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?