Communication On The Internets Popularity - 1264 Words

From the beginning of the Internet’s growing popularity, it continues to provide a way of communication that allows for mass access and transfer of information. However, this convenience also comes with negatives such as the ability for abuse by users—harassment, stalking, illegal content—as well as other psychological problems such as addiction and poor self-esteem (Yang and Tung, 2004; Armstrong, Phillips, and Saling, 2000). Communication on the Internet is further expanded by websites such as Facebook—an online social networking site—along with numerous other social media platforms, changing the way we socially interact with others and creating similar issues as the ones internet use brought. Facebook’s popularity is constantly†¦show more content†¦This indicated that Facebook could potentially provide self-esteem boosts to those with poor self-esteem. However, the study was conducted by researchers in the field of communication t o primarily show the formation and sustenance of social relationships through the way of communication provided by Facebook, instead of directly investigating how Facebook can affect self-esteem. Further research examined the negative effects of Facebook on an individual’s self-esteem. Kalpidou, Costin, and Morris revealed in their study that time spent on Facebook was negatively related to self-esteem (2011). College students who reported spending a lot of time on Facebook was revealed to have lower self-esteem. This research study came from the field of psychology and directly investigated the relationship between Facebook and self-esteem in undergraduate students. However, only one variable—time spent on Facebook—was used to explore a possible relationship with self-esteem. Multiple uses of Facebook and patterns of Facebook usage can be used to examine possible effects on self-esteem: forming and sustaining social connections, participation and involvement in groups of shared interests or organizations, frequency and depth of self-disclosure. Self-disclosure, specifically, can

Beowulf s Legacy A Summary - 859 Words

Beowulf’s Legacy: A summary of what the story of Beowulf taught the Anglo-Saxons to become a better people You’re on the ground. You’re bleeding, blood gushing out as though it was a geyser. You can’t hear anything, vision is failing you, and you’re just now realizing where you are. The setting is a battlefield. Gore and loss are mixed with the scent of gunpowder and smoke. You look toward what you think was the enemy; a tank. It’s barreling toward you, but you are petrified. You glance behind you to see what other horrors were present. Your comrades, brothers, all cowering in fear. You jerk your head back toward the tank. It is much, much closer now. Were you going to be crushed? Was your entire life’s cost the equivalent of dirt that was simply to be tread upon? No. You can’t believe that, you wouldn’t believe that. You grasp all of your grenades and pull all of their pins, and then you wait. You pray. The tank is on top of you. You close your eyes and scream your final words. Silence. You saved your comrades, and you conquered yo ur enemy. You, in the last moments of your life, became just like Beowulf because of your sense of duty, your generosity, and taking the role of a hero. A sense of duty is not as rich and plentiful as it was in the time period that the epic poem â€Å"Beowulf† took place in. First, we will have to define what duty really is. Duty is a moral or legal obligation; a responsibility. It is something you are required to preform. Did you have to blow upShow MoreRelatedBeowulf s Last Battle Of The Epic Hero954 Words   |  4 Pagesmother, the epic hero, Beowulf, faces his third and final monster, a dragon that has been attacking Geatland. But this last battle will be completely different than the ones before, and spells the end for our epic hero. !!!Beowulf s Last Battle Starting around line 2200 of the great epic poem __ Beowulf __, we have the entrance of the last of the monsters that Beowulf must overcome as part of the epic hero cycle. But this battle is unlike the earlier battles Beowulf faced as a young warriorRead MoreWhy Is Beowulf Considered A Hero?983 Words   |  4 PagesMay 2016 Why is Beowulf considered a hero? Beowulf, an epic hero of his time, has some people that don’t think he should be considered a hero, but I think otherwise. He killed many monsters, and creatures from various places, saving the people who live(d) there, and this is the definition of a hero, â€Å"a person, typically a man, who is admired or idealized for courage, outstanding achievements, or noble qualities.† That definition really describes Beowulf because of the outstandingRead MoreThe Legacy and Legend of King Arthur and Heroes of Epic Poems: A Comparative Analysis734 Words   |  3 PagesFormerly and Future In many ways, the legacy and legend of King Arthur is in alignment with that of the myriad heroes that came before him in ancient times. These heroes include the likes of Achilles, Gilgamesh, and Beowulf. However, principally due to the fact that King Arthur and his exploits are decidedly more modern than those of the aforementioned heroes, there are certain points of variance between his characterization and deeds and those of the figures that existed in ancient times. Therefore

The Effects of Sexism in schools Free Essays

string(192) " besides discussed in the survey â€Å" Gender differences in mathematical accomplishment related to the ratio of misss to boys in school categories † by Terje Manger and Rolf Gjestad\." The subject about stereotypes and bias is truly of import in our society. Walter Lipmann is the adult male, who defines foremost the term stereotype in his book â€Å" How society thinks â€Å" ( 1922 ) . † He says that stereotype is something that helps us live in the world easy. We will write a custom essay sample on The Effects of Sexism in schools or any similar topic only for you Order Now That is the positive said, the negative is, that stereotype thought Michigans us from out of the box thought and unfastened head. Walter Lipmann besides defines the term stereotype – aˆz stereotype is a normally held popular belief about specific societal groups or types of persons, standardized and simplified constructs of groups based on some anterior premises. † Prejudice is a term, which defines our inclination for judging person before we know him. These footings have a positive said too- they make communicating easy for us. But I think that the negatives about stereotypes and bias are more than the positives. There are many stereotypes even in the instruction system. One of the most common stereotypes is sexism. It affects every said of our lives. Almost every work forces and adult female have same stereotypes about the gender functions. The truly of import facet of this job is that sexism is good known in instruction system and many childs are enduring from i t. It begins in simple school and continues till graduating from college, sometimes even after that. Small boys and misss are invariably told about their gender functions and how they should respond and act, because of those functions. They are given no pick – they should act as expected and no other manner. There is another facet of the job. In schools and colleges, instructors and professors expect different consequences by male childs and misss. The male childs are considered with less possible and everyone expects lower classs by them. Girls are considered as good in some things, but atrocious in math, natural philosophies and other scientific discipline like that. Those sentiments can do things truly hard for the kids, because they ca n’t demo their existent abilities and accomplishments. â€Å" Sexism, which entered the vocabulary in 1970 as an parallel to racism, connotes a cardinal and permeant institutionalized prejudice on the footing of sex, with favoritism normally directed against adult female ( Frazier and Sadker 1973 ) .The principle for sexism is the biological difference between males and females that dictates differential societal functions, position, and norms ( Sleeter and Grant 1988 ) . † From â€Å" Sexism in single-sex and co-ed independent secondary school schoolrooms † by Valerie E. Lee, Helen M. , Marks and Tina Byrd. In thos pharagraf of theyre survey, they explain the term sexism. The survey begins with account that sexism begins manner back in the history. Likek other socialising establishments, the household and the church, have necessarily transmitted sociocultural sexism, so did the schools. † Classrooms, where the procedure of schooling mostly occurs, are primary sites for sexist socialisation. † aˆz In an ideal universe, kids would be raised in a society free of gender stereotypes. Such freedom from these stereotypes would let kids to exhibit behaviours and get accomplishments based entirely on their personal penchants devoid of the restraints of the social norms that surround their peculiar gender ( Bem 1983 ) . However, in the existent universe, from the minute of their birth, kids are placed into either a â€Å" male child † or â€Å" miss † class ( Bem 1983 ; Fagot andA Leinbach 1993 ; Kimmel 2004 ) . This apparently fundamentalA physiological differentiation is automatically surrounded by a system of social outlooks that determine whichA behaviours are appropriate for â€Å" male childs † and which are appropriate for â€Å" misss † ( Fagot and Leinbach 1993 ) and ease the creative activity and care of gender function stereotypes ( Ridgeway and Correll 2004 ) in Springer Science+Business Media, LLC 2010 Abstract Eagly ‘s societal function theory ( Eagly and Steffen 1984 ) . † From this paragraph, we can do the logical decision, that something in our society and educational system is incorrect. We raise our kids in a universe, in which these stereotypes are really common. These classs that we put childs in have an consequence on their full life. In school, male childs and misss come with some thoughts how to act. They learn that from their household direct, or by get bying theoretical accounts of behaviour. Since the first class, everyone continues to anticipate from kids to move as they are told to- like a miss or a male child. Girls ca n’t play with autos and plaything soldiers, because they will go adult females, and this is non good for a adult female. The adult female should we nice and stamp. If the male childs are sometimes a small rude- this is non a job, because from them this is expected. If they want to play with dolls – this is non write, because they can turn up feminize. This is something that reflects truly difficult on kids psychic. When they grow up, they continue to follow that theoretical accounts of behaviour and that is cosign a batch of jobs. In the instr uction is the same- the male child should we truly good in math, but if he can compose, this is a small unusual. A miss should compose beautiful, but cipher would belief, that she knows a batch about natural philosophies. This is a immense job, because it makes communication, turning up, developing a difficult and intense procedure, which is put in frame and ca n’t travel out of it- other manner the child is consider as strange. As an illustration for that frames may be considered state of affairs of gender and mathematics in England and Wales. Teresa Smart wrote an article on that mater, which is explains why misss â€Å" abandon scientific discipline before go forthing school † – â€Å" Gender and mathematics in England and Wales † . In the article, Smart explains, that the stereotype- male childs are good in mathematics is seting misss under force per unit area and they prefer to concentrate on other scientific disciplines. The difference between male childs and misss are besides discussed in the survey â€Å" Gender differences in mathematical accomplishment related to the ratio of misss to boys in school categories † by Terje Manger and Rolf Gjestad. You read "The Effects of Sexism in schools" in category "Essay examples" This survey discuss the importance of the figure of male childs and miss in the schoolroom. The writers are analysing a research, done in 3 class in categories with many male childs and less misss, many misss and less male childs, and a category with a balance. The consequences do non back up the single-sex instruction theory. That theory clames, that single-sex school gives an chance for developing to both sexes. In that survey, writers besides prove, that there is a difference between male childs and misss in mathematics: The differences in mathematical accomplishment between male childs and misss are good documented in the educational and psychological literature. While the differences in general samples are diminishing ( Feingold 1988 ) disparate proportions prefering male childs are well-known in mathematically gifted samples, ( Benbow 1988 ; Benbow and Stanley 1983 ; Hyde, Fennema and Lamon 1990 ) .The differences besides vary harmonizing to mathematical subskills. Boys seem to execute better than misss on undertakings necessitating application of algebraic regulations or algorithms, every bit good as on undertakings in which the apprehension of mathematical constructs and figure relationship is required ( Mills, Ablard and Stumpf 1993 ) . The newest researches on that affair are turn outing something different- every one of us has different portion of the encephalon developed more than the other. Peoples, who have more developed write portion, are with better accomplishments in mathematics and other scientific disciplines like that ; people, who have more developed left portion of the encephalon are good in history, literature and other. That is a prove, that the difference is non coming from the gender. â€Å" From grade school to graduate school to the universe of work, males and females are separated by a common linguistic communication. This communications gender spread affects self-esteem, educational attainment, calling pick, and income. But its concealed lessons by and large go unnoticed. † â€Å" Sexism in the schoolroom: from grade school to graduate school † by Myra Sadker and David Sadker. Myra and David Sadker are researching schoolroom interactions in simple and secondary schools. Their article is concentrating on four of their decisions of the research. The first decision they made is: male pupils receive more attending from instructors and are given more clip to speak in schoolrooms. † The 2nd decision: â€Å" Educators are by and large incognizant of the presence or the impact of this bias. † . The 3rd decision: â€Å" Brief but focused preparation can cut down or extinguish sex prejudice from schoolroom interaction. † . The four deci sion: â€Å" Increasing equity in schoolroom interaction increases the effectivity of the instructor every bit good. Equity and effectivity are non viing concerns ; they are complementary † . Myra and David Sadker ‘s first survey is turn outing, that male pupils are involved in more interaction than females. Teachers are speaking more to them and let them to speak more in category. The instructors observed in this survey were both male and female ; they represented both white and minority groups ; they taught in the countries of linguistic communication humanistic disciplines, societal surveies, and mathematics. This proves, that the instructors were affect chiefly by the sexism stereotype in schoolrooms. The pedagogues are non cognizant of the impact of sexism in the schoolroom. They do n’t recognize, that their behaviour in non equal. They do n’t understand, that this manner they are halting females developing, and mooing their opportunities for having good instruction. This unknowingness of the pedagogues is a large job in schools. Sexism cant be removed, when cipher realizes that its there. All it takes, to taking sex prejudice from schoolrooms is to develop the pedagogues. They need to cognize, that sexism has to be removed from the schoolrooms, that this is cosign jobs to females non merely in school, but besides subsequently, when they are working. When there is sexism in the schoolroom, the instruction procedure can non be effectual. When instructors are non recognizing the job and ca n’t take it, they ca n’t be utile to the kids. If there is equity in the schoolroom, the procedure will be effectual, this will increase the opportunities of kids to hold a good instruction. In her paper: â€Å" Gender freedom and the nuances of sexist instruction † , Barbara Houston is discoursing the thought of gender-free instruction. â€Å" aˆÂ ¦ the undermentioned three distinguishable significances. In the first sense, the strong sense, a â€Å" gender-free † instruction would be one that made active efforts to ignore gender by killing gender distinctions which arose within the educational domain. aˆÂ ¦.Another illustration of this attack is the riddance of activities, such as wrestle, in which there are thought to be important gender differences in accomplishments due to natural and ineradicable biological differences between the sexes. † In her paper, Houston is concentrating on the instruction, that eliminates gender and its ignoring it. The thought is, that gender should be no longer used as a standard, that male childs and misss should non be separated and non be given instructions how to act, judged by their gander: â€Å" aË⠀ Ã‚ ¦ â€Å" gender-free † to intend freedom from gender prejudice. On this apprehension, a gender-free instruction would extinguish gender prejudice. † From this beginnings, discoursing the subject about sexism in school, can be made several decisions. Sexism, as sociological and civilization apprehension of the gender differences, exist in schools of all sorts. Sexism is the separation between male childs and misss, based on their biological differences and affects a batch their instruction. Male pupil are given precedence, females are underrated- they can non demo their existent potency. This is large job in schoolrooms, because sex functions are seting educational procedure in frames, they stop male childs and misss to develop, larn everything they want to, non what they supposed to. Teachers sometimes are non cognizant that there is sexism in their schoolroom and they do n’t cognize how to extinguish it. The good instruction is one, that is gender-free, which is non focused on the gender differences and is taking this as a standard for educating. How to cite The Effects of Sexism in schools, Essay examples

Constant Purchasing Power Accounting-Free-Samples for Students

Questions: 1.Identify and describe three (3) alternatives to Historical Cost Accounting (HCA). In your description, outline the underlying assumptions of each alternative and provide examples of how each method could be applied in practice. Critically evaluate whether any of these alternatives represent a viable alternative to historical cost accounting. 2.Identify the main users of accounting referred to within the AASB/IASB conceptual framework. Does the identification of particular users within the conceptual framework have implications for the future of accounting measurement? In your response you will need to consider the implications of the identification of particular users on the use of fair values and historical cost accounting. 3.Outline the advantages for accounting that could result from the development of conceptual frameworks. Refer to the following journal article: Hines, R (1989), "Financial accounting knowledge, conceptual framework projects and the social construction of the Accounting profession".Accounting, Auditing and Accountability Journal,2(2), pp. 72-92. Who does Hines believe has the most to gain from the development of conceptual frameworks? Compare and contrast the views of Hines with the advantages you identified in part a. Answers: 1.Historical cost accounting is a conventional process of accounting whereby the transactions are recorded in terms of money that in that amount which was purchased at the cost at which it was purchased, that is at historical cost (Grossi et al., 2016, pp. 441-450). This method, the principle of historical cost requires recognition of the revenue at the price at which it was realized in the financial statements (David, Wolfender Dias, 2015, pp. 299-315). However, the historical cost ignores the value of decline of the monetary value and thus alternatives has been found in order to replace the technique, according to a recent research by the international account the alternatives of this method of accounting are : Constant Purchasing Power Accounting: The Constant purchasing power accounting that is known as CPPA is a recent accounting model that has been approved by the international accounting standard board. This has been a great alternative to historical cost accounting (Borio et al., 2015). In this technique, the capital maintenance of finance is measured in units of constant power of purchasing in terms of daily index (Grossi et al., 2016, pp. 441-450). In case of Constant purchasing power accounting, the constant purchasing power of the capital for a period that is indefinite can be automatically maintained (David, Wolfender Dias, 2015, pp. 299-315). The assumption of the CPPA set by the IFRS (International Financial Reporting Standard) It follows the accrual basis of accounting: the transaction effect and the other events that are relevant are recognized at the time they occur. They are not dependent on the time when the cash is paid or gained (Krasner, 2014). Another assumption is that the PPA follows the going concern basis, that is the business will carry on till near future. The measurement unit of CPPA is in terms of real value (David, Wolfender Dias, 2015, pp. 299-315). Illustrative example of CCPA In order to compute, the monetary result of Company X Ltd. as at 31 December 2017, the following example has been shown. The data are given below: particulars 1st Jan 2017($) 31st Dec 2017($) Cash 5000 10000 Debtors 20000 25000 Creaditors 15000 20000 Loan 20000 20000 Retail price index numbers ($): Jan1, 2017 200 Dec 31, 2017 300 Average for the year 240 Calculation of purchasing power gain or loss particulars Unadjusted($) Conversion factor($) Adjusted ($) Net assets as at Jan 1, 2008 Add: increase in monetary receipts Less: increase in monetary liabilities Net assets/ liabilities: (10000) 10000 300/200 300/240 300/240 (15000) 12500 Nil (5000) (2500) (6250) (5000) (8750) Gain of purchasing power= $ 8750 $5000 = $3750 Note: The amount of net monetary liabilities as on December 31, 2008 should be Rs. 8750 during inflation. However, such liabilities are only Rs. 5000. Therefore, the company is making purchasing power gain of Rs. 3750. Critical Evaluation of CPPA Advantages of CPPA: It relies on the data that are already available under the historical cost accounting (David, Wolfender Dias, 2015, pp.299-315). There is no need for incurring the cost for collecting the data of the current values of assets (Thompson Daniel, 2016). The data of general price index are easily available. Disadvantages of the CPPA: The price movements of the commodities included in the price index may not represent the specific movements of price in different industries. The various information that is obtained may be confusing to the users. Current Cost Accounting The current cost accounting in another alternative identified to the historical cost accounting. The CCA is based on the actual values and not on the adjusted historical cost. It differentiates the profits from holding and trading gains (Brown Wang, 2016, p.191). The gains of holding can be either realized or unrealized (Thompson Daniel, 2016). The Income perspective adopted will determine whether holding gains or losses will be treated as income. The Assumptions: The holding gains or losses can be treated as income. The holding gains and losses can be treated as adjustments to capital. Illustrative Example An asset was purchased on 1st Jan 2012 at a cost of $10, 00,000 and its useful life was estimated to be 10 years. Its replacement cost was $18, 00,000 on 1st Jan 2017 and $ 20, 00,000 on 31st Dec 2017.calcuate the depreciation adjustment. Calculation of depreciation adjustment under CCA Current years depreciation (CCA method):1800000+2000000/(2*10)= $1,90,000 Historical Depreciation= 1000000/10=$100000 Depreciation adjustment=Current years depreciation on CCA-Historical Dep. =190000-100000=$90000. Critical Evaluation of CCA Advantages of CCA: Performance of various entities can be compared in a better manner (Brown Wang, 2016). The users of this method are able to assess the current state or performance of the business. Disadvantages of the CCA: The replacement cost of assets may not be same for all the assets Lack of familiarity and high complexity Fair Value Accounting Fair value accounting utilizes the recent market values for recognizing theassetsandliabilities. Fair value is the estimated price at which an asset can be sold or a liability settled in an orderly transaction to a third party under recent market conditions (Nobes Stadler 2015,pp.572-601). Illustrative example: Suppose X ltd purchased a two-acre land in 2008 for $1 million, then a historical-cost financial statement would still record the land at $1 million on the balance sheet. If Y ltd. purchased a similar two-acre land in 2017 for $2 million, then Y ltd would record $2 million on its balance sheet. Even though both the land are identical, X would report an asset with one-half the value of Ys land; historical cost is unable to identify that the two items are similar. However, X and Y used fair-value accounting, and then both would report an asset of $2 million. The fair-value balance sheet provides information for investors who are interested in the current value of assets and liabilities, not the historical cost (Brown Wang, 2016, p. 191). Critical Evaluation of CCA Advantages of Fair Value: Reflects the reality of the economy. Losses are recognized and the valuations are accurate. Disadvantages of the Fair value: It is of high risk. Fair value may affect the down market accounting. 2.The International Accounting Standard Board (IASB) is the independent standard for accounting responsible for developing the standards for the international reporting standards or IFRS (Jessen et al., 2014, pp. 844-852). The conceptual framework sets out the concepts of financial reporting that are fundamental and provides a guide for the IFRS (Tracey, 2015, pp. 539-542). It also helps in ensuring that the standards are consistent conceptually. Users of the IASB The framework of the IASB sets the concepts that help in the preparation of the accounting statements for the external users (Brown Wang, 2016, p.191). The users interpret the information contained in the financial statements with the help of IASB. The users include: Investors Lenders Suppliers Employees Creditors Consumer The Public Government Agencies. Implication of the users on the conceptual framework The various users of the financial statements, who use the conceptual framework that are pointed out, have different implications in the future measurement of accounting (Brown Wang, 2016). The suppliers and the trade creditors are interested in the information that helps them in the determination of the time of payments of their owing amounts. The lenders want information that helps them to decide whether the loan will be paid when it is due and whether or not to issue new loans to any entity (Jessen et al., 2014). Investors on the other hand are the ones who supplies the risk capital in the form of funding, are concerned with the risk that are inherent with it (Whittington, 2016, pp.1-6). They also take in hand the returns that are provided by them. Customers are interested to continue in the entity thus, they depend on the IASB. Employees, who work in the entity, can get to know about the profitability and stability of their employers (Daz et al., 2015, pp.1-16).They can obtain a lot of confidence about their work. They also can get a lot of information about their salary and employment conditions through the conceptual framework. Moreover the public are influenced the conceptual framework by getting information regarding the contribution to the local economy. Lastly, the implication of the government employs in the conceptual framework is various allocations of the resources and the general operations (Brown Wang, 2016, p.191). The main motive for selecting a measure for a specific item can be done by maximization of the various information that are obtained regarding the organizations prospects reporting for the future cash flows subject to the ability to loyally represent the same at a cost that is justified by the benefits (Chaudhry et al., 2015, pp.29-37). This is because neither the historical cost nor the fair value accurately or clearly describes the set of possible measurement processes that are to be considered. Thse items should not be taken in hand in the measurement process (Jessen et al.2014, pp. 844-852). The financial statements are complements, they provide various useful information that are beneficial for the financial reporting. This why the best way to satisfy the financial reporting objective of reporting if finance is to consider the impact of a particular specific measurement selection on all the financial statements., instead of emphasizing the statement of financial position over th e statement of comprehensive income or vice versa. 3.In the financial reporting, the conceptual framework is the theory of accounting that is prepared by a standard setting body against which practical problems of accounting can be tested (Stolowy Breton 2014). A conceptual framework (as discussed in Q2) deals with the fundamental issues of financial reporting and the various objectives of the same. In a simpler term, conceptual framework is a statement consisting of theoretical principles that provides guidance for financial accounting and reporting (Gebhardt, Mora Wagenhofer, 2014). The main reasons for developing an agreed conceptual framework are that it provides: A framework to set standard of accounting. A basis for resolving disputes of accounting; Fundamental principles, which then do not have to be repeated in accounting standards (Glaser, Strauss, 2017). The various advantages of conceptual framework are: The main advantages of conceptual framework are that it helps to clarify the various concepts underlying with the accounting standards and the makers of stands like the IASB to develop accounting standards consistently (Jessen et al.2014, pp. 844-852). The conceptual framework provides a sound understanding to the accountants, auditors and the other users of the financial statement. The approach to standard setting is made clear to them and the nature and function of the financial information is reported (Gebhardt, Mora Wagenhofer, 2014). The framework also provides proper guide for transactions that are unusual, which may be otherwise open to interpretation. Many believe that by having a conceptual framework, it improves the overall credibility of the profession of accounting as well (Glaser, Strauss, 2017). The conceptual framework helps to increase the comparatibility of the statements of finance by decreasing the various other alternative of finance. The requirement of reporting will be more consistent and more practical as it is and systematic and orderly concept. It provides a measurement of various specific accounting that can be tested in a objective sense. The key steps to develop the conceptual framework are ( Scholten et.al., 2017): Identification of the variables used in the subject area. literature review of the key idea analyzing the idea Determining the relationship between the variables of the idea In the second part by Hines proposed the conceptual framework as the body of knowledge that is existing in the practice of accounting. According to her, the conceptual framework as core knowledge of various accounting practice. It is a guide to all the transactions. The primary reason for the development of the conceptual framework is to develop the specific accounting standards (Glaser, Strauss, 2017). When the question has aroused as to how the accountants have attained a level of sound success, even after various technical failures, it has been found out that the main rationale for undertaking the conceptual framework is functional and not technical. It is considered as a strategic maneuver for providing the legitimacy to set standard. The accountants of U.K and Canada are benefited the highest with the help of this technique (Stolowy Breton 2014,pp. 5-92). Hines has pointed out various limitations of the conceptual framework. her prespective is different, her point of view is that the standard setting boards and the professional accounting bodies have some other interest in establishing the conceptual frame work (Kakwani Son, 2016,p.14(2)). The professional practioners of accounting. A representation of the threats are the problematic nature of auditing and financial accounting, expansion and the diversification of the work of accounting, the arbitraries of the accounting standard and practice and the lack of knowledge in the political process of accounting (Walton, 2018, p. 1-7). In the above a discussion about the advantage of the accounting (Stolowy Breton, 2014), there is a sharp contrast between the two. The advantages it has been discussed about the framework of guidance that the conceptual framework provides, however Hines has interpreted in a very different manner. The problematic nature of accounting and auditing has not bee n avoided and the conceptual framework is not being able to provide a sound clarity (Fiske Maddi, 2016). In terms of teleological normative ethics, Hines' position is most aligned to ethical elitism and/or ethical parochialism ( Smieliauskas, Craig Amernic, 2017). References: Borio, C., Erdem, M., Filardo, A., Hofmann, B. (2015). The costs of deflations: a historical perspective. Brown, S. S., Wang, H. (2016). After growing by an average of 10 percent annually over three decades, Chinas economy emerged as the worlds second largest in 2012. In December 2014, the International Monetary Fund (IMF) claimed that on a purchasing power parity basis, Chinas GDP had already surpassed that of the United States. Meanwhile, Chinas international financial clout seems to have increased as well. Its official foreign reserves reached almost US $4 trillion in 2014, the largest in the world by far. Its net foreign assets ....Enter the Dragon: China in the International Financial System, 191. Chaudhry, A., Coetsee, D., Bakker, E., Varughese, S., McIlwaine, S., Fuller, C., Rands, E., de Vos, N., Longmore, S. and Balasubramanian, T.V., 2015. Conceptual Framework.2015 Interpretation and Application of International Financial Reporting Standards, pp.29-37. David, B., Wolfender, J. L., Dias, D. A. (2015). The pharmaceutical industry and natural products: historical status and new trends.Phytochemistry reviews,14(2), 299-315. Daz, S., Demissew, S., Carabias, J., Joly, C., Lonsdale, M., Ash, N., Bartuska, A. (2015). The IPBES Conceptual Frameworkconnecting nature and people.Current Opinion in Environmental Sustainability,14, 1-16. Fiske, D. W., Maddi, S. R. (2016). Functions of varied experience. Gebhardt, G., Mora, A., Wagenhofer, A. (2014). Revisiting the fundamental concepts of IFRS. Glaser, B. G., Strauss, A. L. (2017).Discovery of grounded theory: Strategies for qualitative research. Routledge. Grossi, C., Aryan-Zahlan, D., Jaradat, O., Arulmoli, A., Sloop, R., Alamir, R., Varatharaj, R. (2016). Seismic Upgrade of a Historical Wharf at the Port of Los Angeles. InPorts 2016(pp. 441-450). Jessen, F., Amariglio, R. E., Van Boxtel, M., Breteler, M., Ceccaldi, M., Chtelat, G., ... Glodzik, L. (2014). A conceptual framework for research on subjective cognitive decline in preclinical Alzheimer's disease.Alzheimer's dementia: the journal of the Alzheimer's Association,10(6), 844-852. Kakwani, N., Son, H. H. (2016). Global poverty estimates based on 2011 purchasing power parity: where should the new poverty line be drawn?.The Journal of Economic Inequality,14(2), Krasner, S. D. (2014). Approaches to the state: Alternative conceptions and historical dynamics. Kakwani, N., Son, H. H. (2016). The qualitative characteristics of financial information, and managers accounting decisions: evidence from IFRS policy changes.Accounting and Business Research,45(5), 572-601. Scholten, R., Lambooy, T., Renes, R., Bartels, W. (2017). Accounting for Future Generations. Does the IFRS Framework Sufficiently Encourage Energy Companies to Reflect on Climate Change in the Valuation of Their Production Assets, Taking into Account the New Initiative of the Task Force on Climate-Related Financial Disclosures? An Exploratory Qualitative Comparative Case Study Approach. Smieliauskas, W., Craig, R., Amernic, J. (2017). GAAP as Ineffective Legal Defense of Financial Reporting: Implications for Truthfulness, Auditability, and the IASB's Proposed 2015 Conceptual Framework. Stolowy, H., Breton, G. (2014). Accounts manipulation: A literature review and proposed conceptual framework.Review of Accounting and Finance. Thompson, B., Daniel, L. G. (2016). Factor analytic evidence for the construct validity of scores: A historical overview and some guidelines. Tracey, E. (2015). Discussion of Conservatism, prudence and the IASB's conceptual frameworkby Richard Barker (2015).Accounting and Business Research,45(4), 539-542. Walton, P. (2018). Discussion of Barker and Teixeira ([2018]. Gaps in the IFRS Conceptual Framework. Accounting in Europe, 15) and Van Mourik and Katsuo ([2018]. Profit or loss in the IASB Conceptual Framework. Accounting in Europe, 15).Accounting in Europe, 1-7. Whittington, G. (2016). Accounting and economics.The New Palgrave Dictionary of Economics, 1-6.

A Common Language Communication Between Humans and the Great Apes free essay sample

A discussion of the sign and symbol-based language experiments conducted with great apes over the last forty years, including criticisms, findings, and implications. Addresses projects with gorillas, chimpanzees, orangutans, and bonobos. This paper addresses a number of different language experiments that have been performed with all four species of great apes gorillas, chimpanzees, orangutans, and bonobos, and the advantages, disadvantages, and relative success of each, including conducted experiments. The author discusses the physical limitations of the apes, the advantages of using sign language as opposed to keyboard and symbol-based language, and criticisms brought up by various skeptics. The paper also mentions other types of cognitive activities in which the apes have participated, including painting and learning a system of economic exchange. From the paper: The Koko Project is currently the longest running and most successful of all the ape language projects. Pattersons goal was for Koko [the gorilla] to learn 200 signs ? she now knows over a thousand, and understands at least 2,000 words of spoken English. We will write a custom essay sample on A Common Language: Communication Between Humans and the Great Apes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She asks questions, she lies, she tells stories, she uses the negative, she uses and understands abstract words like love, hate, and death, and she even tells jokes. One of the most famous incidents involves a conversation between Koko and one of her teachers regarding the color of her blanket. As she was getting ready to go to bed, the teacher asked Koko what color the blanket was. Koko responded red, even though the blanket was white. The teacher admonished her and asked her again, refusing to believe that Koko would make such a simple mistake. Still, Koko responded red, and repeated it several times. The teacher was perplexed. Then Koko pulled a tiny piece of red lint off the blanket, pointed to it, and signed red, and started laughing her deep, breathy, gorilla laugh. Humor, then, is another quality we humans can no longer claim for ourselves alone.

Aristo Book 5 Experiment Answer Essay Essays

Aristo Book 5 Experiment Answer Essay Essays Aristo Book 5 Experiment Answer Essay Essay Aristo Book 5 Experiment Answer Essay Essay HKDSE CHEMISTRY – A Modern View ( Chemistry ) Experiment Workbook 5 Suggested replies Chapter 52 Importance of industrial procedures Chapter 53 Rate equation Experiment 53. 1 Determining the rate equation of a reaction utilizing method of initial rate ( A microscale experiment ) 1 Chapter 54 Activation energy Experiment 54. 1 Determining the activation energy of a chemical reaction 3 Chapter 55 Catalysis and industrial procedures Experiment 55. 1 Investigating the action of a accelerator 6 Experiment 55. 2 Investigating homogenous contact action 8 Experiment 55. 3Investigating ways to alter the rate of a reaction with a suited accelerator 9 Experiment 55. 3 Sample laboratory study 13 Experiment 55. 4Preparing ethyl alcohol by agitation 16 Chapter 56 Industrial procedures Chapter 57 Green chemical science for industrial procedures Chapter 53Rate equation Experiment 53. 1Determining the rate equation of a reaction utilizing method of initial rate ( A microscale experiment ) 7. and 11. ( a ) Well figure 1 2 3 4 5 6 7 8 Number of beads of 0. 5 M Na2S2O3 ( aq ) 10 9 8 7 6 5 4 3 Time. T ( s ) 14. 2 15. 8 17. 8 20. 4 23. 8 28. 6 35. 7 47. 6 ( s?1 ) 0. 070 0. 063 0. 056 0. 049 0. 042 0. 035 0. 028 0. 021 10. and 12. ( a ) Well figure 1 2 3 4 5 6 7 8 Number of beads of 1. 0 M H2SO4 ( aq ) 10 9 8 7 6 5 4 3 Time. T ( s ) 59. 4 59. 7 60. 0 60. 7 59. 9 60. 0 61. 0 60. 5 ( s?1 ) 0. 017 0. 017 0. 017 0. 016 0. 017 0. 017 0. 016 0. 017 11. ( a ) reciprocally ( B ) ( degree Celsius ) 1 12. ( B ) 0 ( degree Celsius ) From the consequences in Table 53. 2. the readings of clip are near. bespeaking that the reaction is of zeroth order with regard to H+ ( aq ) . 13. Rate = k [ S2O32? ( aq ) ] 14. S2O32? ( aq ) + 2H+ ( aq ) ? S ( s ) + SO2 ( g ) + H2O ( cubic decimeter ) 15. In this experiment. the clip for the formation of a fixed. but little sum of indissoluble sulfur precipitate is measured. The shorter the clip. the faster is the reaction. It is assumed that the extent of reaction is still little when the clip is recorded. so that the clip recorded can be used as a measuring of initial rate of the reaction. Chapter 54Activation Energy Experiment 54. 1Determining the activation energy of a chemical reaction 5. Temperature of the reaction mixture (  °C ) 15 25 35 45 55 Time for the visual aspect of dark bluish coloring material ( s ) 679 ( at 11 °C ) 232 ( at 27 °C ) 112 ( at 37 °C ) 80 ( at 43 °C ) 33 ( at 56 °C ) 6. ( a ) rate changeless ; activation energy ; Universal gas invariable ; temperature ; ( B ) log ( ) ?2. 83 ?2. 37 ?2. 05 ?1. 90 ?1. 52 3. 52 3. 33 3. 23 3. 16 3. 04 ( degree Celsius ) ( vitamin D ) ?2750 ( vitamin E ) incline = ?2750 = Ea = 2750 ? 2. 3 ? 8. 314 J mol?1 = 52 586 J mol?1 = 52. 6 kJ mol?1 7. Arrhenius equation ; log k = log A 8. consecutive line ; 9. S2O82? ( aq ) + 2I? ( aq ) ? 2SO42? ( aq ) + I2 ( aq ) 10. To supervise the formation of I from the reaction of S2O82? ( aq ) ions and I? ( aq ) ions. 11. When all S2O82? ( aq ) ions have reacted. any I formed will turn the starch solution dark blue. The clip for this coloring material alteration is a step of the rate of reaction shown in inquiry 9. ( Note: The reaction rate is reciprocally relative to the clip taken for the amylum solution to turn dark blue. ) 12. The sum of reactants used in each experiment may non be precisely the same. There may be an mistake in mensurating or reading the temperatures from the thermometers. As the coloring material alteration of the solution mixture is non a sudden 1. particularly at low temperatures. there may be an mistake in entering the clip of color alteration. Chapter 55Catalysis and industrial procedures Experiment 55. 1Investigating the action of accelerator 1. ( B ) No. 5. ( B ) Time ( s ) 10 20 30 40 50 60 Volume of O2 ( g ) released ( cm3 ) . with the add-on of 0. 5 g MnO2 ( s ) 30 60 85 95 96 96 Time ( s ) 70 80 90 100 110 120 Volume of O2 ( g ) released ( cm3 ) . with the add-on of 0. 5 g MnO2 ( s ) 96 6. ( B ) Time ( s ) 10 20 30 40 50 60 Volume of O2 ( g ) released ( cm3 ) . with the add-on of 1. 5 g MnO2 ( s ) 70 90 95 96 96 Time ( s ) 70 80 90 100 110 120 Volume of O2 ( g ) released ( cm3 ) . with the add-on of 1. 5 g MnO2 ( s ) 8. 9. Manganese ( IV ) oxide MnO2 ( s ) 10. 2H2O2 ( aq ) ? 2H2O ( cubic decimeter ) + O2 ( g ) 11. ( a ) The add-on of manganese ( IV ) oxide greatly increases the rate of decomposition of H peroxide. ( B ) ( I ) The initial rate of reaction is higher. ( two ) The entire clip of reaction is shorter. ( Note: increasing the sum of accelerator would increase the reaction rate. ) ( degree Celsius ) No. 12. Add more H2O2 ( aq ) to the reaction mixture. rapid effervescence shows that manganese ( IV ) oxide has non been used up in the reaction. The catalytic belongings of manganese ( IV ) oxide is still present. Experiment 55. 2Investigating homogenous contact action 5. Mixture ‘y’ . It has a characteristic Sweet odor like certain gums or nail Polish removers. 6. ethyl acetate ; concentrated sulfuric acid 7. CH3COOH ( cubic decimeter ) + CH3CH2OH ( cubic decimeter ) ? CH3COOCH2CH3 ( cubic decimeter ) + H2O ( cubic decimeter ) 8. Homogeneous accelerator. This is because all species are in the same stage in the reaction. i. e. the liquid stage. 9. Sodium carbonate solution reacts with any unreacted ethanoic acid left in the reaction mixture. The strong acetum odor of ethanoic acid is therefore removed. The salt Na acetate formed has no odor. Besides. the ester is indissoluble in H2O and floats on the H2O surface. This makes us easier to observe the odor of ester. Experiment 55. 3Investigating ways to alter the rate of a reaction with a suited accelerator 1. Apparatus: Safety eyeglassess Protective baseball mitts Conic flask ( 100 cm3 ) 5 mensurating cylinders ( 10 cm3 ) Dropper Stopwatch Boiling tubing White tile Chemicals: Ammonium peroxodisulphate solution ( 0. 020 M ) Potassium iodide solution ( 0. 50 M ) Sodium thiosulphate solution ( 0. 010 M ) 0. 2 % amylum solution Iron ( II ) chloride solution ( ~0. 010 M ) Distilled H2O 2. What you will maintain invariable ( Controlled variable ) What you will alter ( Independent variable ) What you will mensurate ( Dependent variable ) volume of ammonium peroxodisulphate solution volume of K iodide solution volume of Na thiosulphate solution sum of 0. 2 % amylum solution with or without utilizing Fe ( II ) solution the clip for the visual aspect of the dark bluish coloring material 3. Figure 1 4. ( 1 ) Using a measurement cylinder. add 10 cm3 of ammonium peroxodisulphate solution to a conelike flask. ( 2 ) Using different mensurating cylinders. add 5 cm3 of K iodide solution. 5 cm3 of Na thiosulphate solution. 1 cm3 of Fe ( II ) chloride solution and 2. 5 cm3 of starch solution to a boiling tubing. ( 3 ) Pour the contents in the boiling tubing into the conelike flask. ( 4 ) Immediately get down the stop watch. ( 5 ) When a dark bluish coloring material of the starch-iodine complex appears in the solution. halt the stop watch. ( 6 ) Record the clip for the visual aspect of the dark bluish coloring material in Table 1. ( 7 ) Repeat stairss ( 1 ) to ( 6 ) . but replace Fe ( II ) chloride solution with 1 cm3 of distilled H2O. 5. Risk appraisal signifier 6. Time for the visual aspect of the dark bluish coloring material With Fe2+ ( aq ) ions ( as a accelerator ) added 59 s Without any accelerator added 3 mins and 52 s Table 1 7. The reaction involves the hit of two negatively charged ions. S2O82? ( aq ) ions and I? ( aq ) ions. which really repel each other. 8. S2O82? ( aq ) + 2Fe2+ ( aq ) ? 2SO42? ( aq ) + 2Fe3+ ( aq ) 2Fe3+ ( aq ) + 2I? ( aq ) ? 2Fe2+ ( aq ) + I2 ( aq ) 9. Mentioning to the two equations in inquiry 8. the S2O82? ( aq ) ions oxidize the Fe2+ ( aq ) ions to Fe3+ ( aq ) ions. At the same clip. the S2O82? ( aq ) ions are reduced to SO42? ( aq ) ions. The Fe3+ ( aq ) ions are strong oxidising agents that oxidize I? ( aq ) ions to I2 ( aq ) . At the same clip. Fe3+ ( aq ) ions are reduced back to Fe2+ ( aq ) ions ( i. e. the accelerator is regenerated ) . Both the equations shown in inquiry 8 involve the hit between positive and negative ions. This will be much more likely to be successful than the hit between two negative ions in the uncatalysed reaction. Therefore. the activation energy of this tract will be lower and the reaction rate will besides be higher. 10. The chemical reaction can be speeded up by the add-on of Fe ( II ) ions. which act as a homogenous accelerator of this reaction. 11. It can be regenerated after the reaction. OR It is specific in action. OR A little sum of accelerator is normally plenty for the catalytic action. 12. Homogeneous accelerator is one which has the same stage as the reactants and merchandises. Sample laboratory study Title: Investigating ways to alter the rate of a reaction with a suited accelerator Aim To plan and transport out an experiment to look into ways to alter the rate of a reaction – by the usage of a suited accelerator. Apparatus and stuffs Safety eyeglassess Protective baseball mitts Conic flask ( 100 cm3 ) 5 mensurating cylinders ( 10 cm3 ) Dropper Stopwatch Boiling tubing White tile Ammonium peroxodisulphate solution ( 0. 020 M ) Potassium iodide solution ( 0. 50 M ) Sodium thiosulphate solution ( 0. 010 M ) 0. 2 % amylum solution Iron ( II ) chloride solution ( ~0. 010 M ) Distilled H2O Chemical reactions involved S2O82? ( aq ) + 2Fe2+ ( aq ) ? 2SO42? ( aq ) + 2Fe3+ ( aq ) 2Fe3+ ( aq ) + 2I? ( aq ) ? 2Fe2+ ( aq ) + I2 ( aq ) Procedure 1. Using a measurement cylinder. 10 cm3 of ammonium peroxodisulphate solution was added to a conelike flask. 2. Using different mensurating cylinders. 5 cm3 of K iodide solution. 5 cm3 of Na thiosulphate solution. 1 cm3 of Fe ( II ) chloride solution and 2. 5 cm3 of starch solution were added to a boiling tubing. 3. The contents in the boiling tubing were poured into the conelike flask. 4. The stop watch was started instantly. 5. When a dark bluish coloring material of the starch-iodine composite appeared in the solution. the stop watch was stopped. 6. The clip for the visual aspect of the dark bluish coloring material was recorded in Table 1. 7. Stairss ( 1 ) to ( 6 ) were repeated. but Fe ( II ) chloride solution was replaced with 1 cm3 of distilled H2O. Consequences Time for the visual aspect of the dark bluish coloring material With Fe2+ ( aq ) ions ( as a accelerator ) added 59 s Without any accelerator added 3 mins and 52 s Table 1 After blending all the chemicals in the conelike flask. the reaction mixture with Fe2+ ( aq ) ions will take a shorter clip for the dark bluish coloring material to look. Analysis 1. In the absence of Fe2+ ( aq ) ions. the reaction between S2O82? ( aq ) ions and I ­Ã‚ ­? ( aq ) ions is slow. As both reactant ions are negatively charged. they tend to drive each other. However. when Fe2+ ( aq ) ions are added. the reaction becomes faster. Fe2+ ( aq ) ions have the same stage ( i. e. aqueous stage ) as the reactants and merchandises. so they are homogenous accelerator of this reaction. 2. Fe2+ ( aq ) ions is a cut downing agent which can cut down S2O82? ( aq ) ions to SO42? ( aq ) ions. The Fe3+ ( aq ) ions formed act as an oxidizing agent. which oxidize I ­Ã‚ ­? ( aq ) ions to I2 ( aq ) ions and renew Fe2+ ( aq ) ions once more. Bing a accelerator. Fe2+ ( aq ) ions are non consumed in the catalytic procedure. Discussion 1. Either Fe2+ ( aq ) ions are Fe3+ ( aq ) ions is a good pick of accelerator for this reaction because the interconversion between Fe2+ and Fe3+ facilitates the reaction between S2O82? ( aq ) ions and I ­Ã‚ ­? ( aq ) ions to happen. 2. The catalytic belongings of Fe2+ ( aq ) ions may be due to the fact that it is easier for the negatively charged S2O82? ( aq ) ions to near the positively charged Fe2+ ( aq ) ions. The same is true when the positively charged Fe3+ ( aq ) ions formed can near the negatively charged I ­Ã‚ ­? ( aq ) ions easier. 3. The experiment is merely a simple trial tubing experiment but the consequence ( color alteration ) is rather obvious and easy to observe. Decision The chemical reaction can be speeded up by the add-on of Fe2+ ( aq ) ions. which act as a homogenous accelerator of this reaction. Answers to inquiries for farther idea 11. It can be regenerated after the reaction. OR It is specific in action. OR A little sum of accelerator is normally plenty for the catalytic action. 12. Homogeneous accelerator is one which has the same stage as the reactants and merchandises. Experiment 55. 4Preparing ethyl alcohol by agitation 3. ( B ) Glucose solution with barm Glucose solution without barm Appearance of the glucose solution a pale brown suspension a clear solution Observations in the limewater clear and colourless clear and colourless 6. ( vitamin D ) Acidified K bichromate solution alterations colour from orange to green. ( degree Fahrenheit ) No coloring material alteration for the acidified K bichromate solution. 7. Glucose solution with barm Glucose solution without barm Appearance of the glucose solution cloudy ; a pale brown suspension clear. no seeable alteration Observations in the limewater milky remains clear and colourless Smell of the glucose solution a odor of intoxicant no characteristic odor 8. accelerator 9. ethyl alcohol ; C dioxide 10. The solution turns milky. It indicates that C dioxide is produced during agitation. 11. In the presence of barm. glucose is converted to ethanol. The presence of ethyl alcohol is indicated by the color alteration of the reaction with acidified K bichromate solution. Ethanol is a cut downing agent. It reduces dichromate ions to chromium ( III ) ions.

Managerial Traits and Skills Research Paper Example | Topics and Well Written Essays - 1000 words

Managerial Traits and Skills - Research Paper Example 2). High level of emotional intelligence is fundamental to the good relations between a manager and the subordinates as well as the clients. Emotionally intelligent managers know how to tackle the challenges that are encountered by them on daily basis. Emotional intelligence inculcates a sense in the manager to deal with others without getting caught in dysfunctional conflicts with them. This enables them to achieve the organizational objectives without having to exert unnecessarily. Dealing with people in the appropriate way in context of a certain situation is not a rule of thumb. It is more of an art. Emotionally intelligent managers have the intrinsic feeling of behaving the right way, which may not necessarily require the manager to be patient all the time. There are times when it is better to let go of things and yet there are times when the manager needs to take serious action in order to control the situation. The manager derives this sense from emotional intelligence. ... locus of control inculcates confidence in the managers that they are able to control the circumstances and mould them according to the need of the hour. On the other hand, managers who have external locus of control tend to underestimate their ability to control the circumstances. Instead, they tend to think that things will happen as they are destined to be. While the significance of destination cannot be undermined, it is equally important for a manager to believe that his/her destination is in his/her own hands. Without this belief, the manager lacks the confidence required to play his/her individualistic role in the change of circumstances for the better. Interpersonal skills of an individual have a large impact on his/her effectiveness as a manager. Interpersonal skills, as the name indicates, are the skills required to deal with people. Interpersonal skills are linked to emotional intelligence and the two have a cause-and-effect relationship. High level of emotional intelligenc e inculcates sound interpersonal skills in the manager. The fundamental key to the improvement of interpersonal skills is knowledge of business ethics. Business ethics teach a manager what is the right thinking which needs to be adopted for the evaluation and analysis of matters. Teamwork is essential for a manager as he/she is frequently required to work as part of a team. Teamwork is essentially a skill that is not very common in people. Different people have different problems that affect their tendency to be effective as a team member. Such problems include but are not limited to attitude problems, neuroticism, and group think. Some people are not able to get along with others well. This may happen because of a contrast between others’ beliefs and perceptions and theirs. This causes

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For PhD admission - Personal Statement Example The program itself is predicated on a heavy research background; something that I am partially familiar with and interested in understanding and engaging to a more profound degree. Essentially, my current research background has been limited to a 2012 publication in the Academic Journal of Chongqing University of Posts and Telecommunications. However, I also engaged in a great deal of research with respect to my Master’s degree while studying at the University of New Haven. Moreover, my internship at China Taiping Insurance Company helped me to realize that very few current issues that are represented throughout the world can be addressed without performing adequate research and understanding the unique variables that tie in to each and every situation. Quantitative and qualitative research in terms of crime prevention and sociological understanding are of primal interest to me as well. Although I only had a few opportunities to leverage these interests in undergraduate school, I fully intend on focusing on both of these methodological approaches within a graduate program. Likewise, focusing on crime theory and sociological ramifications of crime is a predominant interest that I have with regard to the field. Similarly, as with any other field of study, understanding dynamics of crime and crime prevention ultimately reduces to an understanding of finance; something that further intrigues me. Essentially, these are two differentiated research interests and ones that I believe can lead to further relevant understanding of the field of criminal justice. The first relates to the way in which crime can be better understood and potentially prevented, whereas the second is mainly contingent upon the resources that individual departments a llocate to crime scene investigation and how this correlates with their overall rates of successfully solved crimes. Obviously, these two research interests

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Social Contract Theory of John Locke - Essay Example It works in a way so that no one can deny that a rule is unjust because the rules are made when all members of the society agree to them. John Locke, one of the greatest eighteenth century theorists, also put forward the idea of natural rights and property, which formed the basis for his social contract theory. However, this is opposed to the central idea of egalitarianism – all people have an equal right and claim on the resources of the society. The social contract theory negates this concept and relies solely on individual rights rather than communal rights. Also, some perceive this negatively and argue that Locke’s studies tend to be more conservative in nature compared to other theorists of the social contract theory and included only the males and the educated and propertied class of the society (Cohen, 1986). Pollock (2006) explains that the Lockean ‘contract’ is one where individuals give up the freedom to aggress against others in return for their own safety. The government or any law-enforcing authority rests upon the principles of quid pro quo which means that we give the government the power to protect us, in full recognition of the fact that this power may be used against us. However, this ‘contract’ with the government comes with a set of principles. Locke rejects the notion of an unconditional duty of obedience: ‘For him the legitimacy of political authority depends upon the end for which it was instituted, namely, the preservation of the natural rights to life, liberty, and estate. If these rights are infringed, the trust between the community and the magistrate (government) is canceled, and the people have a right to appeal to heaven (revolution) to establish a new legislative body.’ (Gray, 1999). Therefore, Lockean version of the social c ontract theory allows the members of the society to initiate a revolution if the social contract’s

Celtic Christian Art Origins and Development

Celtic Christian Art Origins and Development How Celtic was Celtic Christian Art? The art of the Early Christian Period has been regarded as an Irish phenomenon representing the survival in Ireland of La Tene artistic traditions. (Laing, 1975, 339) It has gained considerable attention due to its wealth of ornamental metalwork, illuminated manuscripts and stone structure. However there is still the debate How Celtic is Celtic Christian Art? The term must first be analysed in order to understand the characteristics of Celtic Christian Art. The high point of this Insular art of the early Christian era was the creation of a series of illuminated Christian manuscripts, notably the Book of Durrow (c.650) and the Book of Kells (c.800), as well as such metalwork masterpieces as the Ardagh Chalice, the Derrynaflan Chalice, the unusual Moylough Belt Shrine, famous processional crosses like the Tully Lough Cross and the Cross of Cong, and the secular Tara Brooch. Within this essay I will attempt to summarise the origin and development of Celtic art in Great Britain and Ireland. As a result, this would assist my analysis on the significant influence Christianity had on Celtic art. A breakdown on examining Celtic art, is to begin defining the term. The term Celtic Art is defined by the people who spoke the Celtic language and embraced their traditions. Thus explains the characteristic decorative motives, for instance the divergent spiral were of foreign origin. However, one must understand that the conversion of the inhabitants of Britain from Paganism to Christianity was a gradual process, extending over a period of several hundred years. Therefore the evidence for the existence of Romano-British Christianity is scarce. Out of the several hundreds of inscribed and sculptured monuments belonging to the period of the Roman occupation of Britain there are hardly any which bear Christian symbols or show traces of Christian art.(Allen, 2001, 162) Moreover another misinterpretation about the term was that many believed the term came from art found in a church or a specific object. The term usually means art which embraces the character of Christianity. A number of problems must also be considered such as assessing beyond the religious aspect of the Celtic Christian tradition, creates a challenge as distorts the image of the range of material which may once have existed. Robert Lloyd Laing supports this view as he suggests that the Early Christian Art is a complex amalgam of artistic traditions which became blended together in the fifth to seventh centuries.(Laing, 1997, 339) Another issue of reliability of using other sources (for instance the La Tene Art), to assess the Christian Celtic Art, as it creates some imperative variations. Whilst La Tene art is undoubtedly of the same genus as that of the early Christian Celts, the variety in vogue after the fourth century AD was markedly different.(Laing, 1987, 5) These difficulties must therefore be interpreted by using the Celtics traditions and its influences from outside elements. This would allow a descriptive analysis of the origin and changes within Celtic Christian Art. Ireland was one of the very few countries that were never colonized by Rome. Unlike Britain and Continental Europe Irish Celtic art was neither influenced by Greek or Roman art. Between the end of the Iron Age and the gradual emergence of Christianity in Ireland a prominent feature within the Irish culture was its unbroken tradition of Celtic culture influenced only marginally by Roman art. Furthermore, Christianity gained more attention with the arrival of St. Patrick in the 5th century CE. This along with the significant introduction of the renaissance of Hiberno- Saxon style or Insular art which was caused by the mission of Aidan of Iona in the 630s to the ancient kingdom of Northumbria, were was especially important in the later development of insular Celtic art and changed the Celtic Christian art. The spread of Christianity throughout Ireland introduced the Irish monastic art. Archaeological evidence such as the monasteries became the principal artistic centres which aid archaeologists, to understand the origin and development of Celtic Christian art. Thus emphasises the impact of Christianity on Irish art and should not be underestimated. A renaissance in the arts was created due to the close connection of the network of monasteries throughout Ireland, Britain (especially Northumbria) and parts of Europe. All these monasteries combined acted as centres of learnin g and artistic craftsmanship as well as places of religious devotion. Thus resulted to the illumination of manuscripts and the enhancement of Celtic designs taken from jewellery and metalwork produced for the Irish secular elite, but most insular art came about because of the patronage and direction of the Catholic Church. Christian Celtic art can generally be summarised by looking at stone crosses, illuminated manuscripts, and metal objects such as chalices, shrines and reliquaries. The art of this period utilized traditional Celtic curvilinear designs enriched with foreign influenced brought back to Ireland by returning missionaries-motifs such as the Saxon use of entangled, interlocking animal forms in geometric decorations. The art of the Anglo-Saxons came into contact due to the Irish missionaries. They practised the traditional colourful animal style in metalwork which became a significant aspect within Celtic art as they associated the animals to individual gods and myths. This is supported by Paul Jacobsthal who analysed that The Scythian animal style expresses a Eurasiatic beast-mythology, a totemism which was all its own. (1935, 113) This shows a subtle influence Christianity had on Celtic Art as the people of the time are beginning to assess animals with religion. However there are limitations with using the animal designs for understanding the changes within Celtic art. Allen suggests that Animal forms are comparatively rare in Late-Celtic art, as they are not interlaced, so that it is almost useless to seek for the original inspiring idea in this direction. (2001, 250) Nevertheless we could still establish a connection with the La Tene compositions and the animal ornaments. For instance from Donore a disc was found; it demonstrated an elaborate composition of trumpet scrolls in tinned bronze, placed against a richly textured background. The sophistication of this striking pattern may be compared to the great Chi-Rho page of the Gospel book, the Book of Kells, which was preserved at the nearby monastery of Kells, Co. http://www.visual-arts-cork.com/irish-images/kells-chi-rho-page.jpgMeath for many centuries. The Early Christian Mediterranean artistic traditions would be similarly seen amongst the Frank and Lombards in which these missionaries would have travelled. In addition this connection would have produced a shared manuscript for illuminators, metalworkers and later, monumental sculptors which enabled the basic houses to foster a new art form in northern Britain and Ireland. The most notable artefacts of Christian Celtic Art were dominated by ornaments such as trumpet scrolls, fine spirals often designed to be seen as a reserved line of metal in a field of red enamel. This pattern is best exemplified on the escutcheens of a series of vessels called hanging bowls. These bowls are most likely to be found in Anglo-Saxon cemeteries in eastern and southern England. In addition these bowls have a distinct decoration which is more likely to be Celtic in character. Allen suggests that The closest resemblance between the spiral decoration of the Pagan period and that of the Christian period is to be found on the discoidal ornaments with patterns in champlevà © enamel, forming the attachments of the handles of certain bronze bowls, several examples of which have been discovered from time to time in different parts of England.(2001, 243) the distinctive Celtic character is often argued, for instance some archaeologist believe that it represented booty taken by the conquerors from the Celtic lands and others believe it was uniquely religious. Another important artefact of the time was the Book of Durrow. It is another illuminated manuscript of the Insular style. There are unique textual peculiarities which create a similarity with the Book of Kells. It was seen as one of the most outstanding early manuscripts in the history of Irish art. The illuminated text includes the four Gospels of the New Testament, along with the six surviving carpet pages (which were believed to have been devoted for decoration). It is furthermore suggested that it was linked with the earlier patterns of Celtic metalwork. Unusual symbols are assigned to the gospels which do not follow tradition: a man for Matthew, but an eagle for Mark (instead of the traditional lion), a calf for Luke, but a lion for John (instead of the traditional eagle). These symbols along with the cross which unites them amplify harmony if the Gospels and the argument that early Christian art had influences from the Celtic tradition. This is furthermore supported by the interlace pattern-work, spirals, zoomorphic triskeles, and knots, which were all derived from Celtic art. OSullivan agrees with this argument as they suggested that In Durrow it is followed by a page of abstract design based on Celtic ornament, the first of five so-called carpet-pages, one of which originally faced the opening of each gospel. (2005, 526) In the late 7th to early 8th century, Irish missions in Europe produced the most impressive Celtic Christian art in Europe. This is shown in the illuminated manuscripts of the Bible, which were embellished with decorative borders and astounding intricate, inventive lettering. The complexity of the twining geometric designs dominated previous art, the rare representations of human faces and figures were abnormally stylized. Another book which was considered just as important as the Bible and was seen as a masterpiece of its time was the Book of Kells. The Book of Kells shares the monumentality of its conception with some of the later Pictish cross-slabs, decorated with a wealth of biblical and secular scenes (Laing, 1979, 168) This book was deemed as the most famous, finest group of manuscripts of the 6th through to early 9th centuries, in the monasteries of Ireland, Scotland and England. The book had many similar features to the bible, it included the iconographic and stylistic traditions and the decorated letters, which were usually found in incipit pages for the Gospels. Large stone crosses were also seen as a significant aspect in evaluating how Celitc Celtic Christian art was during its time. During the later eighth and ninth centuries the form of the ringed High Crosses came of great importance. Many of the crosses are devoted to Christian scriptural themes but one early group, probably mostly ninth century in date, is dominated by abstract interlace ornament, the La Tene animal interlace, and key- and fret-patterns. Pure ornament plays a major part also on the crosses with figured scenes and frequently occurs in the form of bossed fleshy scrolls. These sculptural works reached their high point during the early tenth century, as evidenced by Muiredachs Cross at Monasterboice, County Louth, and the Ahenny High Cross in Tipperary. The free-standing crosses, in which the outline of the stone corresponds with the outline of the cross, are the most highly developed type of Celtic sculptured monument of the Christian period, and are therefore presumably the latest, with the exception of those of the decadent period just before and after the Norman Conquest.(Allen, 2001, 188) These crosses were vital in understanding the Celtic Christian art, they were carved with interlacing relief decorations such as ceremonial religious objects, which ornamented with gold filigree and coloured enamel stud. An example of this type of cross would be the Ardagh Chalice. The Ardagh Chalice largely conceals its Christian symbolism, but it carries two medallions on its bowl that contain prominent crosses of arcs.(Duffy, MacShamhrian, Moynes, 2005, 141) This highly sophisticated design is considered one of the finest works of Insular art. Stokes suggested that The Tara brooch and the Ardagh chalice offer the most perfect examples of the use of this peculiar spiral that have been found in the metal-work of Irish Christian Art;(2004, 63) The Ardagh Chalice itself is made from a silver-bronze alloy and its main features include delicate gold filigree work, ornate handles and the use of semi-precious and coloured stones and enamels. The overall impression is that of a master craftsman at work and probably dates from the eight century. Another significant chalice was the Derrynaflan Chalice which was considered to be one of the most outstanding religious artworks in the history of Irish art. It was made in the eigth and ninth century by Irish metallurgists. These were highly skilled craftsmen who had superlative artistic skills during the Insular Art period (c.650-1000) in the ultimate La Tene style. Duffy, MacShamhrain and Moynes analysed that the Derrynaflan Chalice is less colourful than the Ardagh Chalice however its filigree is of great interest because it shows elements of common Christian iconography griffons, birds, beast, and quadrupeds, probably lions that are widespread in early medieval European sculpture and metalwork as part of the Tree of Life and related motifs. (2005, 141) Brooches are also very useful in examining How Celtic is Celtic Art? In Ireland, the Celtic brooches were a perfect example of the type of jewellery the high-status people used to wear. Many of the brooches features include symbols that have come to epitomize the Celtic culture; examples such as Claddagh, the Brigids cross, the Celtic hound and the classic example of Celtic interlace are typical patterns for Celtic art. The most popular Celtic brooch is the Tara brooch design. The Tara brooch design and the Hunterston brooch are considered to be two of the most important evidences in Celtic Christian art. Hourihane suggests that It has long been recognized that while both brooches show elements from the native Celtic La Tene repertoire, their design also reflects outside influences and incorporates many foreign elements.(2001, 211) The Tara brooch is a classic example of an artefact from early Christian-era Ireland. It dates around 700AD and features an embellished circle with a long, straight pin. It is a representation of the Celitc peoples brilliant craftsmanship. The Hunterston brooch is one of the earliest examples of decorative brooches from Britain and Ireland. Solid silver with gold and silver filigree and amber studs compose the head and pin of the brooch. The style of the brooch derives from the Pictish tradition in its presentation of zoomorphic creatures.Brooches can be found on monument al sculpture of the Mullaghmast stone, in which they appeared to be used for carrying variants of the early hanging bowl style. Moreover during the period of 800-100AD, silver became exceedingly popular with the Irish and Anglo-Saxon metallurgists, thus led to the creation of well-noted brooches. In conclusion Celtic Christian art was very Celtic as just like all art, it was inspired by religion. The Celts paganism was different to that of the Greeks and Romans as it was supported by the authority of druids, who were the guardians of writing, teaching, culture and most importantly religion. Their polytheistic ideas manifested themselves through animals, various monsters and collective goddesses, (Gods and demigods were usually depicted on coins). Thus, this explains the popular use of zoo morphology in their art. In addition to understand Celtic art we must analyse the unity between the materials and techniques the people of the time used. For instance Celtic art consists of hard or hardened objects such as metal, stone, wood, leather, glass and clay. There is no painting (except on pottery), no wax, no wickerwork and virtually no weaving. Iron engraving and abstract sculpture in bronze both derive from the Ancient Celts who combined the techniques of engraving and sculpting most effectively. Their strong point was the creation of tiny sculptures, particularly for the embossed engraving of coinage. Another form of unity was their common use of animals. Frequent subjects such as the quadrupeds, birds, fish and reptiles are often represented, along with the merge of plant designs which lend themselves into transformations. The Celts favoured using animals and plants than those depicted humans, thus makes it simple for an archaeologist to identify Celtic Christian art. The very human representations which were found are usually a form of an imaginary being for instance a monster, as though everything in the world were metaphysically linked. The treatment of these subjects is a source of bafflement for, in each case, the Celts present us with riddles. In conclusion, to answer the question How Celtic is Celtic Christian Art? an archaeologist must look at the common traditional themes which continued through to the Early Christian art. The complex, twining geometric designs predominated; the rare representations of human faces and figures were abstract and stylized, would assist us in judging how Celtic, Celtic Christian Art was at the time. Bibliography Allen J. R., 2001, Celtic Art in Pagan and Christian Times, Dover Publications Inc, General Publishing Company Ltd, 30 Lesmill Road, Don Mills, Toronto, Ontario Duffy S., MacShamhrain A., Moynes J., 2005, Medieval Ireland: an encyclopedia, Routledge, 2 Park Square Miton Park, Abingdon, Oxon, OX14 4RN, U.K. Dumbleton W. A., 1984, Ireland, life and land in literature, State University of New Yotk Press, State University Plaza, Albany, N.Y., 12246 Hourihane C., 2001, From Ireland coming: Irish art from the early Christian to late Gothic period and its European context, Department of Art and Archaeology, Princeston University, Princeston, New Jersey, 08540 Laing R. L., 1975, The Archaeology of Late Celtic Britain and Ireland, c.400-1200AD, Methuen Co Ltd, 11 New Fetter Lane London EC4P 4EE Laing R. L., 1997, Later Celtic Art in Britain and Ireland, Shire Publications Ltd, Cromwell House Church Street Princes Risborough Buckinghamshire HP27 9AA UK OSullivan, 2005, Manuscripts and Palaeography in A New History of Ireland: Prehistoric and early Ireland, Oxford University Press, New York Stokes M., 2004, Early Christian Art in Ireland, Kessinger Publishing,

Biological Effects Of Radiation :: essays research papers

The Biological Effects of Radiation   Ã‚  Ã‚  Ã‚  Ã‚  Whether the source of radiation is natural or man made, whether it is a small dose of radiation or a large dose, there will be some biological effects. Radiation causes ionizations of atoms, which will affect molecules, which may affect cells, which may affect tissues, and so on. Although most people tend to think of biological effects in terms of the effect of radiation on living cells, in actuality, ionizing radiation, by definition, interacts only with atoms by a process called ionization (Chandra p. 205). Thus, all biological damage effects begin with the consequence of radiation interactions with the atoms forming the cells.   Ã‚  Ã‚  Ã‚  Ã‚  Even though all subsequent biological effects can be traced back to the interaction of radiation with atoms, there are two mechanisms by which radiation ultimately affects cells. These two mechanisms are commonly called direct and indirect effects.   Ã‚  Ã‚  Ã‚  Ã‚  If radiation interacts with the atoms of the DNA molecule, or some other cellular component critical to the survival of the cell, it is referred to as a direct effect. Such interaction may affect the ability of the cell to reproduce and, thus, survive. If enough atoms are affected in such a way that the chromosomes do not replicate properly, or there is a significant alteration in the information carried by the DNA molecule, then the cell may be destroyed by â€Å"direct† interference with its life-sustaining system.   Ã‚  Ã‚  Ã‚  Ã‚  Indirect effects are caused by the reaction of radiation with the water that makes up the majority of the cells volume. When radiation interacts with water, it may break the bonds that hold the water molecule together. This produces fragments of hydrogen and hydroxyls. These fragments may recombine or they may interact with other fragments to form compounds, such as water, which would not harm the cell. It is when these fragments combine to form toxic substances, such as hydrogen peroxide, that the destruction of the cell results.   Ã‚  Ã‚  Ã‚  Ã‚  Biological effects of radiation are typically divided into two categories. The first category consists of exposure to â€Å"high doses of radiation over brief intervals of time† producing acute effects (Hall p. 15). The second category represents exposure to â€Å"low doses of radiation over extended periods of time† producing chronic or long term effects (Hall p.15). High doses tend to kill cells, while low doses tend to damage or change them. High doses can kill so many cells that tissues and organs are damaged.

The Brothers Karamazov by Fyodor Dostoevsky Essay

The parable of the Grand Inquisitor is told by Ivan to Alyosha found in the novel, The Brothers Karamazov by Fyodor Dostoevsky. Both Ivan and Alyosha are brothers. The difference is in their respective religions wherein Ivan is a dedicated atheist while Alyosha is a monk. The parable is an important component of the novel and also one of the most famous passages in modern literature because it contains ideas about human freedom and nature. The parable also consists of a fundamental ambiguity. The leadership of the Grand Inquisitor is based on his amazing and exceptional strength to have freedom that has endured that majority of the human beings found it so terrible. From his point of view, only people who have knowledge enough to lie and who have the strength to endure suffering by being forced to make lies can rule over those people who want to stay weak, disillusioned and obedient. The Grand Inquisitor made an accusation against Christ of only speaking to the strong in spirit and can endure freedom while he is enforcing dogmatic solutions and continues his ministry to the weak. This style of leadership by the Grand Inquisitor can be compared to the leadership of Socrates. The Socratic method is described as the series of questions that are prolonged and answers that will refute a moral principle by letting the opposing argument to come up with a conclusion that will contradict the person’s original point of view. Socrates developed this style as a way to examine, refute or shame the opponent into reversing his earlier opinion. The Grand Inquisitor challenges the very essence of human life, the concept of evil and the free will of man. The concept of freedom is being examined and is described using a perspective that is bleak and contemptuous. The ideologies of man is being depicted as being a destructive force that has brought down humanity into chaos and anguish. The parable can be perceived as an attack on religion and God but a closer look will reveal a conclusion that remains the opposite. It is concluded that the Grand Inquisitor becomes the explanation for the crucial need for a religious institution. The context of the parable may be a shock to religious advocates. God will visit the earth in the form of flesh and blood. He performs miracles and is imprisoned in a cell by a man who punishes him for giving free will to mankind. It is clear from the beginning of the story that Alyosha is religious while Ivan is being cynical in his position on the matter. After the Grand Inquisitor becomes aware of the presence of God here on earth, he orders his men to capture him. The depiction of the Inquisitor has contradicted the description of God’s human form. The Inquisitor is being presented as a formidable, cold and judgmental and sinister. Another contrast that can be found between God and the Inquisitor is the reaction of the crowd to both of them. The people displays a fearful obedience as their behavior towards the Inquisitor and not the same adoration and awe like before. It is noted here that the people is quick to abandon God who in such a short time before they were all so enamored with. The weakness of man as a theme and the need for a rigid government will begin will begin to come out. A lengthy monologue follows which is delivered by the Grand Inquisitor to God. The lecture talks about the Inquisitor’s reprimand for freedom. The Inquisitor is speaking against the internal freedoms that are borne out of man’s free will. He describes how freedom has enslaved humanity and placed the human race into a state of disorder and chaos. He confronts God on this error and boldly declares that the human race will reject Him ultimately. The argument of the Inquisitor is difficult to refute as the ability of man to differentiate the good from the evil is undoubtedly questionable. The freedom of the will permits every individual to have a different system of morals or in some instances having no morals at all. If one will put into consideration the violence and the deprivation that is happening in the world everyday, it seems that man cannot manage the freedom that he enjoys with his will. The many choices and responsibilities, the moral decisions that he has to make on a daily basis has already overwhelmed so many. The mind has the ability to create an environment of its own by making hell out of heaven. This ability of the mind is what the Inquisitor has spoken of and has claimed that it has led to the destruction of mankind. There are many people who make choices in their lives that paved the way for the creation of circumstances that are hellish in nature. It is not the responsibility of free will that comes with it that overwhelms mankind. The reference of evil and the existence of God can also be found in the Confessions of Augustine. A person only needs to look around the world and have the realization later on that something is not quite right. The existence of evil is one of the challenges that have puzzled many Christians and those that are not for that matter. For most of Ausgustine’s life, he tried to find a solution for it. The question of the existence of evil can be reworded in many ways. One approach could be to address the source and beginnings of evil that will prompt a series of statements that will eventually form an argument with reason. It is said that God is the creator of all things. Evil is also a thing so therefore God also created evil. If the first arguments were true, then there is no escape to the solution. This formula is frustrating for the whole of Christianity. God would not be known as good if he intentionally created evil. Augustine has approached the problem from a certain angle. He questions if there is any convincing proof that God exists. If there is any proof that would suggest and lead to the conclusion that he really does, then God could not possibly be capable of creating evil. Evil must have come from something else. He also had an observation that evil could not be selected because there really is no certain evil thing to choose. A person can only turn away from good preferring a lesser good over a greater good since everything is good. For when the will abandons what is above itself, and turns to what is lower, it becomes evil – not because that is evil to which it turns, but because the turning itself is wicked† (Augustine 2007). Evil is therefore an act of choosing the lesser good over th greater good. To him, evil comes from the free will of the people. Evil was a perversion of the free will in man who turned away from God in preference of lesser things. Back to the Grand Inq uisitor, Satan or evil has obviously grown impatient by the values of kindness, humility and love that he has found to have no defenses and forced to capitulate. He is powerless with the overwhelming humility that he is forced not to live up to his threat of burning Christ at the stake. The prisoner is released and is allowed to walk freely and safe. Before the release, the prisoner gave a valedictory kiss on the lips of the inquisitor. Satan was a rebel in heaven. Because he wanted to rule, he preferred hell. In the continuing political power struggle, he has claimed the world to be his own and has a message for Christ to keep out of his world. The ends justify the means. The previous statement aptly characterizes a consequentialist’s way of reasoning. The outcome or result of an action when beneficial is morally right regardless of the means to get the end result. Consequentialists for example think of what they want, how they are going to get it and what the good in it is if they take action towards their goal. Deolontologists would be thinking of the rationality of an action and base it on a moral rule to know if it is right or wong. Comparing the personal identity of both theories, consequentialists consider the will, reason and desires as important in determining morality. Meanwhile, deolontologists consider only will and reason because they believe that desires only distract the mind from thinking rationally. Desires reflect emotions and in deolontology, there is no room for that because the moral rule is to be followed. Regardless if they want to do something or not, they must perform their duty because the performance of it is morally right. The rationality of consequentialism is in getting what you want out of that action. You want to achieve something because it is beneficial for you. Therefore you think of actions to take that would lead to the things you want and bring you the greatest good. Reason dictates the actions of deontologists. It is in reasoning that deolontologists discover what is right or wrong based on moral principles. The primary source for evaluating morals in consequentialism is the consequence of an action while in deolontology, it is the actions themselves. The virtue of consequentialism may be the feeling of having maximized the utility available. For deolontologists who are performing their moral duties, it the feeling of having done the right thing. However, both of these theories have criticisms in their arguments. One of the criticisms by Anscombe state that in consequentialism, it is not clear what one ought to do because the validity of the action is based on the consequences. As compared to deolontology, the theory suggests what one should do because the validity of an action is based on moral principles. These moral principles have a definite description of what is right and wrong. In another criticism by Thomas Nagel, consequentialism should not encompass those actions that are morally wrong but produced positive results in the long run. An example of this would be an uprising by the people of a country. The action of the people may be considered treason and according to the moral rule, that action is wrong. Because of the uprising, the corrupt government was toppled and it was replaced by new government that is elected by the people. Consequentialism is an ethical theory that in which the consequences of a particular action becomes the basis for an acceptable judgment on that action. It finds the source of a moral value in a good situation and results into a consequence of that action. Many forms of consequentialism exist and the most common is utilitarianism. The theory puts emphasis on the â€Å"good† as the center of its concept. Utilitarianism holds that actions that result to the greatest good to a greater number of people are considered to be moral actions. The outcome of an action makes that action either moral or immoral. In consequentialism, emphasis is given to the results or consequences in analyzing what is right and wrong in our actions. If the result of an action has a positive outcome then it is considered as moral and therefore right. Likewise if the action produces negative outcomes, the action becomes wrong and immoral. Deontology is another ethical theory that is of Greek origin, deos which means duty and logos as science. Using its etymological meaning, deontology becomes the science of duty. The theory argues that understanding our moral duty and its regulations to help us decide on the right choice. If we do our duty, we are doing the right thing. Doing our duty is considered a moral behavior. The theory states that we are obeying God when we do our duty for it is He that determines it and its regulations. The moral actions of deontology are separate from the consequences brought about by those actions.

Importance of Enlightment Ideals in To Kill A Mockingbird essays

Importance of Enlightment Ideals in To Kill A Mockingbird essays The French Revolution was a time of immense refinement that lasted from 1789 to 1815. During this period, new ideas of natural laws based on reason influenced the minds of individuals and political affairs. The attempt to provide rational explanations was called the Enlightenment. These thinkers began to advocate changes and reforms. The reforms were referred to as the Enlightenment ideals and were used to perfect society. The Enlightenment ideals consist of equality towards all people, against cruel and unusual punishment, tolerance towards others, natural rights, will of the majority, and the idea people are basically good. Harper Lee created a novel which flashbacks to the Enlightenment ideals. Her novel, To Kill a Mockingbird was written in 1960 about Scout Finchs childhood and the struggle of Maycombs society in the 1930s. The key Enlightenment ideals and beliefs are highly palpable in Harper Lees novel, To Kill a Mockingbird. The ideals of equality, toleration of others, and po sitive view of human nature are illustrated despite Maycombs propensity to degrade individuals. Throughout her novel, Lee conveys the importance of equality among all people and races. Due to Maycombs lack of equality, the differences in social classes of the society are both irrational and destructive. Lee uses the childrens confusion to evaluate the equality in Maycombs society, ultimately, the prejudice in human relations. Aunt Alexandra replies to Scout, Because he is trash, thats why you cant play with him. Ill not have you around him, picking up his habits and learning Lord-knows-what, when she asks to play with Walter Cunningham (Lee 225). Equality towards all people regardless of their background or color is vital and is the basis of the Enlightenment and of the novel. The implication of equal treatment among people is intertwined with having to ...

Free Essays on Frida Kahlo

I chose to watch the movie Frida. Frida Kahlo was one of Mexico’s most famous artists. She was known for her candid portraits depicting the emotional and physical pain she experienced throughout her life. Frida is about the struggles we face throughout our lives, and how we can overcome these hardships with love and friendship on our side. As a young adult, Frida was seriously injured in a trolley accident. The accident left her bed-ridden for months, due to severe injuries to her body. Doctors said that she would not be able to walk again. During this time, she developed her talent for painting. Miraculously, Frida makes a full recovery, but the medical expenses drained her family’s finances. Frida decided to try to become a professional painter to help support her family. She went into Mexico City in search of professional critique from the successful painter Diego Rivera. Diego immediately recognized her talent and offered to help her. They quickly fell in love and Diego proposed marriage. And though Diego is known for his brief affairs with his nude female models and other admirers, Frida cautioned him not to betray her and accepted the marriage proposal. Their life together was enriched with adventure and high profile parties, as Diego took high paying commissions in the United States. But his career in A merica quickly fell apart when he refused to change his painting philosophy despite political pressures from his client. Returning to Mexico, their personal and financial lives continued to unravel. Frida picked up painting again, while trying desperately to make her family life work. Frida is a beautifully performed and produced movie, thanks to the dedication of Salma Hayek who worked so hard to get this movie to the big screen. Salma Hayek breathes live into Frida, who we may never have truly appreciated without this movie. As a movie, Frida is a colorful, hard-hitting, and true from the heart as Frida Kahlo’... Free Essays on Frida Kahlo Free Essays on Frida Kahlo In the self-portrait of Frida Kahlo with cropped hair – 1940; the imagery is so odd that it evokes an almost dream like setting; Frida Kahlo gazes out expressionless, with a mask like stare. Usually known for her native Mexican costumes of long ruffled skirts and embroidered blouses, and for weaving ribbons, flowers and jewels into her crown of braids, here Frida Kahlo appears in a baggy man's suit with her hair cut off (MoMA). She appears weak. Her arms are limp and her hands barely hold a pair of scissors and a strand of hair the evidence of her self-destruction. The fresh-cut strands float and squirm in her barren surroundings, entwining themselves around her chair. It's almost as if her energy has been exhausted from her body and into her loose strands of hair. By rejecting the trappings of so-called "feminine" attire, Kahlo was making herself undesirable to her unfaithful husband, the Mexican muralist Diego Rivera whom she had divorced earlier the same year (MoMA). Her ne w "masculine" guise was meant to deflect his superficial admiration, superficiality echoed in the words from a popular Mexican song written at the top of the painting: â€Å"Look if I loved you, it was for your hair. Now that you are bald, I don't love you anymore.† Although the subjects of Kahlo's paintings are often personal, her style is rooted in Mexican art, especially in nineteenth-century religious painting. The Surrealist leader of that time, Andrà © Breton, described Frida’s work as â€Å"a ribbon around a time bomb† (MoMA). Frida Kahlo’s response was â€Å"I never knew I was a surrealist till Andre Breton came to Mexico and told me I was† (Masters).... Free Essays on Frida Kahlo Mexico’s Woman Frida Kahlo’s mother was a devout Catholic of mixed Indian and Spanish blood. Her father was born in Germany, the son of Hungarian Jewish Immigrants. He moved to Mexico City, and later studied photography becoming infamous for his photos of Mexico’s Colonial architecture. This background and the Revolution of 1910 drew Frida into focusing the Indian part of her heritage. It was reflected in her behavior ,her appearance, her art, and even in her home decor. When Frida was a small child she became ill with polio, leaving her right leg shrunken. She always remembered her father being very supportive and drove her in her mental and physical development. Her pastimes at this age were reading, singing, drifting into a fantasy world, and as she got stronger she was involved in sports. Frida was excepted into the National Preparatory School in 1922, heart set on becoming a doctor. During this time every one had â€Å"revolution fever† in Mexico, including Frida. She joined a left wing group called Cachuchas renowned for their smarts and their playful ways. She even changed her birth date from 1907 to 1910 to correspond to the Mexican Revolution beginning. It was at her Preparatory school she first met her future Husband, Diego Rivera. She became smitten with him at first sight even telling a group of friends that it was her goal to have a child by him. Though not a good student she was high spirited, strong willed, rebellious, and an avid reader in Spanish, German, and English. In 1925, her life was flipped up-side-down when she was in a near deadly bus accident. Her back, foot and pelvis were broken badly when a handrail pierced her body. She had over 30 surgeries but never fully recovered, but in public she was as strong as ever she rejected her pain with a laugh. Her flowing long shirts that she always wore were to cover her limp. While recovering she began painting, using a special easel and a mirror above ... Free Essays on Frida Kahlo I chose to watch the movie Frida. Frida Kahlo was one of Mexico’s most famous artists. She was known for her candid portraits depicting the emotional and physical pain she experienced throughout her life. Frida is about the struggles we face throughout our lives, and how we can overcome these hardships with love and friendship on our side. As a young adult, Frida was seriously injured in a trolley accident. The accident left her bed-ridden for months, due to severe injuries to her body. Doctors said that she would not be able to walk again. During this time, she developed her talent for painting. Miraculously, Frida makes a full recovery, but the medical expenses drained her family’s finances. Frida decided to try to become a professional painter to help support her family. She went into Mexico City in search of professional critique from the successful painter Diego Rivera. Diego immediately recognized her talent and offered to help her. They quickly fell in love and Diego proposed marriage. And though Diego is known for his brief affairs with his nude female models and other admirers, Frida cautioned him not to betray her and accepted the marriage proposal. Their life together was enriched with adventure and high profile parties, as Diego took high paying commissions in the United States. But his career in A merica quickly fell apart when he refused to change his painting philosophy despite political pressures from his client. Returning to Mexico, their personal and financial lives continued to unravel. Frida picked up painting again, while trying desperately to make her family life work. Frida is a beautifully performed and produced movie, thanks to the dedication of Salma Hayek who worked so hard to get this movie to the big screen. Salma Hayek breathes live into Frida, who we may never have truly appreciated without this movie. As a movie, Frida is a colorful, hard-hitting, and true from the heart as Frida Kahlo’...