Comparing and Contrasting the Significant Aspects of Machiavellis Political Philosophy Vis a Vis Those of Hobbes, Rousseau and Montesquieu

Comparing and Contrasting the Significant Aspects of Machiavellis Political Philosophy Vis a Vis Those of Hobbes, Rousseau and Montesquieu Introduction Niccolo Machiavelli was born in Florence, Italy, on May 3, 1469. He was a political philosopher and diplomat during the Renaissance period, who became famous for his political discourse â€Å"The Prince† published in 1513 that is a keystone to modern political philosophy. It is this piece of work that made him be aptly referred to as the father of modern political theory.Advertising We will write a custom essay sample on Comparing and Contrasting the Significant Aspects of Machiavelli’s Political Philosophy Vis a Vis Those of Hobbes, Rousseau and Montesquieu specifically for you for only $16.05 $11/page Learn More This essay aims at bringing out the similarities and contrasts of Niccolo Machiavelli’s viewpoint with those of Hobbes, Rousseau and Montesquieu, who are also meant to be renowned philosophers. This will in turn vary the significance of their contributions towards the development of the study of political theory. T o achieve this end, I will systematically divide this paper in three sections. Firstly, I will endeavor to highlight the significant aspects of the political philosophy advocated by each of the four philosophers. Secondly, I will attempt to bring out the shared similarities and divergent perspectives between them and lastly buttress the importance of their efforts in the advancement of the field of political philosophy. Starting with Machiavelli, it is clearly evident in his manuscripts that he favored policies that would encourage self preservation tendencies of the ruling elite. He came up with strategies that would distract the subjects into focusing entirely on self advancement and aggrandizement thereby, warding off mass political activism (Machiavelli, 35-56). The Renaissance period in Italy when political standoffs were intense and violent pitting dominant states, like the Papacy, Florence, Naples, Milan and Venice, against each other inspired him to develop his theories most ly captured in The Prince. Machiavelli also believed that for any survival of a state, a virtuous and patriotic spirit should be engendered in its citizenry, especially in the politically active ones, and that a government is made strong by tussles triggered by open debate and participation. The adjective â€Å"Machiavellian† has been used in a derogatory way since that time as a fitting description of a cunning and a self serving politician. Thomas Hobbes Thomas Hobbes is also widely regarded as one of the greatest political philosophers of all time. The complete expression of Hobbess philosophy found in his leading works ‘Lethiavan’ begins with a clearly materialistic description of human nature and knowledge. It gives a firm deterministic account of human preference and a cynical vision of the consequently natural state of human beings in the unending struggle with each other.Advertising Looking for essay on philosophy? Let's see if we can help you! Ge t your first paper with 15% OFF Learn More According to Hobbes, it is an attempt to break off from this state of affairs, thus we should form the commonwealth and surrender our own powers to the authority of supreme sovereignty. That is why as far as Hobbes was concerned, individual obedience to whatever form of government with the reigns of power was necessary in order to forestall the greater evil of war (Hobbes, 48-104). Jean-Jacques Rousseau Jean Jacques -Rousseau was born in Geneva on June 28, 1712. Rousseaus most dominant work is â€Å"The Social contract† that describes the relationship of man with society. In the work, he describes the state of nature as that which lacks for morality and that is lawless. According to this philosopher, morality and politics go hand in hand, and none can be separated from the other. In this case, the lack of morality within a state results into the virtuous malfunction of that state making it loose its right to genuinely rule over the public. Another key principle brought out by Rousseau is that of freedom and which he believes the state must preserve (Rousseau, 98). Rousseau also argues that the growth of science and art did not benefit man in any way. On the contrary, he believed that the advancement of such knowledge would only reduce the liberty of man and lead to the rise of a powerful government. According to this philosopher, such advancement brought about fear, suspicion and jealousy (Rousseau, 170). Charles de Secondat Montesquieu Another great political philosopher of high standing was Montesquieu who was regarded as the philosopher of Enlightenment. He saw autocracy and particularly despotism as a time bomb for any government exhibiting such dispositions. He was of the argument that this could be prevented only through the formation of a system whereby the various bodies practiced judicial, executive as well as the legislative power, and where these were also placed under the law. Montes quieu was also of the view that most laws in many countries could be made less oppressive, and in such a way, they would be not only liberal but also humane. He called for the eradication of slavery and religious discrimination which he believed should be replaced with commerce and trade (Montesquieu Lowenthal, 68). Comparison between the philosophers Having had an insight of the kind of philosophies that Machiavelli, Hobbes, Rousseau and Montesquieu advanced, we can, therefore, concur that all of them were of the same view in the establishment of a government and the maxim that should be attained by power as well as authority. In other words, each of them thought they had a remedy on how to run a successful government.Advertising We will write a custom essay sample on Comparing and Contrasting the Significant Aspects of Machiavelli’s Political Philosophy Vis a Vis Those of Hobbes, Rousseau and Montesquieu specifically for you for only $16.05 $11/page Learn More The philosophers agreed in the nature of man and in the desire to exist in a society that was ordered and dependent. Additionally, they held the same view of man as a conniving, evil and self-centered being whose greed and individualism had to be exploited to the advantage of the ruling class. Any stark contrasts in their theories can be attributed to the different periods, ideologies and circumstances each of them was finding during the time of their existence. In the case of Niccolo Machiavelli, for example, his life was mostly based on a period of upheaval in Italy. The upheaval can be attributed and described by the unrest, failed loyalties and many battles. On the other hand, Hobbes philosophy was mainly influenced by the civil war in England. This war had more influence than any other factors to the extent that most of his famous works were war based and intended to draw a correlation between the scientific revolution of that era and the development of politics. The three men can be seen to have far fetched influence ranging from the thirteenth century down to the eighteenth century. This has been recorded through their various highly noted vocations. Machiavelli, Hobbes, and Rousseau Montesquieu had many things in common though the word politics acted as the bridge between them. The men had differing ideas in the political arena. According to Machiavelli’s ideas, authoritarianism was the order of the day, the factor that could not merge with democracy. From their ideas, I can assert that the perfect view of a prosperous society falls amid Hobbes’s cynicism as well as Montesquieu optimism. Nowadays, it is a fact that Machiavelli, Hobbes, Rousseau and Montesquieu did not only influence, but shaped modern political theories by their views. Hobbes,Thomas. The Leviathan. Indianapolis: Hackett Pub, 1968. Print. Machiavelli,Niccolo. The Discourses on the First Ten Books of Livy. NY: Penguin Pub, 1984. Print.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Montesquieu, Charles de Secondat, Lowenthal, David. Considerations on the Causes of the Greatness of the Romans Their Decline. Indianapolis: Hackett, 1999. Print. Rousseau, Jean-Jacques. On The Social Contract. Indianapolis: Hackett, 1987. Print.

MLA Referencing †Citing Ebooks

MLA Referencing – Citing Ebooks MLA Referencing – Citing Ebooks The days when â€Å"book† immediately implied a physical, papery object are now behind us. Many students, for example, now use ebooks in research. After all, they’re easy to access, and you can carry around an entire library without suffering any risk of a broken back! Once upon a time, it would have taken an entire building to store all the books on here. But referencing ebooks in MLA can be complicated, since it depends on whether you’re talking about an ebook accessed via an e-reader or found online. In this post, we look at how to do both. In-Text Citations Thankfully, the actual citations for an ebook are the same no matter where you found it, requiring only that you give the author’s surname and the page number(s) of the section being cited: The rise of the ebook has resulted in an increase in self-published works (Falco 44). Of course, not all ebooks feature page numbers. In such cases, you can use a chapter, section and/or paragraph number instead: Falco claims that self-published writing often â€Å"suffers from a lack of editing† (ch. 4, par. 2). However, this only applies when the book contains chapter and/or paragraph numbers. If none are available, simply leave them out of citations. (Ebooks Accessed Via an e-Reader) When an ebook is only accessible via an e-reader or software on your computer, MLA referencing treats it as a specific edition of a print book. As such, the format to use in the â€Å"† list is as follows: Author Surname, First Name. Title. Ebook. Publisher, year of publication. In practice, a full reference for an ebook would look something like this: Falco, Andrew. The Death of Print. Ebook. PMP Publications, 2013. While â€Å"ebook† is acceptable if the source isn’t in a specific format, usually you’ll want to include more detail about the version consulted here. You should also include any other information about the edition here. For example, the second edition of the Kindle version of a book would be listed as: Falco, Andrew. The Death of Print. 2nd ed., Kindle. PMP Publications, 2015. (Ebooks Accessed Online) For online editions of a book (i.e., books accessible via the internet rather than an e-reader), the format is a little different. The key thing to remember is that references for online books require a database and DOI or URL through which they can be accessed: Author Surname, First Name. Title. Publisher, year of publication. Database, DOI/URL. As such, the reference for an online book would be more like the following: Morris, William. The Art of Printing. H. M. O’Kane, 1902. Project Gutenberg, www.gutenberg.org/files/31596/31596-h/31596-h.htm. But will ebooks ever be this pretty?

Edgar Allan Poe Research Paper Example | Topics and Well Written Essays - 2750 words

Edgar Allan Poe - Research Paper Example In the year 1827, two of his works ‘Oh! That my young life were a lasting dream’ and ‘Tamerlane and the Other poems’ got published. His second book ‘Al Aaraaf, Tamerlane and Minor Poems’ was published in 1829. In the year 1831 ‘Poems’ was published. He started his career as a critic and author after being appointed as an editor in 1835. As an editor his other works were ‘Burton’s Gentleman’s Magazine’ (1839-1840), ‘Graham’s Magazine’ (1841-1842), ‘Evening Mirror’ and ‘Godey’s Lady’s Book’. Poe had an obsession with madness, horror and decay that was a result of his phobia of death, and this fear loomed in most of his short stories and poems. ‘The Masque of the Red Death’, an allegory written by Edgar Allan Poe, was published in 1942. Edgar Allan Poe was known for his obsession with the elements of madness, horror, decay and death, esp ecially in his Gothic fiction. ‘The Masque of the Red Death’ is one such example. Death has been personified as Red Death, ‘red’ to symbolize blood, the ‘Avatar’ of ‘Death’. The tale depicts and conveys the message that death is an inevitable occurrence of life. No matter how much one tries to evade it, the messenger of death will surely get to the person and thus reign over all. Yet people like Prince Prospero may often take it in their ego to evade death with all possible means in their power (Poe). Yet, the hand of death is long enough to reach all mortals. A significant side of the story is the depiction of the attitudes of human being towards death and the ultimate consequence. Edgar Allan Poe’s work incorporates a blend of myth, allegory or fairy tale and themes of death, sin, madness and the doomsday. A strong vivid imagery and a haunting narrative voice – all lead to a clear insight into human nature and their condition. The imageries used here have also overlapped with his other works. The Red Death is used to personify death and here it may represent a kind of epidemic that had taken over the entire country. The ebony clock has a similar effect as the ebony bird of his poem ‘Raven’, both signifying the prophet of death – â€Å"thing of evil! - prophet still, if bird or devil!† like any allegory the story has a symbolic meaning besides the literature version (Harmon, 436). The seven rooms with different colors may signify the stages of life, the last room, being black in color symbolize death. This story can thus be read as the broader philosophical concept of life and death and the powerlessness of human beings to escape death. The courage of the prince indicates his pride and courage to fight death. He faces death upfront while Death enters the castle like a thief and quietly engulfs everyone who dared to try to escape the grasp of Red Death. The luxury and revel, the light hearted entertainments are all but a matter of moment and illusion– the only lasting reality is death. The story also demonstrates how death can prove all the arrogant people who want to escape it to be wrong. Prospero’s belief of using his wealth to keep away the plague turned out to be wrong. All the material pleasures of life shall turn into dry sand with the coming of death. Here the prince’s attitude symbolizes that of the unwise people who thinks riches can be used for self defense and can even buy death as they can buy all worldly things. They want to use money as a means of self defense as well as self indulgence. Ironically the

Principles Of War Assignment Example | Topics and Well Written Essays - 500 words

Principles Of War - Assignment Example This made the Washington leave their advancement and come back to reinforce Knyphausen at Chadds Ford. In this respect, the Washington command was fooled making them abandon their position. The leadership of Washington made a big mistake by believing whatever statement they received. The statement made them recall their attacking troops back to east hence placing all their eggs in one basket. Therefore, Washington did not apply the principles of taking the advantage and positioning to defeat the enemy. Instead, they were deceived to advantage the enemy because they got the chance to march toward the south hence enabling them to strip the American defenses.Secondly, it is interesting how the British applied the principles that place the enemy in a position of disadvantage through the flexible application of combat power and this made them achieve what they wanted leading to their victory. For instance, the British penetrated the American center that caused panic on the two. The Britis h panicked because of the distance that separated them from the Americans. On the other hand, the Americans were defending their territory but could not do so for the long time since the British troops injured many of their men and suffered casualties. The Americans soldiers were wounded as well as their horses making them fall back to Birmingham meeting house. Because of the advantage that the British had gained against the Americans, Americans were forced to retreat and formed new lines in a half mile southeast

Education and Life Chances in Modern Education Essay Example for Free

Education and Life Chances in Modern Education Essay Is there such thing as secret of finding meaning in life? That might some what answers me base on certain articles that I just read and as well as the video that amazed me while viewing. This first article defines life and it’s meaning which is â€Å"Meaning in Life [live the life that you want]† by Albert S. Wang, written on November 19, 1997. This article, questions you if you are really contented and happy of what you have and if this is really the life that you wanted. It is said in here that to be able to live a life that you want and to put a meaning on it; you must first know yourself from within because this makes you know of who you are, second is know where you want to go for it gives you direction in finding your happiness. These things are beginning of having a meaningful life. To find the meaning of your life, you must find it with action not just by waiting for it to come and you can also find this meaning in life not just in distant place but mostly it is found near you. Putting a meaning in your life is all about the choices and decisions that you made on where you want to go. Just live your will and you’ll see that each day you will grow in having a meaningful life. The second article that touches me is entitled â€Å"So What Will Matter? † sent by Leandro G. Cruz and shared by Joe Gatuslao of Bacolod City, Philippines. Its original title is A Life That Matters. This article is so inspiring because it stresses that all that you have got starting from yourself just like beauty, fame, wealth and all other things that you have are just in vain because these things are not forever yours, these are just passing things and you cannot bring these things when you leave earth but what really matters are the thing that you made that others will remember you of your goodness, the things that you gave not just in material aspects but in all, living your life with significance, teaching others and set yourself as an example to them. All of these things are living a life that matters. This third article has an unknown author which entitles â€Å"A Purpose†. The article speaks that all of us who are created by God has a unique and significant purpose. Each of us is given a chance to find our designated purposes but you must wait when the right time comes because God has set it for you at a time when you are equipped and ready. Most of the time you’ll experience the roughness of life but don’t be dismayed because there is always a helping hand that will take care of you, which is God who never leaves you. Just stay at the right path and do good deeds for in the end you will find your own way to the pearly white gate. The next article is the one that I liked most which is â€Å"The Journey of Our Life† shared again by Joe Gatuslao from Bacolod City, Philippines. This article actually tells a story about the Emperor who owned a huge land and he told his horseman that if he could ride on his horse and cover as much land area as he likes, then the Emperor would give him the area of land he has covered. The horseman did not stop riding and whipping the horse because he wanted to cover as much area as possible. Came to a point when he had covered a substantial area and he was exhausted and was dying. Then he asked himself, â€Å"Why did I push myself so hard to cover so much land area? Now I am dying and I only need a very small area to bury myself. † This story is really similar with the journey of our life because most of us are always striving for richness, properties, possessions, power etc. So we work harder and harder until we come to realized that all of these things are not necessary for living a happy and meaningful life; we must balance our way of living so that we could not missed something in life that might happen once. The next thing that I am going to share is all about the video clip that I watched; it’s about an old woman at the age of 47 and her name is Susan Boyle who joined in a certain show that searches for extraordinary talents namely Britain’s Got Talent. During her performance, a big shock was made by Susan because at the beginning when she first introduced herself, everybody was against her like they are judging Susan of joining the show where she looks like so ordinary and nothing to show up but when she start on singing all where stunned by her angelic voice and they gave her a standing ovation but most importantly the three big yes from the strict juries. This gives us an insight that we must not judge the person’s appearance because you’ll never know what’s the biggest surprise that comes from within. God created us with equal gifts and we must use this as an inspiration to others. This last article is a prayer entitled as â€Å"Mere Possessions†. It’s all about the prayer of a woman who asked a help from the Lord, asking that she might not put much stock in possessions because things don’t last and you cannot bring all of these things when you leave earth. That we come into the world with nothing, we leave with nothing. Having a meaningful life is about your choices and decisions that were made; just make sure you have chosen the right path because if you do then you’ll end walking along the pearly white gate and that is the fulfillment of having a meaningful life. There is really no such thing as a secret of finding a meaning in life; it’s just you who will make it meaningful by doing what is right and just; live happy and be happy all the time because life is just too short, you might missed something so let’s make the most of it. Public education, it can be argued, shapes society, instils social mores and indoctrinates the impressionable with those philosophies the elites value. This essay will focus upon three main areas intrinsic to the education system. These are the social reproduction of ideas, the life chances created and instilled through education, and the socialisation of the individuals undergoing the educational process. Two main sociological perspectives that are useful when studying the education system are Functionalism and Critical Theory, because they focus on macro issues and social structures more than the interactionist perspective. Functionalists believe that the school system is an agent of social reproduction, which operates to reproduce well integrated, fully functioning members of society (Webb, Schirato and Danaher, 2002: 114). Critical theorists, conversely, hold that education is the most effective mechanism for promoting social change and for giving opportunities to less privileged groups so that they can advance their social standing. However, education usually reproduces existing social divisions, maintaining the relative disadvantage of certain groups (Webb, Schirato and Danaher, 2002: 106). Munro (1994: 108) describes the different approaches by stating that, functionalists tend to see education as synonymous with socialisation, while a conflict theorist is inclined to view education as ideological- that is, reflecting the interests of particular groups. Functionalists hold that the major institution for social reproduction is the education system, whereas, from a critical perspective, teachers, who oversee this reproduction, have been made into administrators of programs that provide manpower capitalisation through planned and directed behavioural changes (Illich, 1973: 327). Illich (1973: 327) comments, from a critical perspective, that teaching and learning remain sacred activities separate and estranged from a fulfilling life. This is because the things being taught do not line up with the necessary knowledge needed for life outside of education, and that learning from programmed information always hides reality behind a screen (Illich, 1973: 324). This means that the knowledge provided is set to a secret agenda. The learning process, which supposedly passes on the values and mores necessary in society to students, is not, however, meeting these needs effectively. Relevant information, that is, knowledge, which will add skills to the labour market, is becoming less practical and more theoretical, expanding the gap between study and work. Regardless of this, employers and social elites have attempted to use the schools for the reproduction of compliant workers (Davis, 1999: 65). This double standard has been discussed in a best selling song, The Wall by Pink Floyd (1978) in which they stated that the reproduction received through the school system was set to a hidden agenda, and that society would be better off without it. Drucker (1973: 236) equates the influx of educated people to the potential for producing wealth in any given country. By stating this, educational socialisation and the development of educated people is the most important function education can have. He goes on to state that while this may be the case today, throughout history, being uneducated provided the wealth of a given nation, due to the class differences, and that education was for the rich and idle while the work was performed by the illiterate. This all changed with the Industrial Revolution, and the invention of moveable type in the 17th Century (Drucker, 1973: 232). The moveable type meant that education could be performed at a reduced rate, and words became a commodity that was necessary for improving the quality of the labour force. Education is purported to provide the best possible life chances for its graduates, yet in reality, in many ways education diminishes these chances. Heinz (1987: 132) points out that the life chances of graduates are in a state of flux, that when the labour market is depressed and work is difficult to find, then young people will opt for more education as a means of delaying their entry into a tight work force. The school then takes on the function of a warehouse; it is a place to mark time. At the same time school acts as a socio-political instrument for reducing social and political conflict, and this function gains predominance over its main function of educating young people. In many cases the academic credentials earned are unnecessary for working-class jobs (Furlong and Cartmel, 1999: 12), which changes the focus of education, making it oppressive and irrelevant (Davis, 1999: 83). Heinz (1987: 131) states secondary school-leavers face a worsening outlook when they want to start in working life, and joining a preparatory program is increasingly becoming the only alternative to unemployment. There are a growing number of young people who are finding it harder to find a place, whose prospects on the labour market are poor, being qualified but underemployed, or drifting between unemployment and occasional jobs (Heinz, 1987: 131). This increases social inequalities and the gap between rich and poor. By acting as a warehouse education is not preparing students for life but rather crippling their life chances. The alternative to this are to reassess the curricula and teaching methods, reintegrating skilled workers into vocational education, ensuring that knowledge will be of direct benefit to graduates in obtaining a place within the work force. There are fewer and fewer opportunities becoming available, and school leavers have to undergo more and more relevant vocational training. However, fewer school-leavers are able to go directly into the vocational training they want. Heinz (1987: 130) noted a growing trend 16 years ago that Depending on the region, only between one-third and one-half of these school leavers succeed in getting a training place, and in 1994 Munro (1994: 109) observed that the school-to-work transition had failed which had major ramifications for everyone involved, causing underemployment of school leavers (Munro, 1994: 116). The seriousness of this trend is made even more apparent by the fact that school-leavers are even ready to enter apprenticeships that lead them into dead-end occupations (Heinz, 1987: 129). Drucker (1973: 232) however, states that while this may be so, to be uneducated is an economic liability and is unproductive, even though education is producing an unemployable, overeducated proletariat. (Drucker, 1973: 233) According to Mehan (1973: 240) education is a major socialisation agency, which moulds the individuals self-concepts into a socially accepted format, allowing each individual to be slotted into a specific function (Sargent, 1994: 240). Sargent (1994: 240) points out that in the function of education values are essentially involved and are taught beside worldly knowledge. However, this knowledge interprets the world, but does not necessarily correspond with any external state (Sargent, 1994: 232). The transmission of knowledge, skills and values, helps to sort and rank individuals, that they might be better placed in the labour market (Munro, 1994: 96). This raises a paradox, however, where education is seen by many as the best possible means of achieving greater equality in society (Sargent, 1994: 233), yet it categorises the graduates into job specifications, personality types and the opportunities granted to each. Sargent (1994: 231) furthers this thought by explaining that the education system is an integral part of determining position and power in our society (Sargent, 1994: 231), and that through education the class structures are compounded, making it more difficult for those in the working classes from advancing in the social hierarchy. The education institution both absorbs and perpetuates the ideology, masquerading as knowledge, which legitimises inequality (Sargent, 1994: 231). Regardless of the inequalities produced, it has become the absolute prerequisite of social and economic development in our world to have a highly educated pool of people ready for the labour market (Drucker, 1973: 232). In conclusion, the failure of the education system to reduce social inequality and produce better workers, raises serious doubts as to its effectiveness. Life chances created through education appear to be diminishing, despite the extension of education. The knowledge taught seems to be ineffective in preparing students to cope with life. Functionalists need to reassess the structure of education, as it loses its ability to effectively provide for graduates, becoming dysfunctional in its goals to remove inequality and give a head start to people entering the work force. When looking at the education system, it is necessary to ask if the cost spent on educating people is being effectively used, considering the increasing number of educated poor. The gap between knowledge taught and life experience needs to be bridged, for education to effectively function. If, as it appears, schools are to socialise and reproduce effective and functioning members of society, the curricula has to be addressed. Bibliography Davis, Nanette J. (1999). Youth Crisis: Growing up in the High Risk Society. Praeger Publications, Westport Drucker, Peter F. (1973). The Educational Revolution, Social Change: Sources, Patterns, and Consequences (2nd ed) Amitai Etzioni and Eva Etzioni-Halevy (Eds). Basic Books Inc. , New York. pp 232 238 Furlong, Andy, and Cartmel, Fred (1997). Young People and Social Change: Individualisation and Risk in Late Modernity. Open University Press, Buckingham Heinz, Walter R. (1987). The Transition from School to Work in Crisis: Coping with Threatening Unemployment, Journal of Adolescent Research (Vol 2). pp 127 141 Illich, Ivan (1973). The Breakdown of Schools: A Problem or a Symptom, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc. , Canada. pp 311 336 Mehan, Hugh (1973). Assessing Childrens School Performance, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc. , Canada. pp 240 264 Munro, Lyle (1994). Education, Society and Change: A Sociological Introduction to Contemporary Australia Brian Furze and Christine Stafford (Eds). Macmillan Education Australia Pty. Ltd. , South Melbourne. pp 96 128 Pink Floyd (1978) The Wall, The Wall. Mushroom Records, California. Sargent, Margaret (1994). Education for equality? employment? emancipation? , The New Sociology for Australians. Longman Cheshire Pty. Ltd. , Melbourne. pp 231 256 Webb, J. , Schirato, T. and Danaher, G. (2002). Bourdieu and Secondary Schools, Understanding Bourdieu pp 105 106 (Reprinted in Sociological Reflections on Everyday Life: GSC 1201 Reader). Allen and Unwin, Sydney. pp 227 238.

Xenotransplantation and Human Fetal Tissue Transplantation :: Biology Biological Science Essays

Xenotransplantation and Human Fetal Tissue Transplantation ABSTRACT: The ecofeminist critique of dualism is applied to a consideration of two alternative paths that we might take in transplantation medicine: the utilization of organs and tissues taken from nonhuman animals, and/or further development of techniques for employing human organs and tissues, including human fetal tissue. It is concluded that from an evolutionary perspective, the assumption of a vast value disparity between human and nonhuman life is untenable, and from a moral point of view the establishment of yet another institution based on a dualistic opposition between human life, postulated to be of ultimate value, versus devalued, disposable "other" life is unacceptable. We are urged to forego xenotransplantation and instead take responsibility for whatever manipulations we choose, respectfully, to make with life that is already valued as "self" rather than "other." Technological advances in biomedicine are occurring with increasing rapidity at this time in human history, far more rapidly than most of us have been able to comprehend and evaluate them. Yet it is imperative that we strive to do so, because we are faced with a choice of paths to pursue, paths that may lead in ever more divergent directions with regard to how we conceive of ourselves as humans and our relation to the rest of the natural world. How might ecofeminism, an approach developing within environmental philosophy, be relevant to issues of biomedical ethics, and in particular to the topics of xenotransplantation and the use of human fetal tissue? Precisely because a central strand within the ethical controversies surrounding such issues has to do with the way we differentiate between "self" and "other," and ecofeminism directly addresses the linkage that may be established between the self-versus-other distinction and dualistic thinking, the drawing of sharp binary oppositions that carry heavy value disparities, an orientation that is seen to underlie relations of domination, oppression and exploitation that abound within western culture. I have designated my own emerging view an evolutionary ecofeminist position to underscore the importance of contemporary evolutionary biology's affirmation of the continuity between human life and other forms of life, a continuity that is being disregarded when we conceptualize the self-versus-other distinction according to a dualistic pattern of thought. Xenotransplantation, the transplantation of tissues and organs from other animal species into human beings, is conceived by some as the answer to the "organ shortage" problem: currently more than 45,000 persons are on the waiting list for organ transplantation within the U.

Finance and Leverage Buyout

Restructuring Firms & Industries, Fall 2011 Prof Harvey Poniachek Questions for Harvard Case Studies CASES SHOULD BE DONE BY TEAMS OF UP TO FOUR STUDENTS. EACH CASE WOULD BE PRESENTED AND DEFENDED IN CLASS BY TWO TEAMS. I EXPECT MANY OF YOU TO MAKE CLASS PRESENTATIONS BY UTILIZING POWERPOINT AND/OR OTHER MEANS. THE QUESTIONS BELOW WERE SUGGESETD BY THE AUTHORS AND ADDRESS MAIN THE ISSUES IN EACH CASE, BUT YOU MAY EDIT / CONSOLIDATE THEM IF YOU FIND IT NECESSARY / CONVENIENT IN WRITING UP YOUR CASE. Cooper industries 1. If you were Mr. Cizik of Cooper Industries, would you try to gain control of Nicholson File Co in May 1972? 2. What is the maximum price that Cooper can afford to pay for Nicholson and still keep the acquisition attractive from the standpoint of Cooper? 3. What are the concerns and what are the bargaining position of each group of Nicholson stockholders? What must Copper offer each group in order to acquire its shares? 4. On the assumption that Cooper’s management wants to acquire at least 80% of the outstanding shares of Nicholson and to make the same offer to all stockholders, what offer must Cooper management make in terms of the dollar value and the form of payments? 5. What should Mr. Cizik recommend that the Cooper management do? CONGOLEUM CORP 1. WHAT CHARACTERISTICS OF CONGOLEUM MAKE IT A LIKELY CANDIDATE FOR A LEVERAGE BUYOUT? 2. WHY WOULD INSTITUTIONAL INVESTORS BE WILLING TO FINANCE A LEVERAGE BUYOUT WITH THE CAPITAL STRUCTURE PROPOSED? 3. WHAT RETURN WOULD BE APPROPRIATE FOR THE INSTITUTIONAL INVESTORS ON AN INVESTMENT WITH THIS RISK LEVEL? WHAT RETURN WILL THE INSTITUTIONAL INVESTORS REALIZE IF THEIR TIME HORIZON FOR THE INVESTMENT IS 5 YEARS AND THE PROJECTIONS OF EX. #13 ARE REALIZED? 4. WHERE WILL THE VALUE FOR THE 50% ACQUISITION PREMIUM COME FROM IN THE PROPOSED BUYOUT? 5. WHAT IS THE SIZE OF THE POTENTIAL REWARD FOR THE MANAGEMENT OF THE CONGOLEUM IN THE LEVERAGE BUYOUT? 6. WHAT ARE THE BENEFITS AND DISADVANTAGES ASSOCIATED WITH THE SURGE IN THE LEVERAGE BUYOUT ACTIVITIES IN THE 1980s?

Final Reflection on Professional Development Progress Essay

Special education over decades poses daunting challenge to practitioners because of the nature of the special need children involved. As a consequence, there has been a need for special education specialists to develop professionally to tackle the challenge of special needs children in order to produce a desired outcome. In this regard, this paper follows on my reflection on the professional development progress in terms of my benefits of the course and impact on my values, knowledge, skills and beliefs. To start with, it is important for me to acknowledge and appreciate that learner with special needs exhibits physical, sensory, learning, emotional, and cognitive inadequacies that hampered them from normal learning (Norlander, 2005). These inadequacies give the field of special education its distinctiveness and uniqueness as a special branch of education that deals with learners with special needs that are considered to be deviate them from the societal norm. I have also discovered that, special needs children have behaviors which fall into the more extreme behavioral categories. The extreme behavior exhibited by the children with special needs call for extended tolerance and understanding from a care giver or teacher than normal children. As a result, the children with special needs as I have learned, require special considerations, patience and more time than there normal counterparts. Therefore, these children at best they need personalized behavioral support from the teachers or instructors due to diversity of their needs. Evident to me is that there are various general changes in the field of special education in relation to attaining quality education for learners with special needs. First, despite existence of established laws since 19th century that aim at protect and guide Special education for students with special needs (McComas, 2007), these legislations have not yet been fully implemented nor have they been accorded required federal government support. Second, the policies and findings available to better educational outcomes for the students with special needs have not been functional because of limited resources needed for implementation due categorical funding accrued to IDEA (Individuals with Disabilities Education Act) loophole to recognize special services provision cost (Norlander, 2005). Third, contrary to IDEA recommendations for Individualized Education Programs (IEP) special learners, proves to be difficult to implement for special education teachers because learners’ needs are several and nature of their disabilities are diverse to be fully met. Fourth, parental involvement in designing and development of evaluation and consent to placement, IEP learning programs and proposed actions is seriously challenged by the fact the parents are ignorant of their rights yet they need to be involved. Fifth, despite learners with special needs desire to transit to normal class settings, the teachers deny them opportunity due to lack of modality to do so. And lastly, the requirement by IEP for the special education teachers to provide for socialization and mental health proves a tough task since instructors might not measure up to the needed know how and competencies required (McComas, 2007). I can sum the challenges that face special education field as those that are caused by constitutional, structural and fundamental issues that I believe can be addressed to improve special education outcomes. Professionally, there are a number of tangible and essential principles that I have gained in relation of instructional approach for learners with special needs. The critical content design and instructional areas of interest that can better education outcome is grounded in the following essential principles such as selection of a wide range of instructional and assessment strategies for special need learners while emphasizing on curriculum based assessment, progress monitoring and early intervention. Secondly, I realize there is need for special education instructors and teachers to differentiate between accommodations and modification in respect to their use in developing IEPs for these needy learners. Thirdly, special education stakeholders ought to understand the IEP process in accordance with IEP Resource Guide of 2004 (Norlander, 2005) in relation to IEP’s development, implementation, reviewing and updating to take into account societal dynamism. This third principle is vital in the sense that the quality outcome of any given program can only be guaranteed and enhanced by quality process denoting that â€Å"process is priori of outcome†. Fourth, since our globe is moving fast technology wise, therefore input of assistive technology in designing instruction to learners with special needs should be employed to improve content cues delivery by the teachers and content mastery by the learners. The above discussed principle are essential component that the professionals ought to use to enhance improved special education standards in regard to achieving resource based and leaner centered approach in teaching and learning of students with special needs. My new dimension of reasoning in regard to content delivery is centered on the use of effective communication as a vital tool of design for teaching students with special needs to attain effective learning. Am now of opinion that the role of effective communication in instructional practices of children with special need should be emphasized because learning is an interactive process that rely on communication utilization between the teacher and the learners. Therefore use of effective communication by professional teacher help to develop unique sense of confidence of students that facilitate classroom adjustment and students’ involvement and participation in the learning process. As a result, the special need students are motivated extrinsically for effective learning. Additionally, effective communication helps to arrest shyness and nervousness, thereby improving self image of special need student as they are to express their feelings expansive and better manner (McComas, 2007). Moreover, social adjustment aspect can too be catered for through effective communication enabling these children develop an impressive personality to be able to understand each other and their peers, be active learners, raise their performance in academics; thus lead them towards success path. Therefore, the essence of effective communication for the children content delivery and classroom interaction I will never ignored in the sense that it assists in elimination of learners’ negative perception that they are stereotyped, stigmatized and discriminated against by society hampering their academic success. Moreover, classroom management by the teachers of children with special need is supposed to be more focused on the diverse needs exhibited by learners to achieve desired educational goals in line with IEPs. However, in the process of catering for the different needs of these students, as a teacher I should acknowledge the fact that children with special needs have extreme behaviors that requires tolerance, patience and understanding, therefore, I should be careful and avoid emotions while employing reason to be able to say no, to be firm, to ignore malicious overtures, to restricting rewards and punish bad behavior, and reinforcing the good behaviors. By doing this, as a teacher I shall have appropriate approach as far as balancing between instilling discipline and child’s cognitive, affective and psychomotor development. In conclusion, the paper has presented my personal reflection on the professional development in relation to special education training. My perception has changed by learning that there are many challenges facing special education. However, I believe that through constitutional and structural approaches, solutions will be found to enhance effective special education programs that carters for vast majority of students with special needs. Above, I have discovered critical aspects as creation of positive learning environment reflecting diversity, organizing class to allow student work independently along with personalized attention and relevance of teaching content and resources to provide for all learners with special needs as secrete and key to effective classroom management. As a consequence of such training, profession wise I have developed key competencies in instructional design and delivery, teaching skills, increased knowledge of other cultures, how to enhance my students’ experiences of other cultures, needed and necessary collaboration with others, language improvement, inter-cultural and diversity teaching and classroom management. Therefore, my professional contribution to improvement of special education means advocating for change accordance with IEPs, utilize learner centered learning (Norlander, 2005) while emphasizing on child’s growth and development, use of effective communication, involving and engaging learners in the learning process as much as possible. By doing this, then I shall be maximizing on the information gathered and skills acquired. Reference Norlander, A. K. (2005). Shifting paradigms in school environments for Learners with disabilities: New York, Routledge McComas, F. J. (2007) â€Å"Barriers and facilitators to inclusive education of Exceptional† Exceptional Children 23(1), 100-109

The A-team and Basic Greeting Essay Example

The A The A-team and Basic Greeting Essay The A-team and Basic Greeting Essay I have been engaged in customer service for 2 years. I know how to treat my customer pleasantly. I know the basic greeting and how to use the cashier. I used to work in a reception in a shopping center. I needed to face different people and know how to confront the customer. I have enriched my communication skills after this 2 years. Furthermore, I am a team player. I am glad to work in team and share my happiness with my teammate. I will be very cooperative and work together to get the good result for the whole team or whole company. Thirdly, I am mentally and physically prepared for manual work. will be able to follow the instruction or instructors indication to work. Hopefully, I will be more careful when I am having manual work. Finally, I can say I am an girl easily adapt to new changes and very independent. As I mention before, have been an Ales program to turkey. I tried to face the new environment and new people around myself. I can easily adapt to it and meet new friends. I can take care of myself and know how to manage my dally life. Independence make me grow faster. I am getting mature now. I have been engaged In customer service for 2 years. I know how to treat my years. Furthermore, I am a team player . 1 am glad to work In team and share my Thirdly, I am mentally and physically prepared for manual work. L will be able to follow the Instruction or Instructors Indication to work. Hopefully, I will be more careful when I am having manual work. Finally, I can say I am an girl easily adapt to new changes and very Independent. As I environment and new people around myself. I can easily adapt to It and meet new friends. I can take care of myself and know how to manage my dally life . The A-team and Basic Greeting By Mahayana mention before, have been an Easies program to turkey. I tried to face the new friends. I can take care of myself and know how to manage my daily life. Years. Furthermore, I am a team player . 1 am glad to work in team and share my friends. I can take care of myself and know how to manage my daily life .

7 Essential Elements to Consider When Writing an International Executive Resume

7 Essential Elements to Consider When Writing an International Executive Resume I had the privilege last Friday of listening to a webinar led by Tim Windhof, an international executive resume/CV writer. Tim explained many of the challenges U.S. and Canadian writers can face when writing these job search documents for an international audience, and how to address those challenges. To write this article, I also leaned on Sandra Ingemansen’s helpful articles posted on CareerDirectors.com on international CV writing. For simplicity’s sake, let’s say for the purposes of this article that â€Å"CV† is just a European term for â€Å"resume.† Don’t worry for now about the academic or scientific CV you might be familiar with in the United States, which might contain a long list of honors, publications, patents, etc. Where should I start when writing an international executive resume? Let’s start with some good news: The basic purpose of a resume or CV is the same everywhere – to sell yourself as a great candidate for the position by highlighting your talents and accomplishments. And the basic elements of an international executive resume are the same no matter where you are. You’ll always have an Experience section, most often in chronological order, and an Education section. Almost all resumes will begin with a Summary section, though as a caveat, I’ve seen many legal professionals who prefer to skip that section. In a multi-cultural world, you could live in one country and want to apply to positions in several others, or in global companies with an American presence. With all these combinations and permutations, you might be called to write a carefully considered â€Å"hybrid† resumes, and you might need an expert to advise you on the best approach. Here are 7 main points to consider if you are applying to a position in a country other than the United States and Canada: 1. Do your research! There is not one binding â€Å"international† resume standard. You can’t safely make any assumptions about what will be appropriate for any given country. For instance, in some countries, such as Germany, a photo, as well as personal details like marital status, number of children, country of citizenship, and birthday, are standard. These details might be included on a cover page. In other countries, including the UK, these personal details should be left out. In Germany there are some very specific requirements for submitting a job application that often comprise 20+ pages of material. And standards are changing rapidly! So make sure you’re up to date before you submit an application. Formats vary between countries, too, trending simpler, with more white space, in countries outside the U.S. The A4 page format is also generally accepted in most non-U.S. countries. CVs tend to be longer than 2 pages in other countries as well, so you don’t need to focus as hard on shortening your resume to 2 pages. In Europe, dates are usually listed down the left-hand column, a practice that is being moved away from in the United States. I repeat: Do your research! Find out what will be accepted, and respected, in the country where you want a job, and follow that standard. 2. C-A-R (Challenge – Action – Results) stories work no matter where you are in the world. But be careful how you write them. While bullets with stories of your executive accomplishments are desirable regardless of country, they should include less detail in other parts of the world than they do in the United States and Canada. This is in part due to confidentiality and non-disclosure regulations, and in part due to cultural differences. Be especially careful not to violate any regulations when sharing specific numbers (dollar amounts and other metrics) in a resume! Furthermore, on international resumes, â€Å"braggy† verbs like â€Å"Propelled,† â€Å"Championed,† and â€Å"Rocketed† work well in the U.S., but would likely be offensive to a reader in Asia or even some areas in Europe. In some countries, you might need to start bullets with nouns instead of verbs, which is also a way to avoid being â€Å"braggy† about your accomplishments. When writing an international executive resume, be sure to emphasize your cross-cultural skills as you share your accomplishments. You absolutely must demonstrate your multi-cultural fluency. 3. Written reference reports might be standard attachments. These reports are regularly provided in some countries and can be up to 2 pages per position. They might be requested to accompany a resume submission. Some of the details of your accomplishments might be covered in these documents, meaning you don’t have to write as much detail in your resume or CV. 4. Language specifics are important! In an international executive resume, it’s essential to be specific – and brutally honest – about your language skills. Are you fluent or proficient? Native speaker? Business or basic level? Written or spoken? Do you have a score on an internationally accepted language exam that you can share? Or, can you use one of the categories in the Common European Framework of References for Languages? Note: If you claim fluency, you will be asked to interview in that language. So don’t stretch the truth. 5. Education – make it universal. Be sure that whatever degree you obtained, you list it in a language equivalent that will be understood in the country you’re applying to work in. You don’t want to undersell or oversell the degree you obtained. Overseas, you will often be served by writing the full span of years in which you attended school, vs. listing only your graduation date. Furthermore, in Europe you will want to include the date of your high school diploma, as recruiters want to see the full timeline of your schooling and whether you took any breaks. 6. Hobbies might be fair game! Don’t be afraid to share hobbies if they are worth noting and good conversation starters. You could find unexpected interest or even commonality with your interviewer! Interests seem especially welcome in international resumes, though they can sometimes be a boon in a U.S. resume as well. I’m pretty sure I once got a job offer because I could recite Dr. Seuss’s â€Å"The Sneetches† from memory. 7. Citizenship and Immigration Status In an international executive resume, your country of citizenship and your ability to work in the country where you’re applying are essential to include on your resume. If you are an executive with a Blue Card, be sure to include that status up front and center. The most important lesson we can learn here (which I am repeating again) is the importance of doing your research! If you’re targeting a position outside of your home country, you need to conform to the proper standards in order to be taken seriously. As Sandra Ingemansen so aptly points out, â€Å"Taking notice of these subtleties lets employers know that if an applicant is the type of person willing to go above and beyond on a job search campaign, then so will she be on the job as well.† Want to look at sample international executive resumes? Check out Brenda Bernstein’s TORI Award Winning International Executive Resume and other TORI Award winning resumes.

Principles of sovereignty and human rights Essay

Principles of sovereignty and human rights - Essay Example The principle of sovereignty holds that no nation may intervene in the affairs of another. On the other hand, international humanitarian laws hold that nation states must govern within the limits of respect for the human rights of their populace and upon the blatant violation of those rights, is rendered vulnerable to international humanitarian intervention. Even though, the previous phrasing lends to the assumption of an inherent conflict between human rights and sovereignty, this is not necessarily the case. In brief, as long as nation states adhere to the internationally recognized principles of human rights which they agreed upon and adopted through membership in the United Nations, their right to self-determination and autonomy are inviolable. It is only when they transgress upon the aforementioned do they become vulnerable to legitimate humanitarian intervention, implying infringement upon their sovereignty. Human rights and sovereignty are, accordingly, compatible and not nece ssarily contentious and conflicting principles. As one moves from the realm of theory to practice, however, one finds that the concept of humanitarian intervention has often been misused and abused for the purposes of justifying transgression against the sovereign rights of nations. . A critical analysis of the concepts of the right to self-defence, justice and morality on the international stage, indicate that all of the aforementioned have repeatedly been employed as justifications for the transgression against the independence of sovereign nations, with the implication being that while not necessarily contentious, the concepts of humanitarian intervention and sovereignty have been rendered such. Following the September 11th attacks on the United States, the British government, as did the American, sought the justification of the violation sovereignity of nations through a liberal interpretation of the doctrine of self-defence. Already, before September 11th the world's view of the justification of military action had been changing. The only clear case in international relations for armed intervention has been self-defense But the notion of intervening on humanitarian grounds had been gaining currency. I set this out, following the Kosovo war, in a speech in Chicago in 1999, where I called for a doctrine of international community, where in certain clear circumstances we do intervene, even though we are not directly threatened. I said this was not just to correct injustice, but also because in an increasingly interdependent world, our self-interest was allied to the interests of others So, for me, before September 11th was already reaching for a different philosophy in international relations from a traditional one that had held sway since the treaty of Westphalia in 1648; namely that a country's internal affairs are for it and you don't interfere unless it threatens you,