Directing A Midsummer Nights dream essays

Directing A Midsummer Nights dream essays Explain as director, How I would stage Act 1 of a Midsummer Night's Dream, and how I would like it to be performed. A Midsummer's nights dream was written by William Shakespeare between 1589 and 1595. It is one of Shakespeare's better known plays, and has been performed in many theatres over the years in many different styles. To me, the story of the lovers is incredible versatile, and can be interpreted in so many fantastic, magical ways, that I doubt any two performances of the tale have been the same. The story, as I see it, is almost set in two different worlds, The everyday human world, and the magical, dream like world, inhabited by the fairies. The real problems only seem to occur when the two worlds collide. I think the Idea of these two different universes is what makes this play so different, and fun to perform, because there is reason behind everything each character does, every mishap that pops up, You can just blame it on the mischievous fairies. So in my opinion, you can be as wild, and spontaneous as you wanted to be with a Midsummer nights dream. Anything can happen. I would set my play in the Georgian era, the time of all the Jane Austen novels, tale such as Pride and Prejudice, and Emma. This era to me is very much seen as a time associated with love and romance. I wouldn't change the basic setting of the play, it would all still take place in the woods or the palace. I would have my show performed in a proscenium Theatre, and the stage would have two stories. The top tier would be the fairy world, and the stage below, the human world. The audience would be able to see both sets at once, and would understand that the two sets obviously represent tow different places. So the audience don't get confused, only one set would have action taking place at one time. For example, when the Lovers are in the wood, The fairy world, or the upper set, would b...

The Most Common Injuries in a Chemistry Lab

The Most Common Injuries in a Chemistry Lab There are a lot of hazards in a chemistry lab. Youve got chemicals, breakables, and open flames. So, accidents are bound to happen. However, an accident doesnt necessarily have to lead to an injury. Most common injuries can be prevented by minimizing accidents by being careful, wearing proper safety gear, and knowing what to do in the event of an emergency. OSHA keeps track of reported injuries, but most of the time people get hurt, its either not something they admit to or else not a life-threatening event.  What are your biggest risks? Heres an informal look at common injuries. Eye Injuries Your eyes are at risk in the chemistry lab. If you normally wear contacts, you should wear glasses to lessen chemical exposure. Everyone should wear safety goggles. They protect your eyes from chemical splashes and errant shards of glass. People get eye injuries all the time, either because they are lax about wearing protective eyewear, the agent causing the injury gets around the edge of the glasses, or they dont know how to use the eyewash properly. While cuts are more common in the lab, eye injuries are probably the most common serious wounds. Cuts from Glassware You can cut yourself being stupid, trying to force glass tubing through a stopper with the palm of your hand. You can cut yourself breaking glassware or trying to clean up a mess. You can cut yourself on a sharp edge of a piece of chipped glassware. The best way to prevent the injury is to wear gloves, yet even so, this is the most common injury, mainly because few people wear gloves all the time. Also, when you do wear gloves, you lose dexterity, so you may be more clumsy than usual. Chemical Irritation or Burns Its not just the skin on your hands that is at risk from chemical exposure, although this is the most common place to get hurt. You can inhale corrosive or reactive vapors. If youre extra-stupid, you can ingest harmful chemicals by swallowing liquid from a pipette or (more commonly) not cleaning up well enough after lab and contaminating your food with traces of chemicals on your hands or clothing. Goggles and gloves protect your hands and face. A lab coat protects your clothing. Dont forget to wear closed-toe shoes, because spilling acid on your foot is not a pleasant experience. It does happen. Burns from Heat You can burn yourself on a hot plate, accidentally grab a piece of hot glassware, or burn yourself by getting too close to a burner. Dont forget to tie back long hair. Ive seen people set their bangs on fire in a Bunsen burner, so dont lean over a flame, no matter how short your hair is. Mild to Moderate Poisoning Toxicity from chemicals is an overlooked accident because the symptoms may resolve within minutes to days. Yet, some chemicals or their metabolites persist in the body for years, potentially leading to organ damage or cancer. Drinking a liquid accidentally is an obvious source of poisoning, but many volatile compounds are dangerous when inhaled. Some chemicals are absorbed through the skin, so watch spills, too. Tips to Prevent Lab Accidents A little preparation can prevent most accidents. Here are some tips to keep yourself and others safe: Know the safety rules for working in the lab (and follow them). For example, if a certain refrigerator is labeled No Food, dont store your lunch there.Actually use your safety gear. Wear your lab coat and goggles. Keep long hair tied back.Know the meaning of lab safety signs.Label containers of chemicals, even if they only contain water or other non-toxic materials. Its best to put an actual label on a container, because grease pen marks may be wiped off during handling.Make certain safety gear is maintained. Know the schedule for purging the line of an eyewash. Check the ventilation of chemical fume hoods. Keep first aid kits stocked.Quiz yourself to see if youre safe in the lab.Report problems. Whether its faulty equipment or a mild accident, you should always report an issue to your immediate supervisor. If no one knows there is a problem, its unlikely to get fixed.

Public Relation is the New Propaganda Outline Example | Topics and Well Written Essays - 1000 words

Public Relation is the New Propaganda - Outline Example Public relations refer to the processes, principles, and procedures guiding communication between companies, organizations, individuals with the media and the public. In most cases, public relations focus on the creation and maintenance of a positive image as well as a strong relationship with the target audience (Moloney 2006). Democracy   Democracy refers to a system of governance focusing on vesting the power in the people with the ability to rule directly or under the influence of the elected representatives (Schumpeter 2013). Political Economy of Information  For critical reasons, sociologists, political scientists and communication practitioners have the tendency of evaluating phenomena from the economists’ perspective. The condition makes them develop the aspect of becoming political economists, thus the concept of the political economy of information (Stilwell 2011). Theoretical Perspectives and Models  Various models have focused on illustrations of PR and propa ganda issues in the modern context. This section explores a critical review the most effective and prominent theoretical perceptions with the objective of understanding the research goals and scope effectively.  There are four critical theories in relation to understanding the concept of the public sphere: representative liberal, participatory liberal, discursive, and constructionist theories. Constructionist theory focuses on popular inclusion, empowerment, recognition, narrative creativity, and the eventual avoidance.

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

Women Expatriates - Research Paper Example This asserts that their main task in an organization is to maintain the structure and philosophy of the organization. However, the women expatriates should have a different cross-cultural training program because of the numerous challenges they face (Ismail & Tahir, 2007). In this program, they are supposed to learn how to interrelate with their male co-workers. This affirms that women expatriates are of high benefit to companies. Recent research confirms that women expatriates have several advantages over the male expatriates. This is mostly attributed to the socialization of a woman with her co-workers. This enables them to understand all the surrounding happenings. Therefore, most women use their socialization ability as an asset over their male counterpart. On the other hand, the men expatriates are regarded as more competent compared to the women (Ismail & Tahir, 2007). In most companies, there are more men expatriates than the women expatriates. Women also face different challenges as expatriates. The most common challenge that women face in their line of duty is the bad treatment which is usually by the male co-workers in the company. The male expatriates mostly face cross-cultural challenges in their new environment. This is because they are faced with ‘cultural shock’ in the new environment. Nowadays, women are faced with various challenges and adjustment problems in the expatriate profession. One of the most common challenges is related to the custom and religion aspect. In most multiethnic countries, women expatriates experience a difficulty in understanding the dress code of local individuals (Haile, Jones, & Emmanuel, 2007). According to various sources, when women expatriates do not understand the proper dress code, they might end up dressing against the social norms thus; the locals can portray negative remarks. Therefore, companies are supposed to provide a cross-cultural training program to the expatriates for

Changes in family life since the 1970s Essay Example for Free

Changes in family life since the 1970s Essay Outline some of the major changes that have taken place in family life since the 1970s and discuss the concerns arising from these changes. In the past many families were similar, as traditional nuclear families were the excepted norm of society. Since the 1970s a number of major changes have taken place in family life. The traditional nuclear family is no longer seen as the norm as many other types of specialist families have developed to best suit the needs of the people within them. Family life is very complex and in recent years sociologists have sort to find new ways to understand it. However with these changes there have also been a number of concerns, which may suggest that not all changes have improved family life. One way in which the family unit has changed since the 1970s is the change in marriage rates. While marriage in the UK is still the majority among families, there has been a decline in the number of marriages, the age in which people are choosing to marry and the duration of marriages. In 1971 1% of all marriages in the UK ended after two years. In 1996 this figure increased to 9%. (Mark Kirby, 2000, p. 58). This suggests that marriage less important than it once was. There are a number for reasons as to why there is a change in marriage. It is argued that because women now have more freedom of choice than they did in the past, they may be choosing simply not to marry. Others suggest that women are now choosing to put off marriage till a later date so that they can focus on their careers and education. Another reason for the change in marriage could be due to the undermining of the need to marry, now that it has become socially acceptable to cohabit or be single, many people choose not to marry. As well as this women are no longer dependant on men to be a bread winner and provide for them. Lorraine Harding (1996) argues that the main decline in marriage occurred around the 1970s due to greater levels of unemployment. Strain may have been put on the breadwinner to support the family causing the breakdown of the marriage. On this basis it could be argued that it is not the decline of the conventional family since 1970 that should need explaining, but rather its unusual popularity between 1945 and 1970. (Mark Kirby, 2000, pp. 69-70) Another major change that has taken place in family life since the 1970s is the increase in the number of divorces. In 1970 80,000 couples got divorced in the UK, that figure has risen to 125,000 in 2003. (Scott, 2007, p. 466) It is argued that this increase is due to the 1969 Divorce Reform Act which made getting a divorce much easier. Women had more opportunity to work and therefor they were less dependent on men. State benefits gave women greater chance of leaving a marriage. (Scott, 2007, pp. 467-469). However with divorce there are a number of concerns that can arise in family life. It is believed that divorce is the main contributor to lone parent families who are considered to be at higher risk of poverty. This is considered an unhealthy environment to bring up children as they may feel unsettled. Children may lose touch with the other parent and gain step parents. This in extension can effect socialisation, education and their family life in the future. Some sociologists also argue that children whose parents have had a divorce are more likely to get a divorce when they are older. Giddens found that two-fifths of all marriages in the UK now end in divorce. The number of marriages has fallen while the number of divorces has risen. (Giddens, 2009, pp. 350-351) Cohabitation has increased sharply in recent years. It is seen as a prelude to marriage or an alternative and in some cases it replace marriage altogether. In 1986 11 per cent of non-married men under the age of 60 were in cohabiting relationships, but by 2004 this figure had risen to 24 per cent. The comparable figures for women were 13 per cent in 1986 and 25 per cent in 2004 (Social Trends, 2006) This goes to show that cohabitation is one alternative to the traditional nuclear family that people are choosing to take. In the UK today 73 per cent of women say they live with a man before they are married. However with cohabitation there have been a number of concerns suggested by sociologists. Some sociologists argue that because there is less commitment within a cohabiting relationship then they are less stable and more likely to break down. This could lead to poverty for the women and children involved. As well as this a cohabiting couple are more likely to seek state benefits and put a strain on the economy. Antony Giddens argues the idea of a pure relationship. He believes that  couples in Modern society choose now not to marry for love and intimacy but to cohabit and have a relationship that best suits them. He believes that in the past couples were bound by the contract of love and it would often be difficult to get and divorce and end a relationship. Giddens argues that divorce is increasing due to people having much more choice in their lives. If a relationship no longer continues to suit the interests of the people within it then it is easy to simply leave. Giddens says: What holds the pure relationship together is the acceptance on the part of each partner, until further notice, that each gains a significant benefit from the relationship to make its continuance worthwhile. (Holborn, 2004) The love within the relationship is governed by the amount of venerability the other is prepared to show. Giddens also saw that in the past families would have been headed by a single male breadwinner who provided for the whole family while the wife stayed at home. This has now changed and men and women have become more equal within contemporary society. This therefor suggests that men and women have also become equal within relationships. Pure relationships are quickly becoming more popular as our self-centred society develops. Within contemporary society we have more choice; this has now adapted the way we look at traditional till-death-us-do-part marriages and traditional nuclear families. (Elliott, 2008) Living apart together is a term that is used for a family where one of the partners may live away for work or simply to maintain their independence. This follows on from the idea of a pure relationship as it is more causal for the people involved and it meets everyone needs. A problem that may arise from LAT families is that it could be disruptive for children as they would not have a single home. It also shows a lack of commitment from the couple to move in together and get married. Although LAT families are becoming increasingly common, they may still often be not seen as the best way to live as a family. Lone parents families are becoming increasing common within the UK today. There have been significant increases in lone parent families since the 1970s. This could be due to higher rates of divorce and cohabitation break down. Lone parents also have a reduced likelihood for marriage in the future  with lone parent working class men having the lowest chance to marry. In 2004 73 per cent of lone mothers and 50 per cent lone fathers had dependent children. (Giddens, 2009, p. 355) This creates a concern with lone parents as it is believed that lone parents are more likely to be in poverty and dependant on state benefits. It is argued that the child from a lone parent household is less likely to do well in education and is more likely to become a lone parent in the future. With less time to get an education it is also common for a lone parent to have low or no qualifications and poor pay. Lone parents can get caught in a poverty trap as they do not have the time to earn good money and improve their education. Some lone parents may wait until their children have grown up, and go into higher education at a later date. With the increasing number of divorces and remarriages there has also be an increase in reconstituted families. Reconstituted families often bring two families together that have divorced parents. These types of family can generate some concerns as in many cases it is difficult for the children of the family to accept new relationships. In extension to this within reconstituted families there is a higher rate of child abuse. This could be due to the sometimes overwhelming environment of two families living together. They are also more likely to face economic hardship. Divorce rates in reconstituted families are higher than that of first marriages. Same sex partnerships have received a lot of media attention in recent years. This is due to the very idea of sexuality being a topic of interest within society. It is only since December 2005 that gay and lesbian couples could get a civil partnership. If they wish to have children then they have to choose from adoption, artificial insemination, fostering or if they had a child from a past heterosexual relationship. This can be good for the child as they may choose to counteract patriarchy. However on the other hand there are many aspects of a same sex partnership that could raise some concerns. For example the very nature of such a relationship challenges strongly held values and norms within society. This could therefor create conflict with other members of society. If there is a child involved this may not be the best environment to bring them up. In 2009 Elton John and his partner David  Furnish were looking to adopt a child from the Ukraine. They faced problems when EveryChild, an international childrens charity, said _it was concerned by the singers announcement that he and partner David Furnish wanted to adopt a 14-month-old boy called Lev. The organization said that while it praised Johns help in raising awareness about children affected by HIV in Ukraine, it said the answer did not lie in international adoption, arguing that more children might be left in childrens homes as a result of another celebrity adoption._ (Press Association, 2009) As well as this many people believe that it is inappropriate to bring a child up with same sex parents. It is believed that this will have an effect on their sexuality without giving them a fair choice. With society becoming more multicultural some people from other religions may condemn the idea of same sex couples. This could leave them marginalised on the edge of society. In some extreme cases there have been Honour Killings from some families in order to protect their image. With an increase in same sex couples there has also been more of a demand for fertility and reproductive technology. These men and women are looking to artificial insemination to help them to have a child. On the other hand however heterosexual men and women, may also require such technology if they have a problem with conception. This has helped women whom have put off parenthood in order to focus on their careers and education. As women get older their fertility rate falls, 1 in 5 women will reach the end of their fertile life childless. This new technology can help families to have children whereas in the past they may not have been able. There has also been an increase in younger women becoming surrogate mothers for older women who can no longer have children. Another technology that has had a large effect on family life is contraception. In the past, families often had many more children than in contemporary society. This was so their children could go to work and provide for the family, but also because they didnt have the technology. Contraception has become increasing important over recent years with youth  culture of today Drugs, Sex, Rock and Roll. In contrast to this idea, there has been an increase in teen parents over recent years, suggesting that more could be done to stop such families. Other generations within the family are increasingly having a greater influence. In the past due to poor healthcare many children would never have met their grandparents as they would have died at a younger age. In modern society grandparents and great grandparents are now increasingly part of the family. This can create tensions between caring for the older members of the family and the younger ones. It can also have a structural issue as the older generations of the family may become a burden if there is a break down in the relationship or a divorce. In conclusion there are a number of changes that have taken place in the family since the 1970s. Not all of these changes have had positive effects. There have also been a number of negatives. With such a large change within society concerns will arise, it is how these concerns are dealt with that will determine the future of the family unit. There are some sociologists that believe that the family is still just as strong as it has always been even with the loss of traditional families. _Family living also offers an opportunity for intimacy, a word with Latin roots meaning sharing fears. That is, as a result of sharing a wide range of activities over a long period of time, members of families forge emotional bonds. Of course, the fact that parents act as authority figures often inhabits their communication with young children. But as young people reach adulthood, kinship ties typically open up as family members recognise that they share concern for one anothers welfare_ (Plummer, 2002, p. 441) This suggests that it does not matter what shape or size a family is, but if it teaches the people within it to become good adults and care for others then it will have fulfilled its purpose. With the ever changing and diverse nature of the society in which we live families have simply become more specialised, and the people within them are no longer bound by what is  socially acceptable.

Platos The Republic Books 6 Through 10 Essay -- essays research papers

Plato’s The Republic Books 6 through 10   Ã‚  Ã‚  Ã‚  Ã‚  In books 6 through 10 of Plato’s Republic, we see many different discussions on the subject of justice, philosophy, and goodness. The philosopher Socrates has now defined what a philosopher is. His next task is to show that a philosopher is best qualified to be the ruler of a state. A good ruler must surely know what Justice and Goodness are, for he must administer Justice and always act for the good of the community. But a philosopher, as we have seen, has knowledge of the Forms, so from this point of view at least, he is best qualified to be a ruler. A good ruler must have a good character as well as a good mind; he must always be truthful, high-minded, and disciplined, and never mean, petty, or cowardly. A philosopher will satisfy these requirements too, Socrates argues. Since the philosopher loves truth, he will always be honest and forthright.   Ã‚  Ã‚  Ã‚  Ã‚  Socrates is being much too idealistic here. The idea that a philosopher should be the ruler of a state is just an idle dream. Politicians should be practical and experienced. However philosophers have wisdom and goodness.  Ã‚  Ã‚  Ã‚  Ã‚  Next Socrates is asked, â€Å"What is Goodness?† Socrates tries to answer this question in the form of an analogy. The Analogy of the Sun, as this is called, can be represented in a diagram:   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Sight  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Knowledge The Sun   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Goodness Is the source of  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   is the source of Light,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Truth, And so makes objects  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   and so makes the Forms Visible, and allows the   Ã‚  Ã‚  Ã‚  Ã‚  &... ...osopher-Ruler: At the age of fifty, the philosopher-rulers will at last be fully formed. They will spend a large part of the rest of their lives in contemplation and philosophy, but they must also take their turn in public and political life, and do their duty in ruling and guiding the state. For now they will know Goodness itself, and thus they will know what is best for the community. At this point, Socrates has discovered the nature of Justice, both in the state and in the individual man, and he had begun to answer the question â€Å"Why is it better for a man to lead a just life than it is for him to lead an unjust life?† The Myth of Er tells us that even after death justice is rewarded and injustice punished. Plato’s view is that a man who chooses to be unjust is a matter of ignorance. A man guided by reason would realize that living an unjust life causes him unhappiness and suffering. Socrates than says that there are four main types of unjust societies. These are Timocracy, Oligarchy, Democracy, and Tyranny. This is the order of their degrees of injustice; timocracy is closest to the just state, and tyranny is the most unjust and diseased of all.   Ã‚  Ã‚  Ã‚  Ã‚  

Hobbes and Rawls on Justice

Hobbes and Rawls are essentially both Social Contract theory advocates. Since Rawls came later than Hobbes, it is no surprise that his ideas are a bit similar with those of Hobbes and other social contract theorists. However, the similarities are few and the differences in their ideas as a whole are vast.Hobbes writes in his Leviathan that before the establishment of the government or any ruling body, man was in a state of nature. Since no one’s ruling over everyone, the state of nature could essentially be a form of anarchy. In this state of nature, every individual has a natural right to do anything for his sake. For example, if someone wants an object belonging to another, there is nothing wrong if that person takes it; if a person wants to use someone’s body, he can do so without thinking of the harm he does to the person.Thus, everything immoral we think of today is valid in that state of nature. There is no justice in such a state since justice only exists when th ere is some form of law that covers everyone and which everyone abides by. This is where Hobbes’ two laws of nature comes in. The first is that all individuals should seek peace because otherwise, the only alternative is war. The second is that everyone should give up certain rights to be able to attain that peace. And for this law to to work, everyone in society should agree to it.Rawls, on the other hand, uses the term original position instead of the state of nature. In the original position, there is also no government, and the individuals are behind a veil of ignorance wherein they have no idea of themselves, their preferences and their position in society, unlike the people in Hobbes state of nature. Since Rawls also believes that each individual acts on self-interest, being behind such a veil while forming the social contract that will rule over them will help keep the contract from being beneficial for only the minority.After all, the social contract will affect all i n every way and thus, the individuals will design it in a manner so as not to risk placing themselves in an unfortunate position. Rawls say that they would then base their design on the maximin rule, summarize as each individual would choose a state that is the least unfortunate of all for them. A cake illustration simplifies things. Two individuals who want cake would agree that one cuts the cake once while the other chooses first.This will automatically guarantee that the cake will be cut evenly since the cutter wouldn’t want to end up with a smaller piece. To generalize, Rawls comes up with two basic principles of justice. First is that each person should have equal right to every liberty, like political liberty, freedom to hold property and speech, etc., as does everyone else, at the same time. The second is that inequalities, like wealth distribution and/or status, in society are okay only if it helps the least fortunate people in society and that each individual have eq ual opportunity to access it   (Jedicke).To relate, natural justice dictates that man is inherently good, a man with good intent should not be harmed and that man should treat others as he wants to be treated. The positive laws, often in contrast with natural law, were then established to help guide society. Although the statement that man is inherently good contradicts Hobbes’ view of man in the natural state, the natural law made by the governing body is like the social contract that everyone agreed upon to abide by.Since everyone is abiding by it, they’ve agreed to sacrifice certain rights they had in the state of nature. It cannot be helped, though, that some would still not give up and disobey the natural law, therefore committing a crime. If this was to be allowed to happen without due consequence, then everyone would stop abiding by the law and the world would revert back to the state of nature. Thus, punishing those who commit crime is only just for everyone who is keeping the law, since it is injustice when one does not keep it.The present society under democracy is the nearest consequence of how the social contract should be under Rawls’ justice. In a democracy, everyone is given equal right and opportunity for every liberty, all at the same time. Everyone is given the right to have education, thus the presence of public schools, because this will entail, in the end, that people would have equal opportunities for jobs. Unfortunately, it certainly isn’t happening completely and probably won’t happen completely. After all, the established laws were made by individuals who weren’t influenced by the veil of ignorance. Thus, as they made the present laws, even given that they made it to represent the will of the people, there would still be an injustice in that there would always be the probability that the law made were for the good of a few.Presently, it is obvious that a fair amount of Hobbes’ philosop hy, and of other people, on justice is present at the judicial proceedings and laws in many countries. Rawls’ may be on its way as many people, like politicians, are reading and being influenced by his work.Works CitedKay, Charles D. â€Å"Justice as Fairness.† 1997. 22 September 2007 Hobbes and Rawls on Justice Hobbes and Rawls are essentially both Social Contract theory advocates. Since Rawls came later than Hobbes, it is no surprise that his ideas are a bit similar with those of Hobbes and other social contract theorists. However, the similarities are few and the differences in their ideas as a whole are vast.Hobbes writes in his Leviathan that before the establishment of the government or any ruling body, man was in a state of nature. Since no one’s ruling over everyone, the state of nature could essentially be a form of anarchy. In this state of nature, every individual has a natural right to do anything for his sake. For example, if someone wants an object belonging to another, there is nothing wrong if that person takes it; if a person wants to use someone’s body, he can do so without thinking of the harm he does to the person.Thus, everything immoral we think of today is valid in that state of nature. There is no justice in such a state since justice only exists when th ere is some form of law that covers everyone and which everyone abides by. This is where Hobbes’ two laws of nature comes in. The first is that all individuals should seek peace because otherwise, the only alternative is war. The second is that everyone should give up certain rights to be able to attain that peace. And for this law to to work, everyone in society should agree to it.Rawls, on the other hand, uses the term original position instead of the state of nature. In the original position, there is also no government, and the individuals are behind a veil of ignorance wherein they have no idea of themselves, their preferences and their position in society, unlike the people in Hobbes state of nature.Since Rawls also believes that each individual acts on self-interest, being behind such a veil while forming the social contract that will rule over them will help keep the contract from being beneficial for only the minority. After all, the social contract will affect all i n every way and thus, the individuals will design it in a manner so as not to risk placing themselves in an unfortunate position. Rawls say that they would then base their design on the maximin rule, summarize as each individual would choose a state that is the least unfortunate of all for them.A cake illustration simplifies things. Two individuals who want cake would agree that one cuts the cake once while the other chooses first. This will automatically guarantee that the cake will be cut evenly since the cutter wouldn’t want to end up with a smaller piece. To generalize, Rawls comes up with two basic principles of justice. First is that each person should have equal right to every liberty, like political liberty, freedom to hold property and speech, etc., as does everyone else, at the same time. The second is that inequalities, like wealth distribution and/or status, in society are okay only if it helps the least fortunate people in society and that each individual have eq ual opportunity to access it   (Jedicke).To relate, natural justice dictates that man is inherently good, a man with good intent should not be harmed and that man should treat others as he wants to be treated. The positive laws, often in contrast with natural law, were then established to help guide society. Although the statement that man is inherently good contradicts Hobbes’ view of man in the natural state, the natural law made by the governing body is like the social contract that everyone agreed upon to abide by. Since everyone is abiding by it, they’ve agreed to sacrifice certain rights they had in the state of nature.It cannot be helped, though, that some would still not give up and disobey the natural law, therefore committing a crime. If this was to be allowed to happen without due consequence, then everyone would stop abiding by the law and the world would revert back to the state of nature. Thus, punishing those who commit crime is only just for everyone who is keeping the law, since it is injustice when one does not keep it.The present society under democracy is the nearest consequence of how the social contract should be under Rawls’ justice. In a democracy, everyone is given equal right and opportunity for every liberty, all at the same time. Everyone is given the right to have education, thus the presence of public schools, because this will entail, in the end, that people would have equal opportunities for jobs. Unfortunately, it certainly isn’t happening completely and probably won’t happen completely. After all, the established laws were made by individuals who weren’t influenced by the veil of ignorance. Thus, as they made the present laws, even given that they made it to represent the will of the people, there would still be an injustice in that there would always be the probability that the law made were for the good of a few.Presently, it is obvious that a fair amount of Hobbes’ philosop hy, and of other people, on justice is present at the judicial proceedings and laws in many countries. Rawls’ may be on its way as many people, like politicians, are reading and being influenced by his work.Works CitedKay, Charles D. â€Å"Justice as Fairness.† 1997. 22 September 2007

Improving Student Test Scores Utilizing Brain

Improving Student Test Scores Utilizing Brain-Based Learning People often say that everyone can learn. Every person is born with a brain that functions as an immensely powerful processor. Brain-based learning offers some direction for educators who want more purposeful, informed teaching. This paper will provide information on how brain-based learning works. In addition, discuss how brain-based learning is improving student test scores. Lastly, provide research findings on the benefits of brain-based learning. Creating stress-free environments, enhancing complex cognitive skills, and understanding memory become essential in brain-based learning. Receiving, encoding, storing, and retrieving information make sense as the memory pathways are defined. Assessing student learning becomes the simple task of accessing the same methods that were used for teaching. The more we understand the brain, the better we will be able to educate it. Brain-Based Learning (definition) Brain-based learning is the informed process of using a group of practical strategies that are driven by sound principles derived from brain research. Brain-based education is defined by three words, engagement, strategies, and principles. It is learning in accordance with the way the brain is naturally designed to learn (Jensen, 2008). The overall goal of brain-based education is to attempt to bring insights from brain research into the arena of education to enhance teaching and learning. The area of science often referred to as brain research typically includes neuroscience studies that probe the patterns of cellular development in various brain areas; and brain imaging techniques, with the latter including functional MRI scans and positron-emission tomography scans that allow scientists to examine patterns of activity in the wake, thinking, human brain. These brain imaging techniques allow scientists to examine activity within various areas of the brain as a person engages in mental actions such as attending, learning, and remembering. Proponents of brain-based education espouse a iverse group of educational practices and approaches, and they generally attempt to ground claims about effective practice in recently discovered facts about the human brain. They argue that there has been an unprecedented explosion of new findings related to the development and organization of the human brain and that the current state of this work can inform educational practice in meaningful ways. Advances in brain science led brain-based educator David A. Sousa to proclaim that â€Å"no longer is teaching just an art form, it is a science† (Sousa, 1998). Principles of Brain-Compatible Learning that have Emerged from Brain Research. Educators who have a background in the neurobiology of learning and memory have a distinct advantage in their classrooms. By following the brain-based teaching principles we can create an enriched, brain-compatible environment and effectively counter such existing negative influences as stress, sleep deprivation, and poor nutrition. According to Ronal Kotulak in his 1996 book â€Å"Inside the Brain†, an enriched environment can contribute up to 25% increase in the number of brain connections both early and later in life. Our environments need to allow for active manipulation. To summarize, there are at least twelve principles of brain-compatible learning that have emerged from brain research. 1. Uniqueness-every sing brain is totally unique. 2. Impact of threat of high stress can alter and impair learning and even kill brain cells. 3. Emotions are critical to learning-they drive attention, health, learning and memory. 4. Information is stored and retrieved through multiple memory and neural pathways. 5. All learning is mind-body-movement, foods, attention cycles, all have powerful effects. 6.  The brain is a complex and adaptive system-effective change involves the entire system. 7. Patterns and programs drive our understanding-intelligence is the ability to construct patterns. 8. The brain is meaning-driven-meaning is more important to the brain that information. 9. Learning is often rich and non-conscious-we process both parts simultaneously. 10. The brain develops better in concert with other brains. 11. The brain develops with various stage of readiness. 12. Enrichment-the brain and grow new connections at any age. Cognitive skills develop better with music and motor skills (Kotulak, 1996). Three Instructional Techniques Associated with Brain-Based Learning. Orchestrated immersion-creating leaning environments that fully immerse students in an educational experience. The idea is to take information off the blackboard to bring it to life in the minds of students. Orchestrated immersion provides learners with rich, complex experiences that include options and a sense of wholeness. Relaxed alertness-trying to eliminate fear in learners, whole maintaining a highly challenging environment. It is a dynamic state that is compatible with great deal of change. Relaxed alertness ensures that students are being challenged within a context of safety. It also includes a personal sense of well-being that allows students to explore new thoughts and connections. Active processing- Allowing the learner to consolidate and internalize information by actively processing it. It is the path to understanding, rather than simply to memory. Active processing necessarily engages emotions, concepts and values (Caine & Caine, 1994). How Brain-Based Learning Impacts Education. There are three ways that brain-based learning impacts education through curriculum, instruction, and assessment. Curriculum- teachers must design learning around student interests and make learning contextual. Instruction- educators let students learn in teams and use peripheral learning. Teachers structure learning around real problems, encouraging students to also learn in setting outside the classroom and the school building. Assessment-since all students are learning, their assessment should allow to understand their own learning styles and preferences, this way, students monitor and enhance their own learning process (Jensen, 1998). What Brain-Based Learning Suggests. How the brain works has a significant impact on what kinds of learning activities are most effective. Educators need to help students have appropriate experiences and capitalize on those experiences. As Renate Caine points out in her book Making Connections, three interactive elements are essential to his process. Teachers must immerse learners in complex, interactive experiences that are both rich and real. One excellent example is immersing students in a foreign culture to teach them a second language. Educators must take advantage of the brain’s ability to parallel process. Students must have a personally meaningful challenge. Such challenges stimulate a student’s mind to the desired state of alertness. In order for a student to gain insight about a problem, there must be intensive analysis of the different ways to approach it, and about learning in general. This is what’s known as the â€Å"active processing of experience. † A few other tenets of brain-based learning include: Feedback is best when it comes from reality, rather than from an authority figure. People learn best when solving realistic problems. The big picture can’t be separated from the details. Because every brain is different, educators should allow learners to customize their won environments. The best problem solvers are those that laugh (Caine & Caine, 1994). Most neuroscientists believe that at birth the human brain has all the neurons it will ever have. Some connections, those that control such automatic functions as breathing and heartbeat, are in place at birth, but most of the individual’s mental circuitry results from experiences that greet the newborn and continue, probably, throughout his or her life. Some researchers believe the circuits are completed by age five or six. Other studies extend the period of development from birth to the later elementary school years. Still others argue that nerve connections can be modified throughout life with new connections forming perhaps even late in life. The links between learning, the number of neural connections, or the time frame for development of those connections are not clearly understood. These and other findings encourage educators and parents to expose very young children to a variety of learning experiences-providing blocks and beads to handle and observe, talking to the child, playing peek-a-boo. How does Brain-Based Learning Improve Student Test Scores. Recent scientific studies about the brain and how it learns have given educational leaders and teachers new insights about teaching and learning. Recently, educators have explored links between classroom teaching and emerging theories about how people learn. Exciting discoveries in neuroscience and continue developments in cognitive psychology have presented new ways of thinking about the brain-the human neurological structure and the attendant perceptions and emotions that contribute to learning. Brain-based research also discusses the school environment that is best for optimal learning to occur. According to Dr. Petrie and Dr. Chan in their article, â€Å"The Brain Learns Better in Well-Designed School Environments, â€Å" optimal learning takes place in well-ventilated classrooms, which offer plenty of water for students to drink. In addition, students learn best in bright warm colored well-lit environments that offer challenging activities including visual and performing arts, physical activity, and real life situations (Chan & Petrie, 1998). Summary of Findings: A study Conducted by the Education Trust in 1998, done in collaboration with the Council of Chief State School Officers (CCSSO), demonstrates those qualities which appear to be necessary to promote student achievement. Such qualities demonstrate how teaching to higher standards can be effective when appropriate support. This work analyzed data collected from 1200 high performing high poverty elementary schools in 21 states. The study concluded that high performing; high poverty schools tend to use state standards extensively to design curriculum and instruction, assess student work, and evaluate teachers. Over 80% of the successful schools in this study were using state standards to design instruction, assess student work and evaluate teachers. In the great majority of top performing schools in this study, extended learning time in the areas of math and reading was provided for their students. In addition, to crease student achievement, these schools often devoted a larger proportion of funds to support professional development focused on changing instructional practice. The school in this study appeared to be making greater progress than lower performing schools in creating greater opportunities for teacher to obtain training in those areas determined to be important to helping students achieve. It was noted that a majority of schools implemented comprehensive systems to monitor individual student progress and provide extra support to students as soon as it’s needed. 80% of the schools in this study had systematic ways to identify and provide early support to students in danger of falling behind in the academic progress. It was obvious in this study that the more uccessful schools focus their efforts to involve parents on helping students meet standards; the traditional role of parents in schools is that to provide support in fund raising efforts. In the majority of the schools in this study, parents were given opportunities to increase their knowledge of the standards, be involved in curriculum and in reviewing students’ work. Lastly, it was clearly observed that these successful schools have state and district accountability systems in place that have real consequences for adults in schools (The Education Trust, Inc. 1999). Teachers can no longer ignore the findings and implications of brain-based research in the educational environment. The cognitive development of children is affected by a multitude of diverse factors, but educators have been slow to recognize the impact that brain-based research provides in our awareness of the role of the brain in learning Findings suggests that heredity provides 30-60 percent of our brain’s wiring, while 40-70 percent is due to environmental factors (Jensen, 1998). Teachers and educational leaders need to develop a biological understanding of how the brain works. In order for student achievement to continue, principals must look at all aspects of instructional strategies. Understanding the brain’s ability to grow and adapt in response to stimuli increases our ability to develop meaningful relevant lessons, which challenge students and broaden their comprehension of their world. Developing interdisciplinary instruction allows the brain to develop patterns and thus increases student learning. Learning to apply brain research in the classroom helps teachers gain a deeper understanding of how students learn and to develop challenging lessons that stimulate the brain. All in all, understanding how the brain functions is just one more way to help students achieve. In conclusion, scientists caution that the brain is complex and, while research has revealed some significant findings, there is no widespread agreement about their applicability to the general population or to education in particular. Nevertheless, brain research provides rich possibilities for education and reports of students from this field have become popular topics in some educational journals. Enterprising organizations are translating these finding into professional development workshops and instructional programs to help teachers apply lessons from the research to classroom settings. Every person is born with a brain that functions as an immensely powerful processor. The more we understand the brain, the better we will be able to educate it.

RacismThroughout Our Daily Lives essays

RacismThroughout Our Daily Lives essays What would you do if the Constitution said you were just as good as everyone else but some people still acted as if you were something they had just scraped off their shoe? This sort of thing happens to millions of people on a regular basis. Americans of African, Asian, or Mexican descent are all subject to this kind of treatment. Caucasians are as well, but it is not as publicly notarized as the aforementioned. Most of these feelings towards another of a different skin color are deeply rooted in our minds from previous generations. Many, many years ago, African-Americans were used as slaves. The slave owners treated them badly. The owners own children then grew up with the same ideals and passed them on to the new generation. Through the years, people have spoke out about these ill-conceived ideas making the ominous threat of racism more discreet than ever before. While in a search online, I discovered a numbered list of Klu Klux Klan, Aryan, Skinhead, and many other white supremacist groups. I was shocked when I saw how many this one list had. It listed over 800 different groups. I know that number is not nearly accurate because there are many smaller groups that have not yet made themselves known publicly. Even people that do not belong in these racially biased groups perform some acts of racism. Racial profiling- the discriminatory practice by police of treating blackness (or brown-ness) as an indication of possible criminality. "Driving While Black (or brown)" is a campaign started by the American Civil Liberties Union because a study showed that minorities only make up 16% of all drivers, yet they are 74% of all drivers stopped and searched. Generally, only 12 to 13 percent of the U.S. citizens are African American, although Black inmates make up 40.29 percent of death row's population. As of 1996, there have been 232 citizens executed under the death penalty since 1977. Only one white person has been put to death fo ...

Personality Types of Students in a Typical Classroom

Personality Types of Students in a Typical Classroom Middle school kids are at different places academically, emotionally, and socially, and teachers need to work with all of them. Personalities also come heavily into play, as they do with adults. Youll want to be prepared for a wide range of personalities before entering any schoolroom of students at this age. Bully Bullies typically pick on students who either cannot or will not defend themselves. Bullies themselves are often exceedingly insecure people who prey on weaker individuals. There are physical, verbal, and cyber bullies. Most students will not stand up for others who are being bullied for fear of repercussions, and schools and parents need to be diligent in spotting this behavior and working to prevent it in and out of the classroom. Busy Body These students might be full of energy and lack focus to concentrate on the task at hand. From constantly bouncing in their seats or talking all the time to moving around the classroom at inopportune times, their activity can overwhelm the classroom. Find ways to keep their attention and keep them from distracting others. Sometimes students who are busybodies are dealing with learning challenges like ADD or ADHD and may need assessments to determine if there are underlying causes for their behavior. Class Clown Every classroom has students who believe their job is to keep the remainder of the class entertained. These students love the attention and make getting laughs their primary goal. This action often gets these students into trouble, as their behavior can detract from the learning that needs to happen. As such, they are often referred to the office for disciplinary action. Clueless These students often dont seem to get it. They may not understand social cues or sarcasm or are oblivious to what is happening around them. They can sometimes be easy targets for bullies, especially verbal bullying. They might be referred to as dumb or â€Å"airheads.† They are typically laid back and easygoing. Motivated Motivated students are often extremely hard workers with specific goals they are trying to achieve. They may or may not be naturally smart, but they can typically overcome any learning issue through hard work. Teachers love to have motivated students because they are eager to learn, asks questions, and do anything to reach their goals. Motivated students can sometimes be the target of the bullies, who may tease them about being teachers pet. Natural Leader Everyone looks up to natural leaders. They are typically tremendously enthusiastic, well-liked, and well-rounded individuals. They often do not even realize that other people look up to them. Natural leaders often lead by example and have the unique ability to get people to listen to them when they do speak. Nerd Typically, nerds have above-average intelligence. They are often seen as different or quirky and are physically immature for their age. They often have unique interests compared to their peers and can be extremely fixated on those interests. This can make them targets for bullies. Organized These students are almost always prepared for class. They seldom forget to complete homework and bring what they need to class. Their locker or desk is exceptionally neat and orderly. They are always on time and ready to learn when class begins. They do not forget deadlines, are adept at staying on task, and are good at managing their time. Pot Stirrer A pot stirrer loves to create drama without being in the center of the situation. They look for little pieces of information that they can use to turn one student against another. These students are master manipulators, even changing stories to ensure drama. They understand what buttons to push, for both other students and the teacher, and they are excellent at doing just that. Quiet as a Mouse These students are often shy or withdrawn, or they might be introverts. They only have a few friends, and those friends are also typically quiet. They are never in trouble, but they rarely participate in classroom discussions. They avoid conflict and stay clear of all drama. It can be tough for a teacher to gauge how much these students are learning, but its important to find a way to connect. These students can be incredibly bright and highly motivated to learn, but prefer not to be involved in drama. Respectful These students rarely have anything unpleasant to say and can be model students. They are often on task and are typically well-liked by their peers. Respectful students usually abide by the rules, rarely cause disruptions in the classroom, and are active participants in class  discussions. They are typically hard workers and leaders, and involved in activities and sports. In general, they are motivated to do more than the bare minimum and are quick to look for new opportunities for involvement and to and try new things. Smart Aleck These students are extremely sarcastic, argumentative, and confrontational. They question or comment on everything that anyone, including the teacher, says. They are often sharp-witted and can respond quickly to any situation. These students have a unique ability to get under a teacher’s skin and enjoy doing just that. Socialite Socialites would talk to a wall if they thought it would talk back. They always have something to say and find it difficult to go even a few minutes without talking. They love classroom discussions and are the first to raise their hands when the teacher asks a question. There is no limit to the topic. They are experts at everything and love to hear their own voice. Unmotivated Unmotivated students are often labeled as lazy, even though that might not be the case. They seem to lack the internal drive to succeed academically, or they are just there because they have to be. In some cases, they do not have the necessary parental support at home to be successful or have a learning difference that hasnt allowed them to work to their fullest potential. They often frustrate teachers because many have tremendous ability, but appear to refuse to put in the time needed to complete or turn in assignments. Sometimes these students need extra assistance or testing to rule out learning differences. Unorganized These students can frustrate a teacher. They continuously forget to take homework or important notes home. Their locker or desk is chaotic. They often turn in crumpled papers due to being crammed into a locker, backpack, or book. They are often late to class/school and are terrible at managing their time. They may still be actively engaged and do well in school, or they may struggle with their academics.

Humanities Ethics Coursework Example | Topics and Well Written Essays - 1250 words

Humanities Ethics - Coursework Example This fundamental principle is what guides Immanuel Kant’s ethical system. According to Emmanuel Kant, categorical imperative is the standard of rationality upon which moral requirements are based. Categorical imperative is a formal technique that is used to evaluate any morally applicable action (Timmerman 23). In order to determine whether an action is morally right, the categorical imperative is used as a source of moral justification. Kant understood that moral law is by nature rational, impartial, and universal. For instance, an imperative is a command such as ‘Close the door!’ or ‘Come here!’ therefore; an imperative is either categorical or imperative. Kant defined Hypothetical imperatives as commands that are used to fulfill particular human goals and desires and he considered them dependent upon personal situations. As such, they are limited to specific circumstances, or to the people who have these dispositions. He argued that hypothetical im peratives are not necessarily impractical. In fact, he conceded that human beings live by these imperatives values in their everyday lives (Timmons 22). However, he noted that these imperatives are non-moral. If any action is performed as a means to an end then that action is based on a hypothetical imperative. ... On the other hand, it is categorical because it applies to those who possess the rational will without taking into consideration what ends they might have or might not have (Timmerman 57). However, its application to the rational humanity is not based on any condition that is, for any act to be deemed as a categorical imperative, it must prove to be good in itself and conforms to reason (Timmerman, 76). It must embody the ability to universalize the action. That is, in a similar circumstance, other people would act in accordance with the same rules. 4. Are the hypothetical imperatives in relation to Kant and right theories apply in the contemporary families? The main difference between categorical and hypothetical imperatives is that categorical imperative requires that we must act in accordance with it without exception. However, hypothetical imperative is limited to specific circumstances for instance; it allows that if one is tired, they are free to bed. Categorical imperative doe s not obligate humanity to undertake any particular action rather; it demands that actions should meet particular condition (Timmerman 36). Human being must be able to ensure that the maxim behind his or her action can be replicated by anyone else in a similar situation. 5. What are the relation and implication of Kant and maxim in the contemporary world? Kant figured out categorical imperative from two maxims; objectivity and respect for all persons. According to the objectivity maxim, an action is right only if would be right for any other individual in similar situation. The maxim of respect states that an act is right so long as it treats others as ‘ends in themselves’. It is important to note that categorical imperative is not directly

Changes in attitudes towards sex Assignment Example | Topics and Well Written Essays - 250 words

Changes in attitudes towards sex - Assignment Example As a result of the growing influence of media on the society, American family system has been affected in a variety of negative ways. The collective effect of changing attitudes toward sex has been of weakening the family as the building block of the society. American society is becoming increasingly approving of the gay rights. For every man who gets married to a man, at least two otherwise heterosexual couples, and the whole families associated with them are destroyed. A positive effect of these changing attitudes toward sex is that sex education today has become more of a need than a choice. More people can be educated on the risks of unhealthy sexual behaviors. A negative effect, however, is that more educated people advocate in favor of abortion associating it with women’s liberty and freedom, thus increasing the rate of abortions in the country (Aulette, 2010, p. 215). Overall, circumstances have become conducive for increase in the premarital sex amongst