? elements ?f ?ur social ??d? i? not really th? b??t, and w? find ?ur??lv?? in?tin?tiv?l? resisting th? ?ugg??ti?n, we might stop ?nd r?m?mb?r thi?. Th?n w? may be m?r? open t? di???v?ring the truth, whatever th?t might b?.W? ??n understand the appeal ?f Cultural R?l?tivi?m, then, even though th? th??r? has ??ri?u? ?h?rt??ming?. It i? ?n attractive th??r? because it is b???d ?n a g?nuin? insight th?t many ?f the ?r??ti??? and attitudes w? think ?? n?tur?l ?r? r??ll? only cultural ?r?du?t?.M?r??v?r, keeping this insight firmly in vi?w i? im??rt?nt if w? want t? ?v?id arrogance and have ???n minds.Th??? ?r? im??rt?nt points, n?t t? b? t?k?n lightl?. But w? ??n accept th??? ??int? with?ut g?ing on t? ?????t th? wh?l? theory.âEuropes gr??t??t ?r?bl?m is ?ultur?l r?l?tivi?m. This h?? l?d t? a ?itu?ti?n wh?r? Eur????n? n? l?ng?r know what they should b? ?r ?ud of ?nd wh? th?? r??ll? ?r? because a so-called lib?r?l ?nd l?fti?t-im????d ??n???t ???? th?t ?ll ?ultur?? ?r? the ??m?â G??rt Wild?r? richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-21204656843290383332020-05-21T23:19:00.001-07:002020-05-21T23:19:04.924-07:00Essay on Creative Writing Dragons Throttle - 821 Words * * * * Dialing the number on speaker phone, what have I gotten myself into? I thought, and on the second ring, ââ¬Å"Hello, may I speak to Bradley Callahan?â⬠ââ¬Å"This is Bradley. How can I help you, maââ¬â¢am.â⬠ââ¬Å"I am calling from Wood Works Wonder. This is Clareese Alana.â⬠ââ¬Å"Yes, Miss Alana. Iââ¬â¢ve been waiting for your call.â⬠Bradley sounded like he was waiting for something all right. With a sexy, almost familiar voice, and forgetting for a split second, this was a business call, and I said, ââ¬Å"Mr. Callahanââ¬ââ⬠ââ¬Å"Miss Alana, call me Bradley.â⬠ââ¬Å"Okay, Bradley, if you call me Clareese.â⬠ââ¬Å"Deal,â⬠he said. ââ¬Å"Bradley, as you must have heard, our product presenter will be replaced by me.â⬠ââ¬Å"Miss Clareese, niceâ⬠¦ sounds great. I mean ââ¬â who better than you, maââ¬â¢am,â⬠¦show more contentâ⬠¦Ã¢â¬Å"Maââ¬â¢am, I will be picking you up in my pick-up. Plenty of roo m there.â⬠ââ¬Å"A pick-up? Sir, in the south? What a shocker,â⬠I said with a light chuckle. Oh shit! I havenââ¬â¢t met this man and Iââ¬â¢m jokingly labeling... oh dear! ââ¬Å"I was warned about you cityâ⬠¦ people,â⬠he laughed. ââ¬Å"I like your sense of humor, Miss Clareese.â⬠ââ¬Å"Wellâ⬠¦ let me have a minute to think about this. I donââ¬â¢t want to burden you. Besides, our company would furnish my hotel stay and flight.â⬠ââ¬Å"Say no more. My father and I would be honored to have you there, and the cabins are well-equipped with amenities.â⬠Perhaps I sounded a tad rude, and he seemed rather polite. Maybe accepting his plan would have Saturdayââ¬â¢s Expo run smoothly, and I would not disappoint. ââ¬Å"Iââ¬â¢m grateful and will accept the Callahan offer.â⬠ââ¬Å"I will pick you up, early tomorrow, Friday. Text me with the flight information. Iââ¬â¢ve sent you an email with my cell number.â⬠ââ¬Å"Tomorrow? I was planning to get in on Saturday morning.â⬠ââ¬Å"Tomorrow early, Miss Clareese. Here down yonder,â⬠he snickered, ââ¬Å"life is reflective, and we folks donââ¬â¢t live by the New York minute.â⬠ââ¬Å"Bradley, Iââ¬â¢m from Connecticut,â⬠I said wryly, yet knowing I deserved his jab from my earlier profile comment. ââ¬Å"Iââ¬â¢ve had a great opportunity to have visited both, city to city and forty lightning minutes apart. Clareese, itââ¬â¢s best if you are well rested and settled in for richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-64418960444404054852020-05-06T23:57:00.001-07:002020-05-06T23:57:16.368-07:00Religious Liberation And The Puritans - 1409 Words Religious liberation is very consequential today, but it was paramount to the Puritans years ago. The Puritans were seeking liberation for themselves and nobody else. Their posture transmuted when they peregrinate to what we know as America. The Puritans were being treated lamentably in Europe, but they still stood up for religious liberation. The Puritans were the reformers, or improvers, of the Church of England. They had no intentions, or desire, to dissever from the church. When the Church of England became corrupt, the Puritans decided they wanted to emasculate it up. When the Puritans decided to make this decision, they were mistreated for this. They began wanting religious liberation, however, when they moved far enough from the Church of England, they establish a regime that gave religious liberation. When they established a regime that gave religious freedom, the Puritans only gave to those who acceded with them. The Puritans suffered from harassment, but lived their religio n faithfully. When they suffered from harassment, this included torture, withal, and even painful death. The Puritans went through this torture just to remain true, or faithful, to the lord. Religious liberation is very paramount to America today, as it was years ago to the Puritans. The Puritans and Pilgrims are often misconstruing, but are far from the same people. One distinction between the Pilgrims and the Puritans is that the Puritans had no intention of breaking with the church. TheShow MoreRelatedEnlightenment and Puritans782 Words à |à 4 PagesEnlightenment period, also known as The Age of Reason, was a period of social, religious, and political revolution throughout the 18th century which changed the thoughts of man during this ââ¬Å"awakeningâ⬠time. It was a liberation of ignorant thoughts, ideas, and actions that had broken away from the ignorant perception of how society was to be kept and obeyed thus giving little room for new ideas about the world. Puritan society found these new ideas of thought to be extremely radical in comparisonRead MoreThe Enlightenment Puritanism Essay807 Words à |à 4 PagesEnlightenment period, also known as The Age of Reason, was a period of social, religious, and political revolution throughout the 18th cent ury which changed the thoughts of man during this ââ¬Å"awakeningâ⬠time. It was a liberation of ignorant thoughts, ideas, and actions that had broken away from the ignorant perception of how society was to be kept and obeyed thus giving little room for new ideas about the world. Puritan society found these new ideas of thought to be extremely radical in comparisonRead MoreDimmesdale Rapture1657 Words à |à 7 PagesScarlet Letter, the Puritan minister Dimmesdale seems to find such a resolution for the inner torment he has imposed on himself in atonement for his affair with Hester. While Dimmesdaleââ¬â¢s emotions escalate toward rapture at the suggestion of leaving his life of outward piety and private shame behind, he remains constrained by his past, both his moral foundation and the sin for which he is yet to take responsibility. Dimmesdale initially appreciates the fragile and limited liberation afforded by Hesterââ¬â¢sRead MoreEssay about American History1625 Words à |à 7 Pagesalmost 70 years later. In the lecture (Puritans Part1), it talks about ââ¬Å"The Great Migrationâ⬠in the 1630ââ¬â¢s and 1640ââ¬â¢s - leading over 14,000 Puritans to England. The Puritans sought ways to ââ¬Å"purifyâ⬠the English by teaching them, ââ¬Å"To live simply and purely by the words of the Bible in law and behavior.â⬠Lecture (Puritans Part 1). Some of the leaders such as Richard Mather (1596-1669) ââ¬Å"A Puritan minister who founded a dynasty of Puritan leadersâ⬠Lecture (Puritans Part 1), taught this belief throughoutRead MoreImposition Of Purin Desires In The Scarlet Letter By Nathaniel Hawthorne1289 Words à |à 6 Pagesdesiresâ⬠(Crews), and the second being the imposition of Puritan ideals. The characters in the novel act in ignorance of passions strength on their psyche, and their decisions; which leads to a submission of the self. While, the inner world of the characters is of paramount importance, the way in which the story unfolds is only possible due to the setting in New England ââ¬â a Puritan colony. The highly conservative, and suppressive Puritan does not allow for the characters to properly express themselvesRead MoreAnalysis Of Land Of The Free, Because The Brave 1492 Words à |à 6 Pagesof the most important battles for freedom took place before the United States of America became the United States. These battles were fought not by soldiers, but by citizens whose rebellion allows Americans many of the freedoms they enjoy today. Religious tolerance, freedom for both sexes, as well as minority groups, and freedom of the press are just some of the benefits from these battles. Rebellion is defined by the Cambridge Dictionary as ââ¬Å"... action organized by a group of people who refuse toRead MoreThe Crucible: John Proctor - True Hero87 6 Words à |à 4 PagesIn the play the crucible, Arthur miller uses the character of John Proctor who, residing in hysteria-shaken Puritan Salem, rises beyond the hysteria and proves himself a true hero through his heroic virtues, challenging of authority and power, self-sacrifice and self-realisation. Proctor is the only individual willing to question the puritan belief system. He believes that no man should have control over the life of another. Only God has the power to judge and condemn. Therefore, choosing the moreRead MoreThe Scaffold Scenes in Nathaniel Hawthroneà ´s The Scarlet Letter791 Words à |à 3 Pagesthroughout the work. The scaffold scenes signify religious and moral ideas, such as sinfulness, the spiritual figures the characters each portray, and the character development achieved by public and private absolution. The first scaffold scene begins the novel. In chapters two through three, the protagonist Hester Prynne stands on the scaffold, bearing a scarlet ââ¬Å"Aâ⬠and a child at her breast as signs of her adultery. She is interrogated and lectured by the Puritan ministers of the town, including ArthurRead MoreThe 17th Century Puritan Influence on the Writings of Thomas Paine1578 Words à |à 6 Pagesï » ¿Common Knowledge: 17th Century Puritan Influence in Common Sense There can be little doubt as to the fact that Thomas Paine was one of the most incisive minds of the Enlightenment, an intellectual movement that began in Europe and quickly spread to the surrounding continents including the United States of America, where Paine immigrated to. The embracing of concepts such as Deism and other ideas that favored mans prowess and knowledge over the traditional influence of a divine power during theRead MoreTheme Of Betrayal In The Crucible1436 Words à |à 6 Pagescomprehension of his love for her. It could also had even been that he know it would make his wife suspicious. ââ¬Å"They are not only the source of betrayal, guilt, and self-destructive fragmentation but are also the genesis of blessedness, sensual liberation, and generativity.â⬠(Alter para.3) Miller sets both his male and female characters up for them to be the source of betrayal. In The Crucible, the females play a bigger role than the males. They have more of an consequence on mal es than males have richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-12930318411802378932020-05-06T08:51:00.001-07:002020-05-06T08:51:45.106-07:00Vocabulary Free Essays string(175) " is a very learner-centered activity with the effectiveness of the learnerââ¬â¢s strategies depending on his/her attitude and motivation towards new vocabulary acquisition \(p\." 3 Developing Vocabulary in Second Language Acquisition: From Theories to the Classroom Jeff G. Mehring Abstract This paper examines the theories behind vocabulary acquisition in second language learning in order to put these theories into practice in a class. Learning vocabulary is an ongoing process which requires systematic repetition to help students learn, especially low context vocabulary. We will write a custom essay sample on Vocabulary or any similar topic only for you Order Now Students can retain the vocabulary they find useful and relevant to their subject matter by learning vocabulary through context, cooperative learning, and using technology. Results from an action research project will be reported. Introduction Until recently vocabulary had been widely overlooked in the ESL/EFL classroom. Maiguashca (1993) stated that teaching or studying grammar is based on a set of rules with a coherent structure which students follow or remember, but the same is not true of vocabulary (p. 91). Within the last few years, vocabulary has become viewed as an important aspect in second language learning, in fact, many believe just as important as the main skills of reading, writing, listening, and speaking. Nation (as cited in Nation and Waring, 1997) explained, ââ¬Å"Vocabulary knowledge enables language use, language use enables the increase of vocabulary knowledge, knowledge of the world enables the increase of vocabulary knowledge and language use and so onâ⬠(p. 6). This contextualized approach to learning vocabulary will help students increase their vocabulary though authentic interaction. In this paper, I will examine the theories behind vocabulary acquisition and some results when they were put into practice during my student teaching. Theoretical Concepts Building vocabulary is extremely important for success in undergraduate or graduate studies. Nation and Waring (1997) reported that 5-year-old native English speakers beginning school will have a vocabulary of around 4,000 to 5,000 word families, adding roughly 1,000 word families a year until graduating from university with a vocabulary of around 20,000 word families (p. 7). Bauer and Nation (as cited in Nation and Waring) defined a word family as the base word, its inflected forms, and a small number of regular derived forms (p. 7). This means that students such as those in the English Foundations Program (EFP) at Hawaiââ¬Ëi Pacific University (HPU) have an enormous challenge ahead of them, considering that their previous schooling was in their L1, not English. If one uses Nation and Waringââ¬â¢s statement that native speakers have a vocabulary of around 20,000 word families at the time of university graduation, non-native speakers, before finishing EFP 1310, an advanced-level class in the EFP, and entering the undergraduate program, would have to increase their vocabulary from between 5,000 to 15,000 word families, depending on their previous English language studies. The good news is that according to Jamieson (as cited in Nation and Waring), once ESL students enter a school where English is the primary language, their vocabulary grows at the same rate as native speakers, around 1,000 word families a year; however, the initial gap never closes (p. 7). Understanding where ESL students are starting from will help in providing the vocabulary needed in order for them to improve and catch up. Learning vocabulary is an ongoing process that takes time and practice. Nakata (2006) acknowledged that vocabulary acquisition requires continual repetition in order for effective vocabulary learning (p. 9). Vocabulary acquisition is not something a student can spend time learning or memorizing, like grammar, and be successful. Acquisition requires the learner to be disciplined, spending time each day working on words he/she does not know in order for 4 learners to remember high frequency words and put them into their long term memory, Nation and Waring stated th at learners need to encounter the word multiple times in authentic speaking, reading, and writing context at the studentââ¬â¢s appropriate level (p. 8). Developing lessons which allow the student to encounter new words multiple times, allowing them to put the new words into his/her long term memory can be time consuming. Developing word lists from the context of the lesson can reduce the work load, enabling the student to encounter the word multiple times through reading, listening, and speaking. Learning new vocabulary through context also helps the student understand the wordââ¬â¢s correct usage and prevents students from making sentences from dictionary definition such as, There is a large cleavage between the rich and poor in America. Learning new words from a word list is much different from learning them in the context of a sentence or story. Yongqi Gu (2003) stated that learning new words through context is only one step students may use, and that students should think meta-cognitively and learn new words within the context of where they appear. (p. 14). To help the student learn the important words from the context of a lesson a teacher needs to focus on low context words, which necessitates a second distinction: high frequency and low frequency words. Nation (2005) defined high frequency words as words that occur quite frequently in the language, such as the, a, man, and woman. High frequency words occur so regularly in daily conversation that if students understand these words, they are able to write and speak in comprehensible English. Low frequency words, as described by Nation, are words that deal more with academic studies, words that appear throughout all academic texts and courses, but not very often in day to day speech, such as formulate, index, and modify (p. 48). This helps ease the burden a teacher has when trying to understand what words students understand; however, low frequency words are the more difficult aspect for teachers to teach and learners to understand. Creating vocabulary lists from the studentsââ¬â¢ textbooks and presenting these words through context in the lesson should help them to retain and use the new vocabulary. It will also carry through that students learn vocabulary better when they find the items to be useful and are able to put the new words into use more often while they study. Vocabulary, like other aspects of language learning, can be facilitated when done through cooperative learning. Yongqi Gu (2003) pointed out that vocabulary acquisition is a very learner-centered activity with the effectiveness of the learnerââ¬â¢s strategies depending on his/her attitude and motivation towards new vocabulary acquisition (p. You read "Vocabulary" in category "Papers" 2). This is true because the main motivational learning factor must come from the student, but when learning vocabulary in a cooperative learning environment it allows students to learn from peers closest to them. Murphey and Arao (2001) pointed out that students felt more relaxed and learned more from peers since they saw that making mistakes is acceptable, having goals is good, and learning English can be fun (p. 2). So, even though vocabulary acquisition is a learner-centered activity in regards to studying and being disciplined to set goals, when done in collaboration with peers students may enjoy the activity more, learning more vocabulary in the end. Understanding that vocabulary learning is an ongoing process, that learning new vocabulary through context, and learning new vocabulary can be done cooperatively are what guided the classroom practices below. Vocabulary Development in Classroom Practices Context The course in which vocabulary development in line with the above theoretical concepts was implemented was EFP 1310 College Listening Skills, an advanced course in listening and note-taking. It stressed comprehension of classroom discussions and lectures, as well as a variety of other media presentations. The class was taught by two instructors: Dr. Hanh Nguyen as the lead teacher and myself as a student teacher. Together we worked to develop the studentsââ¬â¢ vocabulary in class. In this class there were 5 eighteen students, eleven females and seven males. Of the eleven females, seven were Taiwanese, one Belarusian, one Japanese, one Chinese, and one Indonesian. Of the seven males, three were Korean, two Japanese, one Taiwanese, and one Serbian. One male student was repeating this class for the second time. For two of the males and three of the females, this was their first English language class at a university. The average number of years spent studying English in the studentââ¬â¢s home country was 6. 2 years and in the US, just over one month. explained that Test Your Word Level is adapted for the web from Paul Nation and Batia Lauferââ¬â¢s word levels tests, developed for learners with vocabularies of different sizes and types, with the 1,000 to 10,000 most frequent English words (p. 2). At the 1,000 word level, the items are multiplechoice and based on either pictures or short sentences. Learners check their answers and move on to a second test at a higher level, (80% or higher to move up), or moved down to a lower level, depending on their score. Assessing the studentââ¬â¢s vocabulary level in the beginning of the semester was needed to set a starting point. It also helped students understand where they were and where they needed to go in order to do well in undergraduate studies. All of the students assessed in the EFP 1310 class scored in the 2,000 level except three students who were assessed at the 3,000 level. This means that their vocabulary level was between 2,000 and 5,000 word families, whereas their native-speaking counterparts would have around 15,000 word families. The second activity required students to learn three new words each week. The first time this class was taught each week students were required to write three new words in a journal along with a definition for each word and three example sentences using the word in context. They could pick these words from three sources: the next level up from the website where they had their level assessed, words from their textbook, and words from the AWL provided by the teacher. The website informed the students at what level they were assessed; then the students picked words from the level above that, studied them, and hopefully did better on the exam at the end of the semester. For example, students who were assessed at the 2,000 level would then study words from the 3,000 level to improve their vocabulary. If they did not want to do this, they could choose vocabulary words from the new vocabulary section listed at the beginning of each chapter of the textbook. Their last choice, if they did not wish to do the other two, was the AWL provided by the teachers. This list was prepared by examining the lectures in the text- Vocabulary Development Activities As mentioned earlier, Nation and Waring stated that learners need to encounter a word numerous times in order to use it properly. Building vocabulary is an ongoing process, and I believe good progress was made during the semester. The biggest obstacles encountered were the limited time and the number of words students had to learn in order to be well-prepared for undergraduate studies. Students now understood the importance of a large vocabulary and the amount of work they needed to put forth in obtaining it. In order to build the studentsââ¬â¢ vocabulary, and help close the vocabulary gap as much as possible, we carried out the following steps: (a) Students assessed their present vocabulary level, a starting point had to be determined so progresses could be assessed, (b) students learned three new words each week, getting the students motivated and changing their attitude on learning vocabulary, (c) the teachers created an academic word list (AWL) xtracted from the lectures and the textbook, developing vocabulary that the students would learn in the context of the lectures and use in the class discussions that followed, and (d) the students assessed their vocabulary at the end of the semester to see if they made any progress. To see their progress would motivate the students to continue the learning process. To begin with, the students needed to assess their pr esent vocabulary level. To do this, students visited http://www. lextutor. a and took a vocabulary test to determine their present level. Sevier (2004) 6 book, pulling out the academic words, and putting them on a piece of paper to be given to the students. Some of the words on this list were the same as the words from the new vocabulary section of the textbook. Getting the students to learn three new words each week posed the most difficult task. Students did not have these lists checked every week, but at the mid-term and final exams, so a few students quickly created these books just before this time period. At first it was planned to have each student post his/her three new words on WebCT so they could be checked more regularly and other classmates could learn from other studentââ¬â¢s words. After this plan was put to a vote in class, the students decided to place their vocabulary words in a notebook and turn the notebook in before the mid-term and final exams. Learning from mistakes, we feel that it would have been better to check their vocabulary notebooks weekly, or have students post their new words on WebCT to help them acquire more low-context vocabulary, thus creating an even better activity for the class. To overcome these weaknesses, when I had the opportunity to teach the class again in the following semester (now as the sole teacher), students were required to post their three new words on WebCT instead of in a journal. They could choose the words from the same areas described above, but each week instead of writing them in a journal they needed to post them on WebCT for the teacher and classmates to see. The first reason was because the previous semester some students did not keep their journal regularly, only making the journal the day before it was due. The second reason was so classmates could learn from each other, near peer role modeling, and the teacher could use the words students were posting as part of the vocabulary section of the test. Students seemed to have taken a stronger interest in learning new vocabulary by transferring words they need to learn into a vocabulary journal or flash cards to help them study. Whether this process is successful or not will be seen at the end of the semester when the students take the vocabulary exam again to see their progress. The third activity was to provide lists of words for the AWL that appeared in the lectures in the textbook. Since EFP 1310 is an advanced course in the EFP program, and after this course most students enter undergraduate studies, the AWL is the appropriate list for this class. If it were a lower level class, lower levels of vocabulary would have been used. By pulling out the contextualized vocabulary from each lesson, we were hoping not only to increase the studentââ¬â¢s vocabulary but also make the lectures more comprehensible. I helped with scanning and running each lecture through ââ¬Å"RANGEâ⬠a software program developed by Nation (2005). This program allowed me to create a contextualized AWL specifically for our class, focusing on the vocabulary from the given lectures. Nation and Waring (1997) developed three levels of vocabulary lists: level 1 is the first 1,000 word families, level 2 is the second 1,000 word families, and level 3 is the university word list (UWL) or AWL (p. 14). RANGE is used to create word lists based on frequency and is useful for seeing what low frequency words are contained in a paper, technical information note, or a text aimed at foreign readers. It creates three ready-made base lists. Figure 1 shows an example of a lecture that was run through RANGE. The first includes the most frequent 1,000 words of English. The second includes the next 1,000 most frequent words, and the third includes words not in the first 2,000 words of English but which are frequent in upper secondary school and university texts from a wide range of subjects. All three base lists include the base forms of words and derived forms; thus, the first 1,000 words consist of around 4,000 forms or types. 7 Figure 1. An example of RANGE analysis output (see the Appendix for the sample text of this analysis) Tables Table 1 Three Base Lists Created from RANGE Software Program Types found in base list one Type a all also and bank business employees Range 1 1 1 1 1 1 1 Freq 9 2 1 3 2 13 2 F1 9 2 1 3 2 13 2 Types found in base list two Type competition critical hurt lot rush Range 1 1 1 1 1 Freq 1 1 1 3 1 F1 1 1 1 3 1 Types found in base list three Type affect community factors financing investigate obtain project range require Range 1 1 1 1 1 1 1 1 1 Freq 3 2 2 1 1 1 1 1 1 F1 3 2 2 1 1 1 1 1 11 After scanning each lecture and running it through the program, we pulled out only the level 3 words, the AWL, and put them into a word document. Before each lecture, the teacher printed out the appropriate AWL and gave it to the students to prepare them for the lecture. This practice was inspired by the notion that new words are best learned in context, or as Sternberg claimed, ââ¬Å"Vocabulary using context is the most effective, or even a relatively effective, way of teaching that vocabularyâ⬠(p. 89). Since students had the chance to study and understand the vocabulary before listening to the lecture, we aimed to help them to concentrate on the content of the lecture and hear the vocabulary being used in context. Extracting the high context vocabulary from the lectures was a great way to focus on the content words from the lessons so students would be using them regularly in class, hopefully committing them to long term memory. It also saved the teachers a lot of time by not having to read the lectures and pull the vocabulary out. This allowed more time to focus on presentation of the lessons and vocabulary. The final activity took place at the end of the semester when students revisited the website, http://www. lextutor. ca, and had their vocabulary assessed a second time to see if it had grown. All of the students scored at the same level from the beginning of the semester, except one student who scored higher. The use of the same exam at the end of the semester gave validity to their scores since the level of the test did not change. Even though most students scored at the same level in the end, I do not believe that the vocabulary learning activities done in class failed. One level contains roughly 4,000 word forms and types, so a student may have tested into the lower end of level 2,000 at the beginning of the semester, and tested at the same level but toward the higher end at the completion of the semester. Since the test does not show this in more detail, it is difficult to know if the students have or have not made some progress. Conclusion Vocabulary acquisition has become an extremely important part of second language acquisition, and teachers cannot rely on students acquiring the needed vocabulary just through interaction with the language. I always understood that vocabulary was important in second language learning, but understanding what words to teach and in what manner have helped me to better plan my lessons so students can acquire the necessary vocabulary. Students need to be taught vocabulary in context so that they can retain the words and use them more frequently. Learning how the computer can help to develop word lists from the studentââ¬â¢s textbooks has enabled me to focus on the words that were necessary in each lesson. Allowing the students to use the new vocabulary during the course of the lesson should help them retain it in their long term memories. Using a computer program to assess the studentââ¬â¢s present vocabulary level also helped me to see what words needed to be taught to help students progress or catch up. In the end, however vocabulary is presented to the students, like all materials, it must be in appropriate situations, giving them the chance to use the vocabulary and build upon their language repertoire. 9 References Cobb, T. (1999). The compleat lexical tutor (Version 4. 5) [Computer software]. University of Quebec at Montreal. Maiguashca, R. U. (1993). Teaching and learning vocabulary in a second language: Past, present and future directions. The Canadian Modern Language Review, 50(1), 83-100. Murphey, T. , Arao, H. (2001). Reported belief changes through near peer role modeling. TESL-EJ, 5(3). Retrieved June 1, 2006, from http://wwwwriting. berkeley. edu/TESLEJ/ej19/a1. html Nakata, T. (2006). Implementing optimal spaced learning for English vocabulary learning: Towards improvement of the low-first method derived from the reactivation theory. The JALT CALL Journal, 2(2), 3-18. Nation, P. , Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt M. McCarthy (Eds. , Vocabulary: Description, acquisition and pedagogy (pp. 6-19). Cambridge, UK: Cambridge University Press. Retrieved March 3, 2006, from http:// www1. harenet. ne. jp/~waring/papers/ cup. html Nation, P. (2005). Range and frequency instructions [Computer software]. Retrieved March 3, 2006, from http://www. vuw. ac. nz/lals/staff/paul -nation/nation. aspx Nation, P. (2005). Teaching vocabulary. Asian EFL Journal, 7(3), 47-54. Sevier, M. (2004). The compleat lexical tutor, v. 4. TESL-EJ, 8(3). Retrieved May 26, 2006, from http://wwwwriting. berkeley. edu/TESLEJ/ej31/m2. tml Sternberg, R. J. (1987). Most vocabulary is learned from content. In M. G. McKeown M. E. Curtis (Eds. ), The nature of vocabulary acquisition (pp. 89105). Hillsdale, NJ: Lawrence Erlbaum. Yongqi Gu, P. (2003). Vocabulary learning in second language: Person, task, context and strategies. TESL-EJ, 7(2). Retrieved October 3, 2006, from http://www-writing. berkeley. edu/ TESL-EJ/ej26/a4. html 10 Appendix Sample text for RANGE analysis example Starting Your Own Business When starting your own business, it is important that you put a lot of thought into what you are going to do. 0-85% of all business will fail, so the first point is to start with something you know well. Study what the kind of store you want to open. If it is a retail store, then look around. Do you see someone else selling what you plan to sell? How many possible competitors do you s ee? The next step to plan: There are two reasons for business planning. One is that it makes the entrepreneur investigate where he will open his business and what factors could affect his business. Second, a business plan will also help the entrepreneur obtain financing from a bank. All banks will require a business to make sure enough thought and planning have gone into the project before the banks gives any money. Looking at the first point: By looking at your possible market from a business personââ¬â¢s point of view, you may look with a more critical eye. You donââ¬â¢t want to rush into something where you could lose a lot of money. Possible factors that could affect your business range from employees, to possible growth of the community, to your competition. If there are not a lot of people living around your business, where will your employees come from? Is the community going to grow where you plan to open your business or is it shrinking? If it is shrinking will that hurt your business? The second point is more for the bank. They like to see that you have thought through many of the possibilities that could affect your business. They want to see that you know what your expenses will be, how well you know your product, and how much money you think you can make selling your product. (Prepared by Jeff G. Mehring, 2005) How to cite Vocabulary, Papers richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-59757643822252492020-04-26T18:57:00.001-07:002020-04-26T18:57:03.260-07:00Stranger Philosophy Essays - Philosophy, Absurdist Fiction Stranger Philosophy "It has been said that Camus '?was haunted with the notion that our world is a universe which has no place for us, in which our life makes no sense?" The Stranger reflects this philosophy in a myriad of ways. Mr. Meursalt is the main character. He seems to live in his own world, socializing with others, but not caring too deeply about what happens in his life. For example, when his mother died, his thoughts were, "Mother died today. Or, maybe yesterday; I can't be sure" (Pp. 1) He did not have any extreme feelings about her death; he just accepted it and decided that is was what was supposed to happen. He kept himself busy indulging himself in creature comforts like smoking, drinking, and sex. His girlfriend, Marie, wanted him to marry her, and his reply was that if she wanted to get married they would. His reflections about it were, "Marie came that evening and asked me if I'd marry her. I said I didn't mind; if she was keen on it, we'd get married." (Pp. 52) He didn't seem to care one way or the other. His life was full of existentialism, for he believed that life just happened, nothing you could do would change the future, and that everything happened for a reason. At several parts in the book, Meursalt observes his neighbor walking his dog. Salamano would beat his dog, it would run ahead, and the man would beat and swear at it again. Everyday it was the same thing. One day, Meursalt came across Salamano in the hall. Salamano was all distraught because his dog ran away. Meursalt could not understand this philosophy because he thought the man hated his dog. Why would he be worried about it? At the end of the story when Meursalt was going to be executed, he pondered his fate. He seemed to extricate pleasure from the thought of everyone shouting at him with all the bitterness and hate that had built up inside of them. At the same time, he didn't seem to worry too much that he was going to. He refused to see the priest before his execution because he felt that he had done nothing wrong when he shot an innocent man in the street. richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-22979776361109875212020-03-19T01:02:00.001-07:002020-03-19T01:02:03.369-07:00Free Essays on The Environment Around UsThe environment around us controls who we are, what we do, and how we act. The individual may have a slight control of what they do but the over looking factor in them is the environment they are put in. We learn what to do and how to change our behavior due to what the environment puts forth. Free will does not exist in the world that we live in today. Free will is only an illusion that people believe that have. When one looks at life, external forces on their life control them. You can tell this by how a person will change when they are put in a totally different environment then they are used to. In schools the teacher is who conditions kids what they are going to be able to do and how they are going to be able to act. We as behaviorists believe that in a classroom that the teacher should teach with reinforcement. This will shape the kids to do what they are supposed to. With giving reinforcement the kids will learn material matter even if they do not want to learn it or believe t hat canââ¬â¢t learn it. We behaviorists are the opposites of existentialists who believe that free will is the most apparent thing in a individual. The alter of an environment will alter a personââ¬â¢s perception on the world and curriculum. That is why behaviorists believe that school officers should make the curriculum. The student learns what higher officials put forth; the student has no say in what they want to learn. Environment the main part of life and the main part of the making of an individual is critical to oneââ¬â¢s attitude and look at life also including school subject matter.... Free Essays on The Environment Around Us Free Essays on The Environment Around Us The environment around us controls who we are, what we do, and how we act. The individual may have a slight control of what they do but the over looking factor in them is the environment they are put in. We learn what to do and how to change our behavior due to what the environment puts forth. Free will does not exist in the world that we live in today. Free will is only an illusion that people believe that have. When one looks at life, external forces on their life control them. You can tell this by how a person will change when they are put in a totally different environment then they are used to. In schools the teacher is who conditions kids what they are going to be able to do and how they are going to be able to act. We as behaviorists believe that in a classroom that the teacher should teach with reinforcement. This will shape the kids to do what they are supposed to. With giving reinforcement the kids will learn material matter even if they do not want to learn it or believe t hat canââ¬â¢t learn it. We behaviorists are the opposites of existentialists who believe that free will is the most apparent thing in a individual. The alter of an environment will alter a personââ¬â¢s perception on the world and curriculum. That is why behaviorists believe that school officers should make the curriculum. The student learns what higher officials put forth; the student has no say in what they want to learn. Environment the main part of life and the main part of the making of an individual is critical to oneââ¬â¢s attitude and look at life also including school subject matter.... richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-32838005335241096902020-03-02T16:46:00.001-08:002020-03-02T16:46:03.630-08:00Gods and Goddesses of Norse MythologyGods and Goddesses of Norse Mythology When Ymir lived long agoWas no sand or sea, no surging waves.Nowhere was there earth nor heaven above.Bur a grinning gap and grass nowhere.- Và ¶lusp-The Song of the Sybil Although we know a little from observations made by Tacitus and Caesar, most of what we know of Norse mythology comes from Christian times, beginning with the Prose Edda of Snorri Sturluson (c.1179-1241). Not only does this mean the myths and legends were written after the period when they were routinely believed, but Snorri, as is to be expected, occasionally intrudes his non-pagan, Christian worldview. Types of Gods The Norse gods are divided into 2 major groups, the Aesir and Vanir, plus the giants, who came first. Some believe the Vanir gods represent an older pantheon of the indigenous people whom the invading Indo-Europeans encountered. In the end, the Aesir, the newcomers, overcame and assimilated the Vanir. Georges Dumezil (1898-1986) thought the pantheon reflected the typical pattern of Indo-European gods where different divine factions hold different societal functions: military,religious, andeconomic. Tyr is the warrior god; Odin and Thor divide the functions of the religious and secular leaders and the Vanir are the producers. Norse Gods and Goddesses - VanirNjà ¶rdFreyrFreyjaNannaSkadeSvipdag or HermoNorse Gods and Goddesses - AesirOdinFriggThorTyrLokiHeimdallUllSifBragiIdunBalderVeViliVidarHà ¶dMirmirForsetiAegirRanHel The Gods Home Norse gods dont live on Mt. Olympus, but their abode is separate from that of humans. The world is a circular disk, in the center of which is a concentric circle surrounded by sea. This central portion is Midgard (Mià °garà °r), the home of mankind. Across the sea is the home of the giants, Jotunheim, also known as Utgard. The gods home lies above Midgard in Asgard (sgarà °r). Hel lies below Midgard in Niflheim. Snorri Sturluson says Asgard is in the middle of Midgard because, in his Christianization of the myths, he believed the gods were only ancient kings worshiped after the fact as gods. Other accounts place Asgard across a rainbow bridge from Midgard. 9 Worlds of Norse Mythology The Gods Death The Norse gods are not immortal in the normal sense. In the end, they and the world will be destroyed because of the actions of the evil or mischievous god Loki who, for now, endures Prometheanà chains. Loki is the son or brother of Odin, but only through adoption. In reality, he is a giant (Jotnar), one of the sworn enemies of the Aesir. It is the Jotnar who will find the gods at Ragnarok and bring about the end of the world. Norse Mythology Resources Individual Norse Gods and Goddesses Next pageà à Creation of the Worldà Page 1,à 2 richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-50390003654699493102020-02-15T08:13:00.001-08:002020-02-15T08:13:02.610-08:00Competitor Analysis of Apple Inc Case Study Example | Topics and Well Written Essays - 1500 wordsCompetitor Analysis of Apple Inc - Case Study Example In future trend of communication and networking is primarily focused towards wireless products from the market. Apple is already positioned very strongly in this region as the company already provides many products for the market which will help a lot for the company to grow in this sector of market. The AirPort wireless networking technology from Apple allows high speed connection within a specified region. The increase in demand of wireless high speed internet connections will boost the top line growth of Apple Inc.New digital hub platformAppleââ¬â¢s new digital hub platform with the combination of iTunes is transforming the MAC platform for the customers to provide video contents directly into the television and portable devices of the customers. This new hub has great potential for Apple business in digital contents for its rapid growth in recent future.Market for MP3 playerThe increasing popularity for MP3 player from Apple Inc is rising high at a very fast pace. The market s hare for the company has increased from 71 % in 2005 to 78 % in the year 2006 and has great potential to in countries outside US. With more retail presence in both domestic and international market the company is expected to increase its product line of digital contents. This segment can act as key growth driver for the firm in short term. The current strategy of the company is to target the market with its own Operating system. Apple recognized that the competitors of the company primarily rely on the operating system of any third party. Like Dell computers use Windows XP for their products. Apple on the other hand have managed to incorporate its own hardware and software for the all its product line with the flexibility to use whatever the user wants similar to the other operating system. The company also segments the market based on geographical segmentation. It includes America, Japan, and Europe which acts as the core regions for the business process. The company also has retai l stores in the particular regions for operating and overseeing the activities at different parts of the world. The integrated system of the Apple Inc helps to drive its entire business model at the same time. It provides the complete solution for the customers. Customer buying iPod will have to download music through iTunes. For most of the average users the computer provided are from Apple Mac. This creates a great control of the market with the complete solutions offered by the company to the market. The diversified product line from the company also gives a chance for the consumers to get introduced to the brand. Many people are not much richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-1238626438437882942020-02-02T06:27:00.001-08:002020-02-02T06:27:03.900-08:00The movie Gladiator Essay Example | Topics and Well Written Essays - 1750 wordsThe movie Gladiator - Essay Example This also includes the role of Rome in terms of power and world domination which would create a clearer picture as to what it was like then. These aspects created a clear image of the setting; what Rome was like during those times, and how power struggles affected society, their behavior, and their decisions. Basic information or details about the movie were also included, as well as the cameraââ¬â¢s angles and shooting styles were described in detail so as to define how the emotions evoked by the movie came to be. In other words, how well-made the movie is depends upon the watchersââ¬â¢ reactions ââ¬â and it has a lot to do with how the camera shifts from scene to scene, as well as the angles used in each scene. Learning about Rome paved a clearer understanding of the way of life that it was easy to define how power, violence, and blood played a role that could easily be the epitome of Roman culture during that era. Yet, as disturbing as it may be, it was their reality. Al though in history the Roman culture was described as refined and had high regards to the arts and sciences, it seems that they had nearly no regard for human life ââ¬â except for their own. What is portrayed in the movie is not a culture of refinement and scholarly behavior; rather it was of violence and barbaric behaviors. During that time, it seems that men and beast were the same when it came to power, and the struggle for power made them more like beasts fighting over a slab of meat ââ¬â it was worth killing for. richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-15155119685371142642020-01-25T02:51:00.001-08:002020-01-25T02:51:04.290-08:00DXM vs. a religion we call the media: the day the world shat its pants :: essays research papers DAY ONE ââ¬Å"I donââ¬â¢t know. I drink half-a-bottle of cough syrup and I end up with this ingenious poem. Go figureâ⬠à à à à à ââ¬Å"Well I suppose Iââ¬â¢ll give it a try.â⬠DAY TWO à à à à à ââ¬Å"Dude, look at this painting I did because of the cough syrup.â⬠à à à à à à à à à à ââ¬Å"See dude, I told you. It makes you smarter.â⬠à à à à à ââ¬Å"Totally.â⬠Then they tell two friends And they tell two friends And they tell two friends And so on And so on GENERATIONS LATER Soon word gets around to big names Big names tell the right people The right people turn DXM into a pill designed, Not to prevent coughs, à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à But to, As it says on the box it comes in, à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à Make you smarter. DXM becomes mainstream A household substance approved by the FDA Everybody does it Everybody likes it Everybody wants it à à à à à Except for those metalling kids who hate everything that is mainstream. MORE GENERATIONS PASS Those metalling kids grow up Get hair cuts Get jobs Get married And have metalling kids of their own Their own metalling kids grow up and have more metalling kids à à à à à Out of all the metalling kids populated in this world, one of them catches a break and becomes a big rock star à à à à à Heââ¬â¢s looked up to à à à à à Idolized and praised à à à à à By millions of metalling kids who hate mainstream JUST LIKE HIM So heââ¬â¢s up there. His name is thrown all over the media. His name is big. His name means something. It means ââ¬Å"I HATE MAINSTREAMâ⬠and ââ¬Å"I'M A METALLING KID, JUST LIKE ALL OF YOUâ⬠ââ¬Å"I'M YOUNGâ⬠ââ¬Å"I'M CUTEâ⬠And ââ¬Å"I'M REBELLIOUSâ⬠And now that all of you look up to me I canââ¬â¢t let you down I gotta find something I can attack à à à à à And I gotta rock à à à à à And I gotta roll And I gotta rock and roll hard So I ask myself ââ¬Å" what am I gonna attack?â⬠And I answer myself ââ¬Å"I'm gonna attack mainstream.â⬠And I ask myself again ââ¬Å" what am I gonna attack that is mainstream?â⬠And again, I answer myself by sayingââ¬Å" the mainstream I am going to attack is a little old miracle substance forever known as DXMâ⬠So our little metalling rock star goes into hiding for a while trying to find all the dirt he can about DXM: the drug that makes you à à à à à à à à à à à à à à à smarter. Days pass Weeks pass Months pass And all the while All the fans All over the world à à à à à à à à à à Are splitting up into two categories à à à à à The Appalled and The Obsessed The Appalled say à à à à à Heââ¬â¢s gone, and heââ¬â¢s never commin back, EVER Itââ¬â¢s time to move on. And The Obsessed say à à à à à Just you wait. Heââ¬â¢s commin back and is gonna be better then ever à à à à à à à à à à à à à à à à à à à à And I'm gonna be waitin à à à à à à à à à à à à à à à à à à à à à à à à à Right here. And believe it or not, a whole year passes. richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-24021310051156044322020-01-16T23:15:00.001-08:002020-01-16T23:15:04.721-08:00Immigration and Islam Netherlands and FranceImmigration and Islam in France and the Netherlands After the post-war, WWII, era Europe faced a shortage of labor, at the same time it had to rebuild its infrastructure and economy. France and Netherlands both faced the same problem and like their counterparts in Europe they found the answer in guest-workers. These guest workers were immigrants from former colonies and other developing countries. However, these guest-workers later settled down and brought their families. This led to a larger influx of immigrations. The largest, most significant, and most controversial are the Muslim immigrants. This study will focus on the different approaches of integration France and the Netherlands have implemented, the growing discrimination of Muslim immigrants, and the role Islam has in this dilemma. France had a long colonial history in the Maghreb, North Africa, mainly Algeria. To fill in this gap many male immigrants flocked to France in need of work. There was also a large immigration from the Mediterranean, Turkey, in this case. The largest make-up of French immigrants have been Algerians and others from the Maghreb. Netherlands, similar to the French had immigrants from the Mediterranean, Maghreb, and former colonies (Surinam and Antilles); the largest group being Turkish and Moroccan immigrants. These immigrants became a large factor in the rebuilding of the economy but as the economy slowed immigration became more of a problem for Western European countries. France proposed an assimilation model, where it endorsed pluralism in the private sphere. The Laicite, the separation of Church and State/private and public played a large role in the French system of assimilation. In the public sphere you were expected to be French in language and ideals. The private sphere was left for your own beliefs and customs. This can be seen in the expression of symbols in the public schools, where wearing the veil is not allowed because it threatens this division of public and private. However, this still doesnââ¬â¢t explain the dilemma that many second or third generation French citizens from immigrant backgrounds face. Even though they are ââ¬Å"Frenchâ⬠, they are not accepted by the systemââ¬âaccordingly because they still arenââ¬â¢t ââ¬Å"Frenchâ⬠enough. This creates disparity on both sides; the French politicize this dilemma by taking a harder stance on immigration and assimilation, giving rise to far-right parties like National Front under Le Pen. (GS, page 123) The immigrants unfortunately at times result to violent riots in protest and anger at the discrimination they face. The end result being stricter immigration regulations, more assimilation, and seeing ââ¬Å"Islamâ⬠as incompatible to European standards. The Netherlands have the same end results but have come to them from a totally different background. The Netherlands has endorsed a multicultural integration from the beginning. (Coenders, M. , Lubbers, M. , Scheepers, P. , & Verkuyten, M. (C. L. S. V)) The Netherlands have been one of the foremost in democracy and liberalism, ranking third in the world. Its capital, Amsterdam, is the hub liberal and free lifestyle. Since the 2000ââ¬â¢s homosexual marriage and euthanasia have been legalized. (GS 192) Compared to Franceââ¬â¢s full assimilation the Netherlands has put forward a multiculturalism approach, however this has taken a drastic change in the last decade, especially against Muslim immigrants. In the early 2000ââ¬â¢s Pim Fortuyn, a leader of anti-immigration and pro-assimilation party (Liveable Netherlands and latter List Pim Fortuyn), voiced his opinion on Islam being a backwards religion and a threat to liberal European/Dutch ideals. Even though both countries had different policies of integration they both ended up in the same situation against Muslim immigration. How can these phenomena be explained in these democracies that embrace liberal ideals? For it was France, that in 1789, coined the motto, ââ¬Å"All men are born free and equalâ⬠, but now it can be seen that some men are born more free and equal than others. The realistic conflict theory explains this situation as a reaction to materialistic scarcity; jobs and housing. In the post-war era there was a surplus of jobs and also the need of cheap labor, the immigrants rushed in and filled these positions. However, after the slowing of the economic boom employment became scarcer. This led to higher un-employment rates and the native citizens started to see immigrants as a threat, leading to discrimination and pro-assimilation. Though this does explain a significant factor, there is still the growth of anti-Islamic sentiments. The Muslims arenââ¬â¢t the only immigrants in France or Netherlands, but they are the ones who face the blunt of the attention. (C. L. S. V) So the realistic conflict theory falls short in explaining this. More than Two Decades of Changing Ethnic Attitudes in the Netherlands, a study done to explain the attitudes the Dutch had on immigration, saw that social and ideological contents also affect peoples outlook as much as materialistic means. (C. L. S. V) This gives explanation to far-right parties such as List Pim Fortuyn and Le Pen. The parties that use anti-Islamic and anti-immigration sentiments as political platforms, they play on the fearsââ¬â¢ of the people. Yet, how is it that these fears can grow and flourish in such liberal and democratic societies, the ââ¬Å"Heralds of Democracyâ⬠? People fear what they donââ¬â¢t understand. Islam is this ââ¬Å"otherâ⬠and the media and politicians play on this. The Muslim immigrant populations donââ¬â¢t help either because they themselves are in a transition phase. They are trying to find a way to live with an Islamic background and Western ideals. Some see total assimilation as an answer others find a compromise and yet others turn to radicalism. This struggle has been going on since the mid-19th century, between the ââ¬Å"Westâ⬠and Islam. Some essentialists like Huntington and Fukuyama, see this as the next power struggle for the ââ¬Å"Westâ⬠after the fall of the Soviet Union, ââ¬Å"The Clash of Civilizationsâ⬠. According to some 9/11 and other terrorists acts just prove this theory, however even though there are radicals, they are in the minority. The majority of Muslims donââ¬â¢t have problem with the ââ¬Å"Westâ⬠, most even are pro-Western, they support democracies and liberal views. Maybe, it is not the same as Europe or America but they are trying to find the middle ground and negotiate between the two. This is no different for the immigrants in France or Netherlands. Ahmet Yukleyen in his study of social movements in the Netherlands has focused on Turkish immigrants and the role religious movements have played a role in their lives. His studies show that there is not one Islamic front in Europe or a ââ¬Å"Euro-Islamâ⬠as some have supported. Even though the Islamic community is one ummah, they all interpret and practice Islam in slightly different ways. The fundamental tenets are the same, but Islam is flexible according to time and place; taken from a historic or even contemporary perspective this can be seen. Euro-Islamâ⬠was supposed to be the liberal Islam for European standards, the Islam with lacite, secular Islam. This view has been supported by pro-assimilates, like France. However, this didnââ¬â¢t turn out to be true because it would have compromised too much from Islam, it would no longer be ââ¬Å"Islamâ⬠. What happened, like in the Netherlands, was th at people joined different social/religious movements and institutions. This was truer for second and third generation Turks, who felt the need of religion more than Turkish nationalism in their lives. They saw themselves as Dutch, liberal and democratic in their views but still Muslim. Yukleyen, names a few organizations, like Milli Gorus, the Gulen Movement, and Suleymanli. Each movement represents different set of ideals but each represents a facet of Islamic life in Europe. It also shows that Muslims can negotiate between European and Islamic ideals, finding a niche their society. Not only that, but by having dialogue and inter-faith organizations an atmosphere of tolerance and multiculturism can flourish. Maybe, dialogue and negotiation is the answer to the dilemma facing Europe and the Muslim immigrants, the inability to understand one another. Work Cited Coenders, M. Lubbers, M. , Scheepers, P. , & Verkuyten, M. (2008). More than Two Decades of Changing Ethnic Attitudes in the Netherlands. Journal of Social Issues,à 64(2), 269-285. doi:10. 1111/j. 1540-4560. 2008. 00561. x. Maillard, Dominique (2005). The Muslims in France and the French Model of Intergration. Mediterranean Quarterly. Yukleyen, A. (2009). Localizing Islam in Europe: Religious Activism among Turkish Islamic Organizations in the Netherlands. Journal of Muslim Minority Affairs,à 29(3), 291-309. doi:10. 1080/13602000903166556. E. Gene Frankland. (2009). Global Studies Europe. McGraw Hill Companies. richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-28086632332390219962020-01-08T19:36:00.001-08:002020-01-08T19:36:04.165-08:00Americaôs Hostile Response to the Vietnam War and... How much did Americaââ¬â¢s generally hostile response to the Vietnam War contribute to the high number of Post-Traumatic Stress Disorder victims? Plan of Investigation In this investigation, the personal side of the soldiers who fought in the Vietnam war will be examined- particularly the symptoms of Post-Traumatic Stress Disorder (PTSD) that were most common in veterans, and the different experiences in the war or after returning home that could have caused them. The types of warfare, deaths, and differences from methods used in the Vietnam War will be discussed. Technological advancements and mindsets of the different times of the wars will be taken into account. The definition of PTSD and descriptions of different general causes will beâ⬠¦show more contentâ⬠¦During the war, Post-Traumatic Stress Disorder was not something commonly understood. An estimation of ââ¬Å"â⬠¦about 85,000 of the more than 250,000 Vietnam veterans [were] discharged under other-than-honorable conditions have PTSD.â⬠There were lawsuits for veterans treated unfairly from the war due to this. The technological advancements, especially aviation advancements, in the Vietnam War have changed warfare as a whole. Weapons became more complex; tactics became more gruesome, bombing became much more frequent and utilizing larger radiuses. Attack and medical helicopters came into play, environmental killers, and more medical advancements. Evaluation of Sources Wounds of War: the Psychological Aftermath of Combat in Vietnam by Herbert Hendin and Ann Pollinger Haas was published in 1984, roughly a decade after the end of the Vietnam War. Its purpose is to inform the public about the trauma, treatment, complications, and other perspectives that the Vietnam War veterans went through. Herbert Hendin is a psychiatrist and Ann Haas is a sociologist. Describing that both the combat experiences and the post-war treatment was cruel, Hendin and Haas came to the conclusion that overall, it was the post-war treatment to the veterans of Vietnam was the biggest cause of the number of Post-Traumatic Stress Disorder victims. A value of the book is that Hendin is a psychologist who has studied suicide and depressionShow MoreRelatedPost Traumatic Stress Disorder ( Ptsd )1386 Words à |à 6 PagesPost-Traumatic Stress Disorder, also called PTSD, is when someone witnesses or had a role in a traumatic event that leads to a mental health c ondition. PTSD, is very common with veterans. Statistics, effects on the brain, and effects on relationships show how much this issue desperately needs attention so help can be given to the soldiers. It is suggested that the number of Iraq and Afghanistan soldiers that have PTSD is much higher estimated. ââ¬Å"According to RAND, at least 20% of IraqRead MorePost Traumatic Stress Disorder (PTSD) Essay4334 Words à |à 18 PagesPost Traumatic Stress Disorder (PTSD) has been the focus of considerable attention, and some controversy, since it was formally recognised in 1980 by the American Psychiatric Association. This essay will discuss the history of this relatively new diagnosis and its place within the DSM-IV-TR, whilst three perspectives of pathological reaction to trauma, namely, socio-cultural, psychological and biological factors will also be compared. In conclusion this essay will discuss how the three perspectivesRead MoreThe War Had A Deep Impact On The American Veterans And Our Society2096 Words à |à 9 PagesApproximately 2,700,000 American men and women served in Vietnam (va.gov). The war had a deep impact on the American veterans and our society. Prior to Vietnam, Americans have traditionally supported the military and have shown respect for soldiers (Moffett). Soldiers were viewed as heroes. Unfortunately, soldiers returned from the Vietnam War were treated with disrespect by the American public. In turn, disillusioned veterans returning from the war developed serious physical and psychological problemsRead MoreAnger and Hostile Behavior as it Relates to PTSD Symptoms in Afghan and Iraq War Veterans2042 Words à |à 9 Pages With the United States of America being involved in near constant combat for much of the past decade, there have been an increasingly high number of troops returning home with not just physical injuries, but also injuries of the mind. This research article review will examine the study titled ââ¬Å"Anger, Hostility, and Aggression Among Iraq and Afghanistan War Veterans Reporting PTSD and Subthreshold PTSDâ⬠conducted by Matthew Jakupcak, Daniel Conybeare, Lori Phelps, Stephen Hunt, Hollie Holms, BradfordRead MoreThe Population Suffers From An Anxiety Disorder Essay11814 Words à |à 48 Pages17% of the population suffers from an anxiety disorder. Are you one of them? Do you struggle with the decision to try supplements or prescription drugs to help relieve your pain? If you answered yes to these questions than you are not alone! I myself was in your shoes not much longer than a year ago, and I had to face these questions. I was diagnosed with Generalized Anxiety Disorder in September of 2008. My life was in shambles and my world was crumbling around me. I needed a way out, so I turnedRead MoreSSD2 Module 4 Notes Essay28478 Words à |à 114 Pagesmanagement Impression management is the active process of influencing how one is perceived by others. As a refresher, lets review the key concepts about culture. Culture is the primary determinant of human behavior. Culture determines your emotional responses to social situations. Your culture includes your language, which influences the way you think. You have no choice about which culture programs you from birth. So dont judge others because of their cultural differences from you. All complex societiesRead MoreEssay Paper84499 Words à |à 338 Pagesthe confidentiality of survey responses; adds requirement to provide inconspicuous location to submit paper and pencil format; provides guidance on group versus individual reporting (para E-2). o Deletes the tools used for obtaining the command climate surveys (para E-5). o Adds requirement for survey administrator and data collector to protect respondent anonymity and results confidentiality; adds exceptions to the confidentiality of survey responses; prohibits collection of personally Read MoreDeveloping Management Skills404131 Words à |à 1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul SingaporeRead MoreFundamentals of Hrm263904 Words à |à 1056 Pagesmoney From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience. à » F i n d o u t h ow t o M A K E I T YO U R S à » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-Minute Tutorials and all of the resources you your students need to get started www.wileyplus.com/firstday Student support from an experiencedRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words à |à 1573 PagesEducation, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-7786486223971717212019-12-31T16:02:00.001-08:002019-12-31T16:02:03.976-08:00America s Changing Foreign Policy - 2460 Words The Monroe Doctrine was an assertion of President James Monroe regarding U.S. foreign policy in 1823. In the Doctrine, the President denounced European powersââ¬â¢ any further attempt to colonize and exploit Latin American countries, while promising not to interfere any existing European colonies in the Americas. The Monroe Doctrine was one of the greatest turning points in American foreign policy as it marked the beginning of Americaââ¬â¢s rapid development as a world power. Over the past two hundred years of history, the meaning of the Monroe Doctrine had been altered multiple times in order to suit Americaââ¬â¢s changing foreign policy. For example, in the 1840s, President James Polk used the Monroe Doctrine as an excuse to annexâ⬠¦show more contentâ⬠¦In addition, after the defeat of Napoleon in September 1815, three European nations ââ¬â Austrian Empire, Prussia, and Russia ââ¬â formed the Holy Alliance, also known as the Grand Alliance, to endorse and st rengthen monarchism. The rapid growth of monarchy in Europe in the 1810s greatly threatened the United States and its democratic political structure. Amid such a crisis, the United States, under the leadership of President Monroe, issued the Monroe Doctrine in 1823 without hesitance. This action suggested the braveness of the young United States as a nation in defending democracy and fighting the growing imperialism of powerful European countries. In addition to the threat of the reviving European monarchism, the isolationism endorsed by President Washington was also a driving force of the Monroe Doctrine. In 1796, in President Washingtonââ¬â¢s Farewell Address, he warned the United States of the danger to ally with foreign countries. The Monroe Doctrine implemented ideas mentioned in the Farewell Address by drawing an invisible line between the Americas and the Eastern hemisphere, freeing the U.S. from any possible political alliance with foreign countries. In the political cart oon ââ¬Å"Uncle Sam ââ¬â Thatââ¬â¢s A Live Wireâ⬠by W. A. Rogers, the man on the right, who represented the United States, drew a line on the ground and separated himself from richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-67089094996810148582019-12-23T11:49:00.001-08:002019-12-23T11:49:03.786-08:00The Effect Of Video Training On Brain Training Essay In recent years, brain training games have become a topic of interest among both researchers and common people alike. Researchers are interested in the healing properties of brain training while normal people are looking towards brain training as a way to improve their performance and get a leg up on the competition in school, work, and life. Up until recently, it was believed that the brain was unchangeable in terms of memory capacity. Researchers were well aware of the fact that the brain is capable of changing and forming new connections when brain damage occurs. However, the idea that humans can train their brains to be more efficient and stronger seemed like a far-fetched cry from reality up until the late 1990ââ¬â¢s (Weicker, Villringer Thà ¶ne-Otto, 2016). As time went on and more research was conducted in the field of brain training, it became clear that brain training is not an exact science; however, it does carry, many real cognitive benefits. The notion that the brain power could be optimized through the use of training was first proposed by Torkel Klingberg (Olesen, Westerberg, Klingberg 2004). Since the idea was initially proposed, many researchers have joined in on the research. The earliest studies on brain training focused on healthy adults of normal brain function. These subjects were practiced memory tasks for five weeks. This study used fMRI to measure neural activity in the subjects before, during, and after completing the memory tasks (Olesen et al.,Show MoreRelatedHow Can Society Assist Successful Aging?1586 Words à |à 7 Pagesassist successful aging? This question or quest has been a topic of great interest within the last decade. Brain-training is an approach that has risen out of this interest in helping people age ââ¬Ëwellââ¬â¢. Brain training consists of specific activities and simulations that aim to maintain or improve a specific cognitive function. The following essay will address the questio n, how can brain training programs assist in successful aging? In particular, this essay will address this question with a specificRead MoreThe Negative Effects Of Video Games On The Brain1212 Words à |à 5 PagesEffects of video games on the brain Video games are a enormous part in the world today. ââ¬Å"More than 150 million people in the United States play video games regularly or for at least three hours per week. The number of sales has increased and in 2016, 24.5 billion games were sold, up from 23.2 billion in 2015.â⬠ââ¬Å"This Type of Video Game May Actually Harm Your Brain.â⬠written by Mahita Gajanan is my positive article and ââ¬Å"How Video Games Affect the Brain.â⬠written by Hannah Nichols is my negative articleRead MoreThe Effects Of Video Games On Physical Health1477 Words à |à 6 Pageshas identified ââ¬Å"video game overuseâ⬠as ââ¬Ëbehaviourââ¬â¢. World of Warcraft, one of the most popular online games, is played by more than ten million devotees around the world; in general, online gamers spend more than 20 hours a week playing. The potential negative effects on physical health are another concern relating to excessive video game playing. If a child spends long periods of time playing video games, it may come at the expense of more active pastimes. http://mediasmarts.ca/video-games/concerns-about-video-gamesRead MoreVideo Games Encourage Violent Behavior1177 Words à |à 5 Pagesif video games in general provide something beneficial for the player, they will answer there isnââ¬â¢t any. If anything, they will comment video games encourage negative outcomes, such as obesity, aggressiveness, antisocial behavior and in extreme cases, addiction (Bavelier, Brain training: Games to do you good, 2013). Besides the fact that there is no correlational proof that video games encourage violent behavior, psychologists have proved that some good does come out of playing games. Video gamesRead MoreVideo Game Violence Essay1280 Words à |à 6 PagesVideo Game Violence Concerns about the effect of media violence on children extends back at least to the beginning of the mass media, with the issue raised with reference to films, radio, television, comic books, and so on. As technology brings new types of media to the fore, the issue shifts to depictions of violence in these new media. Both popular sources and scholarly address this issue, asking in effect how violent video games change childrenââ¬â¢s behavior and make them more violent, assumingRead MoreCognitive Training Tasks, Or Brain Games1706 Words à |à 7 Pageswhether or not cognitive training tasks, or brain games, are effective. Companies like Lumosity offer their users different games that target specific cognitive functions: memory, spatial awareness, problem solving, attention, reasoning, and more. 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In Australia, 110, 000 people identified as suffering from dementia (ABS, 2012). A relatively new intervention that aims to combat this cognitive decline, involves the use of compute rised brain training programs. Many studies have shown that cognitive training can improve cognitive function in older adults (Peretz, et al., 2011, p. 91). Having said that, there here have been mixed results regarding the effectiveness of improving overall cognitive function using computerisedRead More##gies Implemented In A Complex Videogame On Functional Connectivity Of Attentional Networks1237 Words à |à 5 PagesVoss, Michelle W., et al. Effects of Training Strategies Implemented in a Complex Videogame on Functional Connectivity of Attentional Networks. Neuroimage, vol. 59, no. 1, 02 Jan. 2012, pp. 138-148. EBSCOhost Participants were recruited if they had had played video games for 3 hours or less a week for the past 2 years. Participants also had no prior head or neck injuries and were all aware how to aim. The participants were asked to play the game ââ¬Å"Space fortressâ⬠, which is a game that requiresRead MoreVideo Games Have A Negative Influence On Young People1376 Words à |à 6 Pagesday society often depicts video games to have a negative influence on young people. However, playing video games is more beneficial than people would think. Playing video games has many advantages, such as they help increase and develop cognitive functions, mental health, and more often than most they are educational. Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, 2007. This book looks at the educational level of what video games have to teach us richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-31108588683726772892019-12-15T08:19:00.001-08:002019-12-15T08:19:06.083-08:00The Return Nightfall Chapter 9 Free Essays When Matt, Meredith, and Bonnie were all on their way, Stefan was left with Elena, now decently attired by Bonnie in her ââ¬Å"Night Gown.â⬠The darkness outside was comforting to his sore eyes ââ¬â not sore from daylight, but from telling good friends the sad news. Worse than the sore eyes was the slightly breathless feeling of a vampire who hasnââ¬â¢t fed. We will write a custom essay sample on The Return: Nightfall Chapter 9 or any similar topic only for you Order Now But heââ¬â¢d remedy that soon, he told himself. Once Elena was asleep, heââ¬â¢d slip out into the woods and find a white-tailed deer. No one could stalk like a vampire; no one could compete with Stefan at hunting. And even if it took several deer to assuage the hunger inside him, not one ofthem would be permanently injured. But Elena had other plans. She wasnââ¬â¢t sleepy, and she was never bored being alone with him. As soon as the sounds of their visitorsââ¬â¢ car were decently out of hearing, she did what she always did in this mood. She floated to him and tipped her face up, eyes closed, lips just slightly pursed. Then she waited. Stefan hurried to the one unshuttered window, pulled the shade down against unwanted peeping crows, and returned. Elena was in exactly the same position, blushing slightly, eyes still shut. Stefan sometimes thought that she would wait forever that way, if she wanted a kiss. ââ¬Å"Iââ¬â¢m really taking advantage of you, love,â⬠he said, and sighed. He leaned over and kissed her gently, chastely. Elena made a noise of disappointment that sounded exactly like apurruping kitten, ending on a note of inquiry. She bumped his chin with her nose. ââ¬Å"Lovely love,â⬠Stefan said, stroking her hair. ââ¬Å"Bonnie got all the knots out without pulling?â⬠But he was leaning into her warmth now, helpless. A distant ache in his upper jaw was already beginning. Elena bumped again, demanding. He kissed her for slightly longer. Logically, he knew she was a grown-up. She was older and vastly more experienced than she had been nine months ago, when theyââ¬â¢d lost themselves in adoration kissing. But guilt was never far from his thoughts, and he couldnââ¬â¢t help but worry about having her competent consent. This time thepurrup was one of exasperation. Elena had had enough. All at once, she gave her weight to him, forcing him to suddenly support a warm, substantial bundle of femininity in his arms, and at the same time, herPlease? chiming clear as a finger swirling on a crystal glass. It was one of the first words she had learned to think to him when sheââ¬â¢d woken up mute and weightless. And, angel or no, she knew exactly what it did to him ââ¬â inside. Please? ââ¬Å"Oh, little love,â⬠he groaned. ââ¬Å"Little lovely loveâ⬠¦Ã¢â¬ Please? He kissed her. There was a long time of silence, while he felt his heart beat faster and faster. Elena, his Elena, who had once given her very life for him, was warm and drowsily heavy in his arms. She was his alone, and they belonged just like this, and he never wanted anything to change from this moment. Even the quickly growing ache in his upper jaw was something to be enjoyed. The pain of it changed to pleasure with Elenaââ¬â¢s warm mouth under his, her lips forming little butterfly kisses, teasing him. He sometimes thought she was most awake when she seemed half-asleep like this. She was always the instigator, but he followed helplessly wherever she wanted him to go. The one time he had refused, had stopped in mid-kiss, she had broken off speaking to him with her mind and floated to a corner, where she then sat among the dust and spiderwebsâ⬠¦andwept . Nothing he could do would console her, although he knelt on the hard wooden floorboards and begged and coaxed and almost wept himself ââ¬â until he took her back into his arms. He had promised himself never to make that mistake again. But still, his guilt nagged at him, although it was growing more and more distant ââ¬â and more confused as Elena changed the pressure of her lips suddenly and the world rocked and he had to back up until they were sitting on his bed. His thoughts fragmented. He could only think that Elena was back with him, sitting on his lap, so excited, so vibrant, until there was a sort of silken explosion inside him and he didnââ¬â¢t need to be forced anymore. He knew that she was enjoying the pleasure-pain of his aching jaw as much as he was. There was no more time or reason to think. Elena was melting into his arms, her hair under his stroking fingers a liquid softness. Mentally, they had already melted together. The aching in his canines had finally produced the inevitable result, his teeth lengthening, sharpening; the touch of them against Elenaââ¬â¢s lower lip causing a bright flicker of pleasure-pain that almost made him gasp. And then Elena did something she never had done before. Delicately, carefully, she took one of Stefanââ¬â¢s fangs and captured it between her upper and lower lips. And then, delicately, deliberately, she just held on. The whole world reeled around Stefan. It was only by the grace of his love for her, and their connected minds, that he didnââ¬â¢t bite down and pierce her lip. Ancient vampire urges that could never be tamed out of his blood were screaming at him to do just that. But he loved her, and they were one ââ¬â and besides,he couldnââ¬â¢t move an inch. He was frozen in pleasure. His fangs had never extended so far or become quite as sharp, and without him doing a thing the razor edge of his tooth had cut into Elenaââ¬â¢s full lower lip. Blood was trickling very slowly down his throat. Elenaââ¬â¢s blood, which had changed since she had come back from the spirit world. It had once been wonderful, full of youthful vitality and the essence of Elenaââ¬â¢s living self. Nowâ⬠¦it was simply in a class of its own. Indescribable. Heââ¬â¢d never experienced anything like the blood of a returned spirit. It was charged with a Power that was as different from human blood as human was from animal blood. To a vampire, blood flowing down the throat was a pleasure as sharp as anything imaginable to a human. Stefanââ¬â¢s heart was pounding out of his chest. Elena daintily worried the fang she had captured. He couldfeel her satisfaction as the tiny sacrificial pain turned to pleasure, because she was linked to him, and because she was one of the rarest of all breeds of humans: one who actually enjoyed nurturing a vampire, loved the feeling of feeding him, of him needing her. She was one of the elite. Hot shivers traveled down his spine, Elenaââ¬â¢s blood still making the world spin. Elena let go of his fang, sucking on her lower lip. She let her head drop back, exposing her neck. The head-drop was really too much to resist, even for him. He knew the traceries of Elenaââ¬â¢s veins as well as he knew her face. And yetâ⬠¦ Allââ¬â¢s right. Allââ¬â¢s wellâ⬠¦Elena chimed telepathically. He sank twin aching fangs into a small vein. His canines were so razor-sharp by then that there was nearly no pain for Elena, who was used to the snakebite sensation. And for him, for both of them, there was the feeding at last, as the indescribable sweetness of Elenaââ¬â¢s new blood filled Stefanââ¬â¢s mouth, and an outpouring of giving swept Elena into incoherency. There was always a danger of taking too much, or of not giving her enough of his own blood to keep her ââ¬â well, frankly, to keep her from dying. Not that he needed more than a small amount, but there would always be that danger in trafficking with vampires. In the end, though, dark thoughts swam away in the sheer bliss that had overcome them both. Matt fished for keys as he and Bonnie and Meredith all crowded into the wide front seat of his rattletrap car. Embarrassing to have to park that next to Stefanââ¬â¢s Porsche. The upholstery in back was in shreds that tended to stick to the derriere of whoever sat on it, and Bonnie easily fit on the jump seat, which had a jerry-rigged seat belt, between Matt and Meredith. Matt kept an eye on her, since when she was excited she tended not to use the belt. The road back through the Old Wood had too many difficult turns to be taken lightly, even if they were going to be the only travelers on it. No more deaths, Matt thought as he pulled away from the boardinghouse. No more miraculous resurrections, even. Matt had seen enough of the supernatural to last him the rest of his life. He was just like Bonnie; he wanted things to settle down to normal so he could get on with living the plain old ordinary way. Without Elena, something inside him whispered mockingly. Giving up without even a fight? Hey, I couldnââ¬â¢t beat Stefan in any kind of fight if he had both arms tied behind his back and a bag over his head. Forget it. Thatââ¬â¢s finished, however she kissed me. Sheââ¬â¢s a friend, now. But he could still feel Elenaââ¬â¢s warm lips on his mouth from yesterday, the light touches that she didnââ¬â¢t know yet werenââ¬â¢t socially acceptable between just-friends. And he could feel the warmth and the swaying, dancing slenderness of her body. Damn, she came back perfect ââ¬â physically, at least, he thought. Bonnieââ¬â¢s plaintive voice cut into his pleasant reminiscences. ââ¬Å"Just when I thought everything was going to be all right,â⬠she was wailing, almost weeping. ââ¬Å"Just when I thought itââ¬â¢s all going to work out after all. Itââ¬â¢s going to be the way it wassupposed to be.â⬠Meredith said, very gently, ââ¬Å"Itââ¬â¢s difficult, I know. We seem to keep on losing her. But we canââ¬â¢t be selfish.â⬠ââ¬Å"Ican,â⬠Bonnie said flatly. I can, too, Mattââ¬â¢s inner voice whispered. At least inside, where nobody can see my selfishness. Good old Matt; Matt wonââ¬â¢t mind ââ¬â what a good sport Matt is. Well, this is one time when good old Matt does mind. But she chose the other guy, and what can I do? Kidnap her? Keep her locked up? Try to take her by force? The thought was like a dash of cold water, and Matt woke up and paid more attention to his driving. Somehow heââ¬â¢d already automatically navigated several curves of the pitted, one-lane road that ran through the Old Wood. ââ¬Å"We were supposed to go to college together,â⬠Bonnie persisted. ââ¬Å"And then we were supposed to come back here to Fellââ¬â¢s Church. Backhome . We had it all planned out ââ¬â since kindergarten, practically ââ¬â and now Elenaââ¬â¢s human again, and I thought that meant that everything was going to go back to the way it wassupposed to be. And itââ¬â¢snever going to be the same again,ever , is it?â⬠She finished more quietly and with a little gulping sigh, ââ¬Å"Is it?â⬠It wasnââ¬â¢t even really a question. Matt and Meredith found themselves glancing at each other, surprised by the sharpness of their pity, and helpless to comfort Bonnie, who now had her arms folded around herself, shrugging off Meredithââ¬â¢s touch. Itââ¬â¢s Bonnie ââ¬â just Bonnie being theatrical, Matt thought, but his own native honesty rose to mock him. ââ¬Å"I guess,â⬠he said slowly, ââ¬Å"thatââ¬â¢s what we were all sort of thinking, really, when she first came back.â⬠When we were dancing around in the woods like crazy people, he thought. ââ¬Å"I guess we sort of thought that they could live quietly somewhere near Fellââ¬â¢s Church, and that things would go back to the way they were before. Before Stefan ââ¬â ââ¬Å" Meredith shook her head, looking off into the distance beyond the windshield. ââ¬Å"Not Stefan.â⬠Matt realized what she meant. Stefan had come to Fellââ¬â¢s Church to rejoin humanity, not to take a human girl away from it into the unknown. ââ¬Å"Youââ¬â¢re right,â⬠Matt said. ââ¬Å"I was just thinking about something like that. She and Stefan could have probably worked out some way to live here quietly. Or at least to stay close to us, you know. It was Damon. He came to take Elena against her will, and that changed everything.â⬠ââ¬Å"And now Elena and Stefan are leaving. And once they leave, theyââ¬â¢ll never come back,â⬠Bonnie wailed. ââ¬Å"Why? Why did Damon start all this?â⬠ââ¬Å"He likes to change things out of sheer boredom, Stefan once told me. This time it probably started out of hatred for Stefan,â⬠Meredith said. ââ¬Å"But I wish that for once he could have just left us alone.â⬠ââ¬Å"What difference does it make?â⬠Bonniewas crying now. ââ¬Å"So it was Damonââ¬â¢s fault. I donââ¬â¢t even care anymore. What I donââ¬â¢t understand is why things have to change!â⬠ââ¬Å"à ¡Ã ®You can never cross the same river twice.ââ¬â¢ Or even once if youââ¬â¢re a strong enough vampire,â⬠Meredith said wryly. Nobody laughed. And then, very gently: ââ¬Å"Maybe youââ¬â¢re asking the wrong person. Maybe Elenaââ¬â¢s the one who could tell you why things have to change, if she remembers what happened to her ââ¬â in the Other Place.â⬠ââ¬Å"I didnââ¬â¢tmean that theydo have to change ââ¬â ââ¬Å" ââ¬Å"But they do,â⬠Meredith said, even more gently and wistfully. ââ¬Å"Donââ¬â¢t you see? Itââ¬â¢s not supernatural; itââ¬â¢s ââ¬â life. Everybody has to grow up ââ¬â ââ¬Å" ââ¬Å"I know! Matt has a football scholarship and youââ¬â¢re going away to college and then youââ¬â¢re going to get married ! And probably have babies!â⬠Bonnie managed to make this sound like some indecent activity. ââ¬Å"Iââ¬â¢m going to be stuck in junior collegeforever . And youââ¬â¢ll both be all grown up and youââ¬â¢ll forget about Elena and Stefanâ⬠¦and me,â⬠Bonnie finished in a very small voice. ââ¬Å"Hey.â⬠Matt had always been very protective of the injured and ignored. Right now, even with Elena so recently on his mind ââ¬â he wondered if he wouldever get rid of the feeling of that kiss ââ¬â he was drawn to Bonnie, who seemed so small and fragile. ââ¬Å"What are you talking about? Iââ¬â¢m coming back after college to live. Iââ¬â¢ll probably die right here in Fellââ¬â¢s Church.Iââ¬â¢ll be thinking about you. I mean, if you want me to.â⬠He patted Bonnieââ¬â¢s arm, and she didnââ¬â¢t shy away from his touch as she had from Meredithââ¬â¢s. She leaned into him, her forehead against his shoulder. When she shivered once, slightly, he put his arm around her without even thinking. ââ¬Å"Iââ¬â¢m not cold,â⬠Bonnie said, although she didnââ¬â¢t try to shrug off his arm. ââ¬Å"Itââ¬â¢s warm tonight. I just ââ¬â I donââ¬â¢t like it when you say things like à ¡Ã ®Iââ¬â¢ll probably die rightââ¬â¢ ââ¬â watch out!â⬠ââ¬Å"Matt, look out!â⬠ââ¬Å"Whoa ââ¬â !â⬠Matt pumped the brakes, cursing, both hands wrestling with the steering wheel as Bonnie ducked and Meredith braced herself. Mattââ¬â¢s replacement for the first beat-up old car heââ¬â¢d lost was just about as old and didnââ¬â¢t have airbags. It was a miscellany of junkyard cars pieced together. ââ¬Å"Hang on!â⬠Matt yelled as the car skidded, tires screaming, and then they were all flung around as the back end swerved into a ditch and the front bumper hit a tree. When everything stopped moving, Matt let out his breath, easing his death-grip on the steering wheel. He started to turn toward the girls and then froze. He scrabbled to switch on the map light, and what he saw held him frozen again. Bonnie had turned, as always in moments of deepest distress, to Meredith. She was lying with her head on Meredithââ¬â¢s lap, hands locked onto her friendââ¬â¢s arm and shirt. Meredith herself was sitting, braced, leaning as far as possible backward, her feet stretched to push against the floor beneath the dashboard; her body bowed back in the seat, head flung backward, arms holding Bonnie down tightly. Thrusting straight through the open window ââ¬â like a knobby, shaggy green spear or the grasping arm of some savage earthen giant ââ¬â was the branch of a tree. It just cleared the base of Meredithââ¬â¢s arched neck, and its lower branches passed over Bonnieââ¬â¢s small body. If Bonnieââ¬â¢s seat belt hadnââ¬â¢t let her turn; if Bonnie hadnââ¬â¢t flung herself down like that; if Meredith hadnââ¬â¢t held onto herâ⬠¦ Matt found himself staring directly into the splintered but very sharp end of the lance. If his own seat belt hadnââ¬â¢t kept him from leaning that wayâ⬠¦ Matt could hear his own hard breathing. The smell of evergreen was overpowering within the car. He could even smell the places where smaller branches had broken off and were oozing sap. Very slowly, Meredith reached out to break off one of the twigs that was pointed at her throat like an arrow. It wouldnââ¬â¢t break. Numb, Matt reached over to try it himself. But although the wood wasnââ¬â¢t much thicker than his finger, it was tough and wouldnââ¬â¢t even bend. As if itââ¬â¢s been fire-hardened, he thought dazedly. But thatââ¬â¢s ridiculous. Itââ¬â¢s a living tree; I can feel the splinters. ââ¬Å"Ow.â⬠ââ¬Å"Can I please get up now?â⬠Bonnie said quietly, her voice muffled against Meredithââ¬â¢s leg. ââ¬Å"Please. Before it grabs me. It wants to.â⬠Matt glanced at her, startled, and scratched his cheek against the splintered end of the big branch. ââ¬Å"Itââ¬â¢s not going to grab you.â⬠But his stomach was churning as he fumbled blindly for his seat belt fastening. Why should Bonnie have the same thought as he had: that the thing was like a huge, crooked, shaggy arm? She couldnââ¬â¢t even see it. ââ¬Å"You know it wants to,â⬠Bonnie whispered, and now the slight shivering seemed to be taking over her whole body. She reached backward to undo her seat belt. ââ¬Å"Matt, we need to slide,â⬠Meredith said. She had carefully maintained her painful-looking bowed-backward position, but Matt could hear her breathing harder. ââ¬Å"We need to slide toward you. Itââ¬â¢s trying to get around my throat.â⬠ââ¬Å"Thatââ¬â¢s impossibleâ⬠¦.â⬠But he could see it, too. The freshly splintered ends of the smaller branch had moved only infinitesimally, but there was a curve to them now, and the splinters were pressing into Meredithââ¬â¢s throat. ââ¬Å"Itââ¬â¢s probably just that nobody can stay bent backward like that forever,â⬠he said, knowing that this was nonsense. ââ¬Å"Thereââ¬â¢s a flashlight in the glove compartmentâ⬠¦.â⬠ââ¬Å"The glove compartment is completely blocked by branches. Bonnie, can you reach to unfasten my seat belt?â⬠ââ¬Å"Iââ¬â¢ll try.â⬠Bonnie slid forward without raising her head, fumbling to find the release button. To Matt it looked as if the shaggy, aromatic evergreen branches were engulfing her. Pulling her into their needles. ââ¬Å"Weââ¬â¢ve got a whole freakinââ¬â¢ Christmas tree in here.â⬠He looked away, out through the glass of the window on his side. Cupping his hands to see better into the darkness, he leaned his forehead against the surprisingly cool glass. There was a touch on the back of his neck. He jumped, then froze. It was neither cool nor warm, like a girlââ¬â¢s fingernail. ââ¬Å"Damn it, Meredith ââ¬â ââ¬Å" ââ¬Å"Matt ââ¬â ââ¬Å" Matt was furious with himself for jumping. But the touch wasâ⬠¦scratchy. ââ¬Å"Meredith?â⬠He slowly moved his hands away until he could see in the dark windowââ¬â¢s reflection. Meredith wasnââ¬â¢t touching him. ââ¬Å"Donââ¬â¢tâ⬠¦moveâ⬠¦left, Matt. Thereââ¬â¢s a long sharp bit there.â⬠Meredithââ¬â¢s voice, normally cool and a bit remote, usually made Matt think of those calendar pictures of blue lakes surrounded by snow. Now it just sounded choked and strained. ââ¬Å"Meredith!â⬠Bonnie said before Matt could speak. Bonnieââ¬â¢s voice sounded as if it were coming from underneath a featherbed. ââ¬Å"Itââ¬â¢s all right. I just have toâ⬠¦hold it away,â⬠Meredith said. ââ¬Å"Donââ¬â¢t worry. I wonââ¬â¢t let go of you, either.â⬠Matt felt a sharper prickle of splinters. Something touched his neck on the right side, delicately. ââ¬Å"Bonnie, stop it! Youââ¬â¢re pulling the treein ! Youââ¬â¢re pulling it on Meredith and me!â⬠ââ¬Å"Matt,shut up !â⬠Matt shut up. His heart was pounding. The last thing he felt like doing was reaching behind him. But thatââ¬â¢s stupid, he thought, because if Bonnie really is moving the tree, I can at least hold it still for her. He reached behind him, flinching, trying to watch what he was doing in the windowââ¬â¢s reflection. His hand closed over a thick knot of bark and splinters. He thought, I donââ¬â¢t remember seeing a knot when it was pointed at my throatâ⬠¦. ââ¬Å"Got it!â⬠a muffled voice said, and there was the click of a seat belt coming undone. Then, much more shakily, the voice said, ââ¬Å"Meredith? There are needles shoved all into my back.â⬠ââ¬Å"Okay, Bonnie. Matt,â⬠Meredith was speaking with effort, but great patience, the way theyââ¬â¢d all been talking to Elena. ââ¬Å"Matt, you have to open your door now.â⬠Bonnie said in a voice of terror, ââ¬Å"It isnââ¬â¢t just needles. Itââ¬â¢s little branches. Sort of like barbed wire. Iââ¬â¢mâ⬠¦stuckâ⬠¦.â⬠ââ¬Å"Matt! You need to open your doornow ââ¬â ââ¬Å" ââ¬Å"I canââ¬â¢t.â⬠Silence. ââ¬Å"Matt?â⬠Matt was bracing himself, pushing with his feet, both hands locked around the scaly bark now. He thrust backward with all his strength. ââ¬Å"Matt!â⬠Meredith almost screamed. ââ¬Å"Itââ¬â¢s cutting into my throat!â⬠ââ¬Å"I canââ¬â¢t get my door open! Thereââ¬â¢s a tree on that side, too!â⬠ââ¬Å"How can there be a tree there?Thatââ¬â¢s the road!â⬠ââ¬Å"How can there be a treegrowing in here?â⬠Another silence. Matt could feel the splinters ââ¬â the slivers of broken branch ââ¬â biting deeper into the back of his neck. If he didnââ¬â¢t move soon, he would never be able to. How to cite The Return: Nightfall Chapter 9, Essay examples richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-11705499920095017772019-12-07T05:03:00.001-08:002019-12-07T05:03:05.329-08:00Confucianism and Legalism were two philosophies of Essay Example For Students Confucianism and Legalism were two philosophies of Essay the Hundred Schools of Thought of the Eastern Chou (Zhou) Dynasty that have left profound effects on Chinese thinking, culture, and essentially every aspect of Chinese life. Confucianism is commonly distinguished as a social and ethical philosophy, while Legalism advocated a strong central government with absolute power. Although the two schools had very distinct principles, various ideologies from both teachings have been adapted and blended in Chinese history. Confucius (Kung Fu-tzu or Master Kung) was a philosopher whose teachings dominated Chinese philosophical thinking for almost 2,500 years. His principles are studied to this day not only by Chinese historians, but also by scholars throughout the world. Born an ordinary person in the state of Lu in Shatung province in 551 B.C., Confucius quickly rose in the administrative ranks, but was soon forced out of his office (De Bary, 181). With the division of China into numerous states, chaos reigned during the late Chou period. Still believing that he could restore peace and orderliness in his state, Confucius began teaching, never turning back to politics. With as many as 3,000 students, Confucius did not consider himself an inventor of new ideas, just a transmitter (Ching, 235). Confucius is also credited with writing or editing the Five Classics, which later became the core of curriculum and officially accepted as the philosophy in the Han Dynasty in the second century B.C. (De Bary, 183). The main sources of his teachings were conversations recorded by his students in the Analects (Ching, 236). Confucius died in 479 B.C. To restore orderliness and peace of the Golden Age of the Western Chou, Confucius urged return to virtue. This was based on the concept of jen, which has been translated as humanity, benevolence, reciprocity, or perfect virtue (De Bary, 187). Confucius concluded that only through a persistent effort will one transcend into jen: Is there anyone who exerts himself even for a single day to achieve humanity? I have not seen any who had not the strength to achieve it (De Bary, 187). Confucius justified his beliefs through his own actions: At fifteen I set my heart on learning to be a sage. At thirty I became firm. At forty I had no more doubts. At fifty I understood Heavens Will. At sixty my ears were attuned to this Will. At seventy I could follow my hearts desire, without overstepping the line. (Ching, 235) The virtue of jen was later associated with the social mobility of classes, rather than the traditional belief in the nobility of birth. This way, every disciplined nobleman or gentleman (chun-tzu/junzi) could become a statesman with the proper education (De Bary, 183). Even Hsun-tzu, whose students were Legalists, proclaimed that education can help humans elude evil (Ching, 241). Indeed, Confucius began the Chinese bureaucracy based on merit rather than birth. On a societal level, the people sought chung yung, which translates into Central Harmony. The concept of li, or rites and ceremonies, was to be installed for a stable and orderly society (Kitagawa, 206). Confucius considered family as the ideal social order: with the strong principles of filial piety and rectification of names, the family was a sure microcosm of the state. This viewpoint is supported by the fact that three of the five relationships are composed of family: husband-wife, father-son, and elder brother-younger brother. Although Confucius never intended for his beliefs to be a faith, his teachings of li are loosely tied with the notion of Confucianism as a religion. The rituals performed as mores and his regard for the will of Heaven (Tien), given the time period (political chaos), eventually were birth of a new religion (Ching, 235). To be a virtuous ruler, according to Confucius, one must be moral and of strong character, as a political head was the most highly revered position in China. Confucius also was concerned with the subject of laws and punishment. Because Confucius viewed human natured to be good, he considered punishments futile as people would keep on breaking the law. Only if the people are lead by virtue and restraint, they will develop a sense of shame (De Bary, 190). Along with shaping the bureaucracy, as mentioned earlier, Confucius accomplishments in government include the development of proper . richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-89242614185572697422019-11-29T16:45:00.001-08:002019-11-29T16:45:02.639-08:00Healthy Diet for College Students Since college is filled with a number of tasks, adventures, challenges and some tragedies, it is very important for students to consume the energy they need to cope with everything. The main source of energy is food and hence experts emphasize greatly over how important it is for students to take care of their diet throughout their time at college. This emphasis was laid after survey release how students try to save time by either skipping meals or not spending enough time on diet. During my time at college, I never compromised on my diet whether I had a quiz, exam or had to write my essay since I was and still am very passionate about body building and fitness. However, healthy diet is not only necessary for fitness but also to remain active in tasks. Following are some tips for a healthy diet at college: Breakfast is the most important: An expert once said and many others later agreed that breakfast is the most important meal of the day because it provides human body with the necessary energy required to perform all the tasks throughout the day. No matter how busy you are, how important class you have to attend or how important exam you have, skipping breakfast will only push you to a disadvantage so do eat proper meal during breakfast. What to eat and what to avoid will depend upon your weight since there are separate diets for skinny and obese students. Whatever you choose should be consumed properly in appropriate amount. Keeping snacks and food items in dormitory: This tip will be found helpful especially during the period of exams. Students are often very lazy in getting up from bed and get something for themselves to eat while studying. They also believe that if they get up, they will end up wasting a lot of time. For this reason, experts suggest that you should keep some snacks like crisps and biscuits with you in the dormitory at all times so you can keep on feeding yourself. This will help you restore your energy throughout the day and skipping lunch would not be harmful. Do not starve to lose weight: A common misconception among students is that if they eat too much, they get fat and if they eat too less, they get thin. In an attempt to lose weight, people often start skipping meals and begin to starve. This kind of dieting could be inconvenient and seriously hurt a personââ¬â¢s health. There is a proper diet plan for weight loss which includes all the meals but with a different menu. Fitness experts are experienced in this field so take some guidance from them in this matter but do not starve. Sugar intake should be controlled: College students are reported to use excessive sugar mainly because of fizzy drinks, tea and craving for sweetness. While sugar contributes to the calorie count in your body and may be beneficial in some cases, it often leads to tooth decay among students. Diet sweeteners are great alternatives to satisfy your cravings without being afraid of the consequences. I always maintained a balanced diet and was able to write my essay, appear for quizzes and complete assignments on time because of a healthy lifestyle. richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-18623814723473644932019-11-25T18:36:00.001-08:002019-11-25T18:36:05.687-08:00Free Essays on Essence Of Career PlanningESSENCE OF CAREER PLANNING IN CHINESE COMMUNITY When we are still young, most people would ask is ââ¬Å"What do you want to be when you grow up?â⬠Initially we have a ready answer, some wanting to be astronauts, some dreaming of becoming doctors and some teachers. But as people progress in age and maturity, we get to feel how daunting our initial dreams were, especially if the person is ambitious and had set lofty goals on life. Some cave in to the enormous challenge and make do with whatever it is that they can easily have, setting for the next best or even third best option. Some take the challenge seriously and face it head-on. It is to these people that the concept of career planning is of paramount value. Career planning gives an orderly and systematic process with which to consummate a personââ¬â¢s goals and ambition. At the outset, the person should have a clear vision of what one wants to be in the coming years, an ideal future state that one desires to achieve. Questions as to what kind of life we dream about and how do we see ourselves in the next 20 to 40 years should be answered. For example, someone might dream of becoming an astronaut. Having done this, he or she should then proceed to outline the plan of action that needs to be executed in order to accomplish the goal. This plan of action should detail the steps, much like a staircase, that a person has to implement and go over, and the difficulties along the way that have to be surmounted. The plan should also explore the possible consequences of the personââ¬â¢s actions and provide contingencies measures for such. In our example, if one is to be considered into the space program, it is essential that one shou ld have a healthy mind and body, courage & maturity, and proficiency (almost being an expert) in mathematics and physics. Therefore, if one is serious in such ambition, a plan of action should entail a healthy lifestyle and excellent academic achievement... Free Essays on Essence Of Career Planning Free Essays on Essence Of Career Planning ESSENCE OF CAREER PLANNING IN CHINESE COMMUNITY When we are still young, most people would ask is ââ¬Å"What do you want to be when you grow up?â⬠Initially we have a ready answer, some wanting to be astronauts, some dreaming of becoming doctors and some teachers. But as people progress in age and maturity, we get to feel how daunting our initial dreams were, especially if the person is ambitious and had set lofty goals on life. Some cave in to the enormous challenge and make do with whatever it is that they can easily have, setting for the next best or even third best option. Some take the challenge seriously and face it head-on. It is to these people that the concept of career planning is of paramount value. Career planning gives an orderly and systematic process with which to consummate a personââ¬â¢s goals and ambition. At the outset, the person should have a clear vision of what one wants to be in the coming years, an ideal future state that one desires to achieve. Questions as to what kind of life we dream about and how do we see ourselves in the next 20 to 40 years should be answered. For example, someone might dream of becoming an astronaut. Having done this, he or she should then proceed to outline the plan of action that needs to be executed in order to accomplish the goal. This plan of action should detail the steps, much like a staircase, that a person has to implement and go over, and the difficulties along the way that have to be surmounted. The plan should also explore the possible consequences of the personââ¬â¢s actions and provide contingencies measures for such. In our example, if one is to be considered into the space program, it is essential that one shou ld have a healthy mind and body, courage & maturity, and proficiency (almost being an expert) in mathematics and physics. Therefore, if one is serious in such ambition, a plan of action should entail a healthy lifestyle and excellent academic achievement... richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-2388907515581024512019-11-22T02:00:00.001-08:002019-11-22T02:00:04.092-08:00Unemployment and Crime in the Society Research ProposalUnemployment and Crime in the Society - Research Proposal Example Unemployed persons who engage in criminal activities represent an individual matter that should not be associated with unemployment per se. Unemployed people are ready and willing to take work anytime if it is offered to them. They are ready to work and earn a decent living, but the challenge is the scarcity of job opportunities to absorb all the employment. The aim of this study is to examine the relationship between crime and unemployment in the society. The investigation will involve the convicts of various crimes in society in a selected region in U.K. between the 1990 and 2013. The investigation will be conducted using questionnaires, observations, and interviews, and will target about two hundred respondents and gather details regarding the cause of conviction, respondentsââ¬â¢ occupation prior to prior to conviction and the duration of imprisonment. The outcome of the investigation will be used to establish the extent to which unemployment has contributed to the crimes in t he society and the effect of law in deterring crimes in the society. Even though many people associate unemployment with criminal activities, the current increase in crime rate in the society is as a result of a failure of the security structures to deal with offenders and redress justice for the victims of crimes. Crimes are unlawful conducts stipulated by the state in the constitution of the country. The law specifies what is unlawful and the consequences of engaging in the unlawful conducts. There are many arguments that associated increase in the rate of unemployment with increasing rate of crimes in the society. Some researchers have linked poverty and unemployment of the youth to increasing criminal activities, and they argue that if the government does come up with strategies to curb the increasing poverty due to unemployment the society will be chaotic and uncontrollable. richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-23005448555831374142019-11-20T19:18:00.001-08:002019-11-20T19:18:03.888-08:00Economic business Essay Example | Topics and Well Written Essays - 2500 wordsEconomic business - Essay Example Industrialization in Britain had paved up ways for both labour intensive and capital intensive methods of production. In addition, there had been constant technological changes thus enabling the augmentation of labour as well as capital productivities, so that higher quantities could be produced employing the same amounts of factors of production. But the manufacturing units that required the use of proportionally more labour than capital base were found to be performing worse than their capital intensive counterparts. This change was noticed since the latter part of the 20th century. The deterioration of the labour intensive units proved to be a serious drawback in the path of the economic growth potentials of UK, since these units had almost been like a bastion behind the nationââ¬â¢s industrial base. One such industry that used to be a stronghold for the nationââ¬â¢s secondary sector was the steel industry. The nation which used to be the largest manufacturer of steel in the world has been outstripped by China in total quantity of crude steel production. In fact, it has also fallen back from its initial status of the worldââ¬â¢s largest exporter of steel ââ¬â the nations that have outshone the British steel giant are China and Japan, accounting for 52 and 35 percent of the total steel exports, while the figure for England lingers around 32 percent. The losses that it had to face in recent years throw some light upon the pessimistic turn that lies ahead in the future for the industry. On account of this gradual slide of the British steel sector from the industrial forefront, UK, which happened to be the most powerful and strongest of all economies even a century back, is now lurking at number six among its contenders. The deteriorating position of the British manufacturing unit has forced in the opening up of newer avenues to keep the flow of income smooth within the nation. This is the reason behind the richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-21830618811785573732019-11-18T20:57:00.001-08:002019-11-18T20:57:03.693-08:00Pentagon Museum of Art Essay Example | Topics and Well Written Essays - 3250 wordsPentagon Museum of Art - Essay Example Place and time are both texts. So my personal Pentagon Museum of Art is both a place and a long sequence in time. My hiding place is located on the roof of a Midtown Manhattan building. It is a light blue pentagon-shaped construction with a yellow little door as its only entrance. I retreat in that small space of paradise during my off hours. After work in an ad agency as a copywriter, I come over here to relax, to take a nap, to resume writing my first novel, or to take a look at its surrounding white-painted walls each one holding in its surface a masterpiece work of art by Salvador Dal and Pablo Picasso. They are my favorite painters so I placed 5 of their paintings on the five walls of my private Pentagon Museum of Art right on top of a metropolitan apartment building in New York. My Pentagon is an arts Pentagon, not a military one. I find myself at peace with my own self here. It's a metalinguistic feeling that I enjoy to the max. I can lye on the bed. I can write my novel. I can watch closely at the paintings. I can read a book. I can listen to music. My favorite music. My favorite books. Intertextuality. Intratextuality. Extratextuality. All of them merge within my own self. Intertextuality among the paintings. Intratextuality inside my novel. Extratextuality with the surrounding environment that feeds my urgings for creating a different and distinct world of my own. The text becomes a sign, and according to C. S. Peirce the sign can be an icon, a symbol, or an index. Intertextuality can be an icon, intratextuality an index, and extratextuality a symbol. I have decided to make everything in all out of my hiding place. My Pentagon Museum of Art. My little piece of paradise on Earth. Here there is no place for luxury. Everything is common and simple. There is a fridge by the door. Five windows on each side of the pentagon. There is a computer table in the middle of the room with its corresponding PC on top. Five paintings of two master artists of all time: Salvador Dal and Pablo Picasso. There is a small bed by the top vortex, between the two top sides of the pentagon. A nice sound equipment with the Sony trademark right by the side of the computer table. There is an executive rotating chair in front of the computer table. Here everything is interconnected. That's part of the hyperlinking of the objects. One leads to the other. I can go in a matter of seconds from the radio to the computer, from the chair right onto the bed. And I can jump from my bed in order to take a fresh look at one of the Dal's Christs. Texts are interwoven in my mind as well as in this little retreat of comfort and peace. Every text has its rhythm, and I find meaning in the rhythm of this small building with five walls and a quiet sound of the music in my ears. That is Bob Dylan playing with The Traveling Wilburys. At the End of the Line. Yes. At the very end of the line I find a melody filled with harmony in the creativeness of my life. I find meaning in each and every white wall with the paintings hanging like sovereign pieces of wonderful signs. Picasso and Dal share with me their meaningful creatures of their minds. Dylan does his part beautifully singing "Blowing in the Wind". "Like a Rolling Stone" is coming up after that tune. I keep writing on my clone PC. My first novel is taking richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-35469093603243673922019-11-16T09:30:00.001-08:002019-11-16T09:30:09.366-08:00Changes in UK Labour Productivity: AnalysisChanges in UK Labour Productivity: Analysis Introduction The Agentsââ¬â¢ scores for capacity constraints: The series of scores inside the Agentsââ¬â¢ Summary of Business Conditions, which is generated by 12 regional officies (Agencies), is a tool for Monetary Policy Committee (MPC) to track the underlying trend in economic factors. The Agents in each region gather the information on economic conditions from their contacts, then judge what value to score subjectively. The scores are the simple way that Agents alter the intelligence they gathered before into a quantitative assessment of the economy over time (Colin Ellis, Tim Pike, 2005). Figure 1: Capacity Constraints Scores in Agents Summary of Business Conditions from Jan, 1998 to Sept, 2014 (Source: Bank of England) Most of the scores are based on a comparison of recent months with the same period a year earlier, however, there are some exceptions like employment intentions or capacity constraints, which are looking forward. The scores range from -5 to +5 with -5 is denoted that rapidly decreasing level and +5 is rapidly growth. In this case, a positive score in Capacity Constraints means that companies face with a little or no pressure on capacity demand and vice versa. In the chart above, it can be seen that there are two downward sloping periods between 2009 and 2013 when were the double-dip recession occurred in the UK. The trend also illustrates an improving progress within a year recently, with a rise of 0.6 points on both sectors. The UK productivity puzzle Productivity experience in cross-country and historical views: The Global Financial Crisis (GFC) in 2007-2008 has caused a significant damage to the economy of most developed countries in the world, including the UK. The decline in output has led to a considerable decline in labor productivity in the UK. Labor productivity has been improving from 2013, but it still be less than its pre-crisis level of around 16% (see Figure 2 below). This shortfall can be referred as the ââ¬Å"UK productivity puzzle and it has took a great effort from economists in order to explain the situations, however, it has yet to be answered completely so far. Figure 2: The UK Labour Productivity (1998-2013). Sources: Moneymovesmarket.com It can be seen from figure 3 that a weaker performance in labour productivity during the latest recession than all previous post-war recessions. In all recessions before, the first fall in productivity was usually short-lived and the productivity began to increase and regained its peak level after just only almost a year and a half. Figure 3: Productivity per person after UK recessions (Source: Office for National Statistics) However, this latest episode did not see the same stories as its two previous. Between early 2009 and mid-2010, the productivity made a rise of of approximately one percent and continually levelled off and it did not rise further over the next year as both output and employment saw really slow recoveries.At the time of Q3/2011, the employment was rising sharply while the growth of GDP has shrinked (see Appendix), therefore creating a renew decrease in labour productivity. As a result, the UK productivity still be underneath its pre-recession peak around 4 percent. One remarkable point is that the increasing employment and the weak labour productivity seem to be an odd thing to see among the GFC. If the business is expected to stay weak typical companies will shed labour to boost productivity up. The productivity weakness of the UK is also unusual when comparing with some international stories for recent years. Despite their increasing growth before the GFC, it has been significantly weaker than some high-income countriesââ¬â¢ economy. Looking at figure 4, it is easily seen that the UK productivity performance was consistent with that of other countries suggests that some common factors might be involved.Nevertheless, as mentioned above, there has been a downward slope in UK productivity in mid-2011 which was not encountered to the same level elsewhere.The weak productivity of Germany is due to the unusual strong employment referred to the past. One additional point is that only Italy has the similar trend with the UK, showing the impact of GFC on their labour productivity. There are some reasons why these comparison might exaggerate the productivity puzzleââ¬â¢s size. Measurement inaccuracy could take account for a very small piece of productivity weakness. Moreover, expenditure on research and development (RD) is considered as a part of GDP, therefore GDP can be lifted by around 1.5% points. Another reason here is that the decrease in North Sea oil and gas output (see Appendix) slowed trend growth in labour productivity in this sector. In total, although the measurement issues can explain up to 4% point of the shortfall in productivity there are lots of things to research the remaining. Figure 4: Labour productivity per person across countries between 1999 and 2013 Source: Thomson Reuters Datastream, Eurostat and ONS Cyclical explanations on productivity shortfall Lower factor utilisation as a result of weak demand conditions The first hypothesis suggests that weakness in productivity is cyclical in nature, driven by weak demand conditions. Firms are unable or unwilling to shed labour or dispose of capital but sometimes, they are not as productive as they might have been. The difference between the lower utilisation level and more normal levels of capacity utilisation is called ââ¬Å"spare capacity within firmsâ⬠. The first reason for this hypothesis is that they need to keep business going by holding a minimum level of staffs, so-called ââ¬Ëoverhead labourââ¬â¢. Therefore, some firms might not have been able to cut employment below the minimum base, like the guards for the construction until it is sold, for example. Anothing reason should be remarked here is that companies believe the weak demand is temporary. In past experiences, companies made decisions to having fired workers in the early stages of the recession. Conversely, they found it hard to find workers with the appropriate, firm-specific skills. Thus, they missed the opportunities to make a breakthrough on the market. Recently, companies might desire to ââ¬Ëhoardââ¬â¢ underutilised workers to avoid those lessons from the past. From 2007 to 2012, the proportion of reduced output companies but holding employment rose from about 20 percent than the pre-crisis period (see figure 5). It also suggests that these holding action of firms contributed to the decrease in productivity measured, shown by the diamonds in the chart. Figure 5: Proportion of reduced output firms but holding labour (from 2005-2012). Source: ONS and Bank calculations Spare capacity is measured in the business survey that provide a significant degree of idle capacity within companies in the initial stages of the crisis. However, this business survey just uses the qualitative methods, thus it did not capture the amount of spare capacity in each firm. One additional thing is all answers are subjective so it can be changed over time. It might take no effect on the size of the UK productivity puzzle. Other cyclical factors Some sectors had diverted the resources toward activities which is not immediately counted as output. Consequently, it cannot tribute to the total productivity. In contrast, there are some point which indicated that the cyclical hypothesis alone cannot fully explain the productivity puzzle. Effect of persistent factors on productivity puzzle Tangible and intangible capital investment effects on the shortfall The consequences of the GFC made the firmsââ¬â¢ desire in investment in physical capital more difficult because the tighter credit conditions may lead to a higher cost to obtain finance. The stagnated situation in this period also made investments become less efficient, causing directly the material deterioration in the capital stock of worker. Moreover, a considerable fall in real wages during the crisis (see Appendix) while the cost of capital went up have led the relative cost of labour to capital to be decreasing. Hence, it have provided a motivation to switch to use labor-intensive business and companies decided to increase the labour working hours. However, the production output did not go up due to the low demand conditions, therefore the productivity has been decreased. Firms also invest in ââ¬Ëintangible capitalââ¬â¢ which include some types like intellectual property rights or brand names, etc. One main point here is the strong relationship between two types of capital investment mentioned above. For example, the innovated implementation can be processed alongside the introduction of plants and machinery. However, RD expense is considered as the innovation input; that means even though firms have invest a huge amount of money but without new valuable output, which are some types of product or process innovation, there will be an inverse impact on the productivity. According to the data of the UK Innovation Survey, there has been a fall of about 30% in both product and process innovation among the crisis despite an increasing trend in spending budget on RD (see figure â⬠¦). These capital channels have explained a considerable proportion, about 3 to 4 percentage points, of the shortfall in the UK. Impaired resource allocation and the higher firm survival Figure 6: Decomposition of the UK Labour Productivity (2004-2012). Source: ONS and Bank calculations. Looking at the graph above, it is seen that there is a downward sloping trend in the contribution from reallocation, as a result of higher insolvencies or firing behavior (Riley et al, 2014), and its contribution decreased even further, becoming minor between 2010 and 2012. As mentioned above, uncertainty have made firms more wary when investing and labour reallocation. Moreover, the financial system have played a role to have impaired the movement of resources through two channels: impaired capital allocation and higher firm survival. Broadbent (2012, 2013) declares that considerable changes in rates of return on capital across sectors might not be associated with the following movements of capital stocks. In addition, Barnett et al (2014b) highlight an economic model with multiple firms and sectors to analyse that a high price dispersion might be used to explain the productivity loss with around 3 to 4 percentage point. According to Arrowsmith et al (2013), there has been a bank forbearance which provide the measures of support to firms struggling to meet its debt obligations. Although the direct impact have been a little at around one percentage point, the overall impact might have been greater because the widespread effect of the forbearance in the whole sector. Moreover, Arrowsmith et al (2013) indicated that the low level of Bank rate has supported to retain the borrowing costs for firms fairly low. The unusually low rate of firm collapse is to have lowered labour productivity by up to 5 percentage points. Relationship between the labour productivity and monetary policy decision The outlook for inflation in the medium-term depends on the balance of demand and supply in the economy. In theory, if supply is greater than the goods and services that people demand, prices will tend to fall and vice versa. Hence, the MPC should make an assessment about up-to-date indicators and prediction in supply, as well as demand. In recessions, demand typically falls by more than supply. An output gap opens up ââ¬â the economy can supply more than is currently demanded. And unless that gap is closed, it will push down on costs and prices. But assessing the size of the output gap is very difficult, for exactly the reasons we have been discussing today. Early estimates of economic activity can be revised substantially, so it is hard to know just how weak demand and output really are. And it is equally difficult to know the extent to which the supply potential of the economy has been affected by the recession. 1 | Page richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0tag:blogger.com,1999:blog-4080199158929923844.post-40884750879835714322019-11-13T22:01:00.001-08:002019-11-13T22:01:05.151-08:00Essay --Article Analysis The article I choose to write my analysis on is about a small study that found brain differences between social butterfliesââ¬â¢ and isolated people. A study conducted by Maryann Noonan on 18 people ages 27-70 proposes that parts of your brain may in fact be different depending on how much you socialize , whether your what some people call a social butterfly or a lone wolf. The researchers asked the people how much they socialized during a time period of 30 days; the socialization consisted of anything from phone calls to face to face interactions. They then scanned the brains of the 18 individuals in the experiment looking for anything that people with similar amounts of socialization had in common. From the brain scans they discovered that in fact three parts of the brain seemed to be bigger, additionally it appeared that those parts were also more strongly connected to other regions of the brain in the people who had more social interactions compared to the people who stayed t o themselves. The results that the experimenters found also correlated with a previous study done on monkey that had similar results in the brains of monkeys who lived in larger groups. In the end this research may be hard to fully understand, because it is hard to conduct an experiment that follows people from a young age and if their socialization directly effects their brain growth. The results of the experiment are surprising to me and leave me to believe that it is unlikely to have a definitive answer as to how our behavior affects our brain structure, unless an experiment is conduct from the start of someoneââ¬â¢s early childhood. This article leaves me with a few questions however; the first question is do peopleââ¬â¢s brains make them the per... ...nships. We all know that animals donââ¬â¢t get married but they can still have a life long relationship with another member of their species in which they have offspring and live their wholes lives together. Humans and animals have similar social patterns they just show it in different ways. This can occur because one of the huge differences in humans and animals in that they have different behavior development and evolution. Human behavior is heavily based off of social organization and social interaction. While animalââ¬â¢s behavior is only slightly based on social influence because their actions are based on instinct and reactions to their environment. From the research I did I found that there are similarities between human and animal socialization patterns, animals may do it in different ways but they are expressing the same social patterns and expressions as humans. richardherrera189http://www.blogger.com/profile/16541872434841249938noreply@blogger.com0