Free Essays on Phyllis Tribles Interpretation Of The 2nd Story Of Genesis

Phyllis Trible’s Interpretation of Genesis 2:18-25 Biblical scholar, Phyllis Trible gives an interpretation of Genesis 2:18-25 in her seminal work, God and the Rhetoric of Sexuality. The interpretation that Trible gives in this work is one that runs counter to prevailing interpretations. Trible’s insights on the creation of women are different from the usual way the passage is read. Phyllis Trible’s unusual interpretation of the second story of creation is that when the first human being was created, it was not yet differentiated into man or woman. Trible’s interpretation of the second chapter of Genesis is so unusual because it runs counter to prevailing interpretations. Most biblical scholars accept the way in which the Hebrew text has been translated. They accept that man was created first, and then woman was created from the rib of man. Prevailing interpretations say that woman was created in order to be a fit companion for man’s total being. In Trible’s interpretation of the creation of human beings, she gives reasons to support that the first human created was neither male nor female. The first human was devoid of sex because sexuality wasn’t present until the second human was created. Apart from the reference to nostrils, no physical features are specified for the first human being. This creature is not identified sexually. Sexuality cannot be assumed after the creation of the first human being since it is not specifically differentiated until later in the chapter. Since sexuality doesn’t exist yet, the first human creation of God is not male; it is not the first man. A fit companion of the human was not found among the animals, so female and male distinction was created so that human beings could become â€Å"one flesh† together rather than being lonely and isolated. Trible’s argument that the first human being was neither male nor female stems from the way in which the passage was... Free Essays on Phyllis Trible's Interpretation Of The 2nd Story Of Genesis Free Essays on Phyllis Trible's Interpretation Of The 2nd Story Of Genesis Phyllis Trible’s Interpretation of Genesis 2:18-25 Biblical scholar, Phyllis Trible gives an interpretation of Genesis 2:18-25 in her seminal work, God and the Rhetoric of Sexuality. The interpretation that Trible gives in this work is one that runs counter to prevailing interpretations. Trible’s insights on the creation of women are different from the usual way the passage is read. Phyllis Trible’s unusual interpretation of the second story of creation is that when the first human being was created, it was not yet differentiated into man or woman. Trible’s interpretation of the second chapter of Genesis is so unusual because it runs counter to prevailing interpretations. Most biblical scholars accept the way in which the Hebrew text has been translated. They accept that man was created first, and then woman was created from the rib of man. Prevailing interpretations say that woman was created in order to be a fit companion for man’s total being. In Trible’s interpretation of the creation of human beings, she gives reasons to support that the first human created was neither male nor female. The first human was devoid of sex because sexuality wasn’t present until the second human was created. Apart from the reference to nostrils, no physical features are specified for the first human being. This creature is not identified sexually. Sexuality cannot be assumed after the creation of the first human being since it is not specifically differentiated until later in the chapter. Since sexuality doesn’t exist yet, the first human creation of God is not male; it is not the first man. A fit companion of the human was not found among the animals, so female and male distinction was created so that human beings could become â€Å"one flesh† together rather than being lonely and isolated. Trible’s argument that the first human being was neither male nor female stems from the way in which the passage was...

Sociology Vs Psychology (research paper) essays

Sociology Vs Psychology (research paper) essays Looking at social issues and social processes in other societies help us see our own society more clearly. Furthermore, events, trends, and personalities within society are shaped by global forces which may be beyond our control but not beyond our understanding. That's why there are sociology and psychology. Although, they are both social sciences, they use different methodology. Sociology is the scientific study of human social behavior. As the study of humans in their collective aspect, sociology is concerned with all groups activitieseconomic, social, political, and religious. It is a science which seeks to provide sophisticated explanation to peoples behavior. Sociology is a social science because its subjects are human beings, people's social behavior. It investigates the structure of groups, organizations, and society interaction within these contexts. Sociology also offers research that can be applied to any aspect of social life: street crime, delinquency, welfare or education reform, how families differ and flourish, or problem of peace and war. Sociology begins with the observation that human are intensely social creatures. Virtually everything people do, they do with others. They are constantly building and rebuilding groups. From families and lunchroom cliques, to multinatio nal corporations and international alliances. The structure of society both creates and limits opportunities, but the main lesson and message of sociology is that the structure of society affects people's attitudes and behavior, often in ways they don't consciously perceive. Psychology is the science of behavior and mental processes, and it has grown out of many, often conflicting traditions. Seven perspectives dominate modern psychology: the biological, evolutionary, cognitive, behavioral, psychodynamic, humanistic, and sociocultural views. ...

Effective Publicity Campaigns Assignment Example | Topics and Well Written Essays - 250 words

Effective Publicity Campaigns - Assignment Example It should also be an articulate and precise release, detailing only the benefits of what is in promotion. Accompanying the PR process should be review samples for support. The other pertinent aspect is tracking capability. These will avail data on market acceptance hence appropriate in convincing new consumers. One PR social campaign that quite intrigued me was the Beat Cancer campaign from, Everywhere, an Atlanta, Georgia based content and social media Communications Company. Everywhere initiated a social media campaign to raise money for non-profit making cancer organizations, towards countering breast cancer. The basis of this campaign is that its sponsors – MillerCoors Brewing Company and eBay/Paypal – would donate $0.01 to charity every time the ‘#BeatCancer’ tag got mentioned in a Facebook or tweet update status or a BlogSpot. This social campaign managed to raise well over $70,000 for the charity organizations, making it a great success. The Starbucks publicity campaign ‘My Starbucks Idea’ had a great impact on me. This PR campaign incorporated a crucial aspect, consumer involvement, which many other companies do not. This impressed me since it gives the user a sense of importance and belonging: one would be very happy if their idea got

Promotion Strategy for Lululemon Research Paper

Promotion Strategy for Lululemon - Research Paper Example Over the years the segment of women’s athletic wear has been majorly neglected. Just like any other form of clothing women sports-wear is very different from men’s. The Lululemon logo depicts the consumer’s health consciousness and their affinity to an elite club of enlightened people who wear similar clothing. According to Nelson (2011) Lululemon’s real genius relies on their Blue-Ocean strategy, which means to create demand in markets where competition is low instead of fighting for a share in a competitive market. So Lululemon emerged as a retailer that targets this niche of women’s athletic wear, and over the years has managed to grab a notable share in the 15 billion USD market for women’s fitness clothing (Helliker, 2010). Lululemon is the first clothing retailer to have adopted the Salon Business Model—which implies that like-minded body and fashion conscious women get together (Nelson, 2011). The main purpose of such a model is to bring together like-minded people who would work together for mutual benefit that would transcend the benefit from the economic transaction. Lululemon started off with niche marketing and was not intended to be mass marketed. The target market of the brand is the affluent, figure-conscious and stylish women (George, 2006, para. 7). Direct Marketing and Personal Selling Lululemon spends very little on promoting the brand through mass media, perhaps occasionally in magazines and newspapers. Lululemon has used â€Å"brand ambassadors† for the promotion of their brands, these ambassadors and not salaried employees but in fact peers or opinion leader that are given $1000 worth of free apparel in exchange for modeling the brand for their clients (Helliker, 2010). Lululemon calls it a stealth strategy not marketing—that has minimum cost and maximum impact. This is a very unique marketing strategy that clearly distinguishes Lululemon from competitors like Nike and Adidas, who spend million in celebrity endorsements. Lululemon has included ambassadors in areas of running, weight-training and men. The men’s fitness wear is also a very rapidly growing segment for Lululemon but still accounts for less than 20% of total sales (Helliker, 2010). According to Kurtz, MacKenzie and Snow, each Lululemon store across the globe has its own promotional strategy which is specific to that area. This could be in the form of painting their store front or covering their windows with slogans. The store hosts their own free yoga classes and store employees are referred to as educators. The company invests extensively in the recruitment and training of these store employees, because eventually these employees play an important role in the promotion of the brand. Personal selling has been greatly influenced with the emergence of e-commerce and the internet. It enables the manufacturer to establish databases and CRM systems to better meet the needs of the customers a nd gather extensive data about them at the same time (Kerin, p253). Internet plays a vital role as consumer promotions are deeply integrated with online product offerings, this can be done so using micro-sites and even email marketing approaches that reach directly to customers at almost no cost (Kerin, p253). Customers can sign-up for

Lieducation in preliterate societies Essay Example for Free

Lieducation in preliterate societies Essay Education, History of, theories, methods, and administration of schools and other agencies of information from ancient times to the present. Education developed from the human struggle for survival and enlightenment. It may be formal or informal. Informal education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. Formal education refers to the process by which teachers instruct students in courses of study within institutions. Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. AIn the United Kingdom. The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method.

The Truth of Ivanhoe :: Ivanhoe Essays

The Truth of Ivanhoe Is Sir Walter Scott’s Ivanhoe a true representation of the Norman-Saxon feud? Yes, and through a comparison of statements and ideas from Ivanhoe, Arthur and the Anglo Saxon Wars, The Anglo Saxons, Scott, and England in Literature: America Reads it will be proven that the Norman-Saxon feud was accurately depicted by Scott in Ivanhoe. In Ivanhoe, Prince John attempts to take over England while his brother, King Richard, is away fighting the Crusades. In the book there are basically two sides to this struggle for control of England, the Normans and the Saxons. Prince John and his followers make up the Normans, while the Saxons are led by the title character Wilfred of Ivanhoe. The Saxons try to prevent Prince John from stealing the throne. The story occurs during the third crusade, but the feud between the Normans and the Saxons in 1066 well before this time. In 1066 at the Battle of Hastings, the Normans, led by William I, defeated the Saxons and took over control of England. Before this the Saxons had ruled England for 600 years. During the battle both sides fought strongly. It was a bloody war and many people died. The Saxons had fought and had won 21 wars to preserve their reign of England before their loss at Hastings. The Normans were from the English hated-France, so they didn’t have much of a chance of being liked by the Saxons. What little chance the Normans did have was destroyed by William. He established a new ruling class that was all Norman. He also took the land belonging to 5,000-6,000 Saxon nobles and gave it to 180 Normans who supported him. "The laws which William made were oppressive and severe and the taxes were heavy." Saxons commonly referred to William as a tyrant because of this. The Normans and Saxons were further separated through language. The Normans spoke French, the Saxons spoke English, and both groups commonly refused to speak the other’s language. There was one instance in Ivanhoe where two Normans were guests at a Saxon castle. The Saxons refused to speak French, and the Normans refused to speak English. In the end both groups spoke their native language only, even though they were fluent in both French and English. Another example of the Norman-Saxon feud from Ivanhoe occurred in the first several pages. Two Saxon servants came upon two Normans in the woods, and the Normans asked for directions to the nearest castle.

Cox container case Essay

Problem Identification: There are quite a good number of problems in the case of CCC, among of which one can define, are the following: 1- Job security for the ethnic minorities who run the workshop for years, while being empowered in the age of Harold Cox, they felt threatened by the introduction of the new management system, that was reflected by the defensive attitude of Aziz and his lack of cooperation which also can be the reaction of being marginalized by Wilson while conducting the company review. 2- Lack of managerial training, which was reflected on how Aziz perceives his job as a shop floor manager whose first and utmost concern, is to deliver production no matter what the outside environment is. 3- Market introduction of new competitors, which dictates the need of full review of the operations, budgeting, supply chain and labor competency. Hence introducing more bureaucracy to the current system and might limit the power of Aziz and his team. 4- The centralization and individuality of Harold Cox in running the company helped the creation of a divisionalized structure and culture as well as developing a high degree of autonomy in the production department and a shallow hierarchy especially in the financial and management accounting area. Analysis: The main reason why Cox asked Wilson to conduct a company review is to get the company moving forward, such an act could have been shared with department managers, despite Wilson’s conclusions, strategies must be compromises that allow the company to move forward (Johnson, 1992). Johnson also argued that Strategic drift takes many years to affect performance, which validates the happening of the falling results of CCC, such a performance made Cox ask Wilson to conduct the review. The resistance to change that Aziz showed can be explained via the framework of Herzberg (1987) at which he argued that job security, as part of the hygiene factors can be a source of job satisfaction and motivation. Despite belittling the effect of hygiene factors on the subject, he did not address such an issue â€Å"job security† on a minority member. Such a factor can be more important than others whether intrinsic or extrinsic since minority members would possess the feeling of fear of losing their jobs and being expelled by the society and not finding another job. Adding the job status of Aziz would add further complexities to the situation as well. The introduction of budgeting and operation optimization without consulting the shop floor manager while he represents the core business of the company could have affected his motivation. These new systems would influence the type of the work that can be done in the shop floor greatly and would change Aziz from a decision maker in his part with all the autonomy and credibility he has to just a regular employee that manages what the new system dictates. Such change would affect Aziz’s motivation to contribute to the new system as discussed by Leavitt (2007). Leavitt argues that the increased bureaucracy and the rigid system turns employees into machines performing the work without thinking, and that would be against the human nature that tends to think and innovate. He also argues that the introduction of IT systems and technologies would be harmful to humans in the work place especially if companies abuse them. He however managed to argue the point from the employee point of view without mentioning the companies perspective at which standardization and new technologies raises the efficiency and performance of the companies and can allocate resources to new departments or new functions. If Aziz were opting the same perspective as   without having the picture cleared that this new system (budgeting and operations review) would benefit him as well as the company, he would tend to resist that change. In the framework of Herzberg (1987), job participation is one of the important myths to job or task enrichment. He emphasizes that giving the employees the big picture and giving them a feeling that they will determine in some measure what they will do in the job; would not be beneficial to the job. Wilson, Straw, Long and Pedder managed to do exactly this part. It would be against Aziz’s benefit if he would resist correcting the situation of the company. He would seem wrong and would hurt himself and his career in CCC if he was explained the current situation and the competitive market condition and how is that affecting CCC and what are the measures needed in the next few weeks / years to correct the competitiveness of CCC. Aziz should have been offered the chance to contribute to the budgeting and even could have been appointed a task in suggesting the best production and budgeting scheme that would save the company time and money. Bassett-Jones & Lloyed (2005) negated the approach of Herzberg and emphasized on the importance of employee’s contribution to the job in order to grant satisfaction. By seeing their ideas being implemented without delays and with the approval of the manager that this idea will contribute to the best of the company, the employee will have a sense of ownership and commitment towards making the idea work. Ford, Ford, & D’Amelio (2008) stated that the resistance to change can be the cause of the management’s actions themselves as they fail to develop trust. They failed to argue that in some cases, the employee(s) have their own agenda and they (employees) are the ones to trigger the resistance. The centralization of the decision making in CCC allowed the formation of a divisional company organization where Aziz’s team form the major part of it. Having this high autonomy formed a specific organization culture perhaps that Aziz is indispensible and hence he is in control. Such a culture would cause Aziz to be reluctant to accept changes specially after CCC lost some of its competitiveness in the market for few years and yet no complain from  Cox and/or the management. Meyers & Martin (1987) suggest that as the organization structure form the organization’s culture and beliefs, so does the leaders of the company. It can be noticed that Cox influenced the idea that the minorities in his company are indispensible, since they support him politically and socially because of their existence in CCC. It can also be noticed that Cox did the interactions with Aziz and the production team on a personal level and hence when changes were mandatory, Aziz opposed it because it did not come from Cox himself and such resistance will not be punished by Cox. It also can be noticed the degree of autonomy in the company when the budgeting scheme is needed, each manager submitted an estimate of expenditure not the actual amount spent the year before or the required budget needed based on the previous year expenditure and the business forecast for next year. The shallow pyramid of hierarchy especially in the management accounting and financial can explain such autonomy. The creation of the subgroup and hence the subculture allowed the lobbying in the production department to happen and to resist any change as long as it is not in their direct favor. Such collectiveness behavior was developed by the centralization of decision making by Cox and the high degree of autonomy he allowed for such a group. In his study, Polzer (2004) has concluded that subgroups and subcultures in organizations tend to have harmful effect on collective welfare that extends beyond the boundaries of this individualistic subgroup. In CCC case, if the production department’s employees feel threatened; they can trigger actions to stop that threat, such as calling for a strike or threating to collectively resign and hence hurt the company by stopping the production. They are well aware that hiring such a large number of employees in a short time will be deemed impossible especially with all the experience they have. Even if the job has high degree of analyzability and does not require specialists to perform it. Moreover, collective resignation would hurt the image of the company and would cause business to be lost to competition even if it is on a temporarily basis. Perhaps what triggered that defensive mechanism with this subgroup is the introduction of the outsiders even if they were completely in a different  department. As proposed by Johnson (1992), introducing outsiders can help in managing the change since the outsider shall have a fresh view of the organization or the department that is undergoing the change. However, he did not mention how that would affect the change recipients themselves and how far would they accept the outsider. He also did not identify if the outsider came from inside the organization (i.e. internal transfer) or from outside the organization and what difference would that make. Alternatives: So, what would CCC management do to resolve the current situation? 1. Do Nothing. The benefits of calming down the current situation and the production department are to ensure the company is kept in operation. Although margins are dropping, the company is sill profitable. However, the disadvantages of this situation are more than its advantages. The operation department will tend to increase its power and influence on the company since now they felt powerful and indispensible, also, they might try to find another alternative or group together and establish another competing company and resign collectively which would put the company out of business. 2. Use a sacrifition sheep: Firing Aziz and the seniors in the production department and replacing them with other seniors from inside the department can be a solution to send a clear message to the rest of the crew that the change is happening regardless of the opposition. This can benefit CCC by establishing a clear strategy that the company is moving forward with the change and personnel have to choose. However, if it backfires, the company can lose too much and we can revert back to the scenario in solution No.1. 3. Driving changes smoothly and in the welfare of the production department: There is no doubt that political consideration has a major play in such situations and it can resolve lots of issues. By calling Aziz and the seniors in the department and explaining the change to them and how would introducing new budgeting system and/or new operation schemes would benefit the company as a whole and the department specifically; they would tend to comply with that change. Asking for their assistance would be a better solution than resisting the resistance. The situation can be transformed to the benefit of CCC if the production department personnel understand the current challenge and start to challenge the status quo themselves, knowing that what will be done will be reflected on their welfare. By adopting the DICE methodology explained by Sirkin & Jackson (2005) to drive the changes as follow: I. Set the Duration of the transformation process with clear and concise milestones. Milestones keep goals tracked and in prospective, encouraging everyone to participate by some sort of recognition would help the process. II. Identify the required personnel and allocate tasks according to their capabilities and traits. That would keep the project Integrity intact and minimizes the risk of duration slippage and/or wrong interpretation of tasks and their requirements. III. Management participation and Commitment to the project as well as employees affected by the change. Management as well should demonstrate how these changes are going to change the welfare of employees and how committed they are to doing so. IV. It should be clarified that each and everyone concerned with this change process should be expected to exert an extra Effort until the transformation is completed. The manage ment should lead by example in this regard and make it clear that any extra effort exerted in this period shall be rewarded on both the long and short term. Recommendations: It is recommended to follow resolution No.3 above, since CCC is considered an SME not a corporate and since they are bound to the acceptance of the strongest department to change. Moreover, this resolution addressed the concerns discussed in the study above which mainly are the job security, motivation, job enrichment of the employees while helping in changing the company culture on the long run by getting the employees to exert extra effort and see their ideas come to live, that would develop a sense of belonging to the company which will benefit the company on the long run. Also, that approach would strengthen the concept that the company is willing to accommodate their employees and work out the changes with them for the best interest of both parties. Plan of actions: Harold Cox, Erica Wilson along with all the company seniors should demonstrate participation and ownership of the change process. It was not a  good idea to leave the interaction being led by the new appointee(s) considering the company culture. The involvement of the top management whose faces are familiar with the production team would ease the effect of the change and indicate that the change are being driven from within not that the outsiders are taking over the company. Depending on the change required; the process duration should be set. Would the management desire only a cost control and lean operations concepts to be implemented or they would require production enhancements by increasing the throughput of the company? Would they procure new technology, which would require training, installation and production scheme change? Would they introduce differentiation either horizontally or vertically to the current products? The easiest change to start with is to introduce cost control and operation optimization associated with achieving the minimum efficient scale of the factory and then drives another change. Driving a major change at once would again be resisted. Mainly the production department would be affected, other departments too, such as financial and management accounting. The latters would be expected to drive the major portion of cost control through supply chain optimization. Introducing operations management department would also help enhancing the operations of the whole company and helping the company to slim the inefficient operations in all departments. It would be expected that some side effects such as additional expenses would follow as sort of rewards to the contributors in the change process to encourage the participation. Also, production lag would occur until the change process is finalized, that could be due to shop floor adjustments or personnel getting accustomed to the new change in the production process, hence, it would be a good idea if the company could produce some reserve capacity to cover this aspect. Bibliography Bassett-Jones, N., & Lloyed, G. C. (2005). Does Herzberg’s motivation theory have staying power? Journal of management development , 24 (10). Ford, J. D., Ford, L. W., & D’Amelio, A. (2008). Resistance t change: The rest of the story. The academey of management review , 33 (2), 362-377. Herzberg, F. (1987, September). One more time: How do you motivate employees? Harvard Business Review . Johnson, G. (1992). Managing strategic change – strategy, culture and action. Long Range Planning , 25 (1), 28-36. Leavitt, H. J. (2007). Big organizations are unhealthy environment for human beings. Academy of management learning & education , 6 (2), 253-263. Meyers, D., & Martin, J. (1987). CULTURAL CHANGE: AN INTEGRATION OF THREE DIFFERENT VIEWS. journal of Management Studies , 24 (6), 623-647. Polzer, J. T. (2004). How Subgroup Interests and Reputations Moderate the Effect of Organizational Identification on Cooperation . Journal of Management , 30, 71-96. Sirkin, H. L., & Jackson, A. (2005, October). The hard side of change management. Harvard Business Review , 33-47.

On the Problem of Induction

A Critique of Nelson Goodman’s Concept of the New Riddle of InductionThe development of the method of induction has been privy to the presentation and solution of riddles. At the initial level of its development, it has been privy to the old riddle of induction discovered by Hume. After the solution of the former riddle, however, a new riddle of induction was discovered by Nelson Goodman. In lieu of this, this paper opts to consider the development of the method of induction as a methodology defined by Hume and Goodman’s conception of the Inductive method.Induction refers to â€Å"a method of reasoning by which a general law or principle is inferred from observed particular instances† (Flew 171). The method of inductive inference may be considered as the primary means through which justifications are formulated to show the relationship of evidence towards particular assumptions (Norton 2). The process of induction, in this sense, may be seen to arise whenever we note that evidence lends support to a hypothesis while in the process failing to establish its deductive certainty. It was such a formulation of the method of induction that enabled the conception of the first riddle. What follows is a presentation of the main arguments of the aforementioned riddle as formulated by David Hume.Hume argued that since no necessary connections exists between empirical phenomena, it is always possible that a future observation will prove our inferences wrong no matter how appealing it may have been or how richly supported by past observations. This problem, in the more recent formulations of the problem has been referred to as the uniformity principle [in this sense the lack of such uniformity]. According to the argument, nature has no uniformity. If such is the case it thereby follows that there is no voucher that which ensure the consistency of man’s most refined predictions. It might be argued that such an assumption has never been denied in th e formulation of predictions however there has been agreement regarding the results of such an agreement [or lack thereof] within the province of induction.To some, it means that induction is never valid or justified, while to others, it means that induction simply calls for different standards of validity (Landesman 164). The latter view strips the aforementioned riddle [Humean riddle] of its problematic context. This is evident if one considers that since the rules of deductive validity are inapplicable to induction, it cannot be a problem that inductive inference is unavoidably attended by the possibility that a future observation may prove it wrong (Goodman 4). The old riddle is then dismissed because it cannot possibly be the genuine problem of induction.Fact, Fiction, and Forecast present Goodman’s construal of what he refers to as the new riddle of induction. After refuting the old riddle of induction [the refutation of which is evident in the former paragraph], Goodma n proceeds to outline what he takes to be the genuine problem of induction and its tentative solution. The problem of induction, he writes, is a problem of demonstrating the difference between valid and invalid predictions (Goodman 4). According to Goodman, a prediction is valid if it conforms to a valid rule of induction, and a rule is valid if it yields valid predictions.He acknowledges that such an assumption is characterized by circularity however he notes that it is important to perceive such a conception of the problem in terms of the conceptions of justifications for arguments.   Goodman notes that inductive predictions based on past regularities work better than those based on any other alternative. If such is the case, the rules for formulating predictions must be constructed in such a way that they will coincide with common practices of inductive reasoning.This, on the other hand, is further developed by the quality of predictions, which it produces. This is clearly expl icated by Rubenstein as he notes, â€Å"the centerpiece of a valid inductive logic [according to Goodman] is its reliance on past regularities, and the prescriptive mandate of inductive validity is inseparable from a descriptive account of how inductive judgments are commonly made† (39). This has been the result of Goodman’s dissolution of the old riddle of induction. What follows this is Goodman’s explication that the most promising solution of the aforementioned riddle is untenable. It is through the introduction of such untenability that Goodman presents what he perceives to be the new riddle of induction.Goodman presents two hypotheses that are to be addressed through the use of the inductive method. One says that all emeralds are green and the other says that all emeralds are grue, where grue is said to apply to all things examined before t just in case they are green but to other things just in case they are blue (Goodman 10). Both hypotheses seem to be eq ually well supported by the evidence: all emeralds examined prior to t have been found to be green and grue. However, the two hypotheses are mutually exclusive. If emeralds are grue, they will be blue at t and thereafter, but if the alternative hypothesis is correct, they will be green. Thus, we are left with the paradox that Goodman christened the ‘new riddle of induction'.We cannot, after all, justify induction by appealing to past regularities. However, the reason, according to Goodman, is not the lack of the elusive uniformity principle, but the previously unrecognized ubiquity of regularities.   According to Goodman, regularities exist where one finds them. In relation to this Goodman states that one, however, finds them everywhere (12). If such is the case, it therefore follows that it is useless to base inductive validity on past regularities since it is not possible to predict and hence distinguish which regularities are valid and invalid.At this point, I would like to present a summary of the aforementioned discussion. In the aforementioned discussion, Goodman believes that the old riddle [the Humean riddle/the uniformity principle] has been dissolved and that induction is justified by past regularities. The only remaining difficulty he sees, however, lies in finding a rule for distinguishing between regularities that do and do not yield valid inductive predictions. As was noted in the above discussion, the possibility of such is not possible. This is evident if one considers that regularity necessitates the occurrence of acts of inductive inference. Therefore, the genuine problem of induction cannot be the distinction between the distinction of regularities that do or do not yield valid inductive predictions since the specification of such necessitates the formulation of inductive inferences.As I reckon, Goodman aforementioned conception fails to account for the process of induction. It is important to note that Goodman contends that inductio n begins with regularity. Rubenstein notes, â€Å"induction does not begin with regularity – it ends with it† (44). The failure to consider this leads Goodman to misconstrue the problem of induction. It is important to note that experience of reality does not necessarily start with regularities but rather with individual observations. The role of induction, in this sense lies in providing us with justified methods that allows us to posit the observations that we will account for as regularities. Goodman, however, failed to account for this.In addition to this, it is important to note that such a failure can also be traced to Goodman’s assumptions regarding the process in which individuals formulate inferences. Goodman's error is compounded when he makes a distinction between identifying regularity and projecting it. Once we have decided that our observations represent regularity, it is automatically projected in both temporal directions. This is, in fact, what w e mean by applying the term regularity to our data.Furthermore, Stich and Nisbett contend that the â€Å"equilibrium with inductive practices† that Goodman posited as a necessary aspect in formulating a valid inductive methodology is â€Å"neither necessary nor sufficient for a rule of inductive inference to be justified† (194). They argue that such an assumption fails to consider that â€Å"human subjects regularly and systematically make invalid inferences† and that there an instance wherein human reasoning enables an individual to â€Å"accept invalid rules and reject valid one’s that ought to govern the inference at hand† (Stitch and Nisbett 194).In summary, the aforementioned paper presented Goodman’s arguments in relation to his conception of the new riddle in induction. Such a riddle, however, under scrutiny may be seen as based upon a mistaken assumption of the justification process of beliefs that necessitates the introduction of in formation garnered through the method of induction. This is evident, for example, if one considers the manner in which observations enable the formulation of regularities and not the other way around. An analysis of Goodman’s supposed riddle of induction thereby leaves the reader wondering if such a riddle may be considered as a valid concern for the adherents of the inductive methodology.Works CitedFlew, Anthony.   A Dictionary of Philosophy.   London: Pan Books, 1983.Goodman, Nelson.   Fact, Fiction, and Forecast.   Massachussets: Harvard University Press, 1983.Landesman, Charles.  Ã‚   Skepticism: The Central Issues.   London: Blackwell Publishing, 2002.Rubenstein, Arthur.   â€Å"Induction, Grue Emeralds and Lady Macbeth’s Fallacy.†Ã‚   The Philosophical Quarterly 48.190 (Jan. 1998): 37-49.Stitch, Stephen and Richard Nisbett.   â€Å"Justification and the Psychology of Human Reasoning.’   Philosophy of Science 47.2 (Jun. 1980): 188- 202.

Free Essays on Money And Banking

Money and Banking Money: Term that actually refers to two concepts: the abstract unit of account in terms of which the value of goods, services, and obligations can be compared; and anything that is widely established as a means of payment. Frequently the standard of value also serves as a medium of exchange, but that is not always the case. The role of money in the society: A first definition of money is to define money as the mean of exchange between individuals. In a capitalist economy, this is a too simple definition. The fundamental purpose of money is a way to distribute the ownership in the society. And, by a consequence, money is also used as a mean of exchange. Furthermore, it should be analyzed that money is also a social instrument which help to coordinate social relation between individuals. Functions of Money: ? Specific functions (mostly micro-economic) Æ’Ã § Unit of account (abstract) Æ’Ã § Common measure of value (abstract) Æ’Ã § Medium of exchange (concrete) Æ’Ã § Means of payment (concrete) Æ’Ã § Standard for deferred payments (abstract) Æ’Ã § Store of value (concrete) ? General functions (mostly macro-economic and abstract) Æ’Ã § Liquid asset Æ’Ã § Framework of the market allocative system (prices) Æ’Ã § A causative factor in the economy Æ’Ã § Controller of the economy Properties or Characteristics of Money: Any item which is going to serve as money must be: acceptable to people as payment scarce and in controlled supply stable and able to keep its value divisible without any loss of value portable and not too heavy to carry Banking: Banks are financial institutions that accept deposits from citizens and pay interest in return. Banks are not all service institutions, most operate in order to make a profit. Even if they are a non profit they do have to make money in their operation in order to pay expenses. Functions of Ba... Free Essays on Money And Banking Free Essays on Money And Banking Money and Banking Money: Term that actually refers to two concepts: the abstract unit of account in terms of which the value of goods, services, and obligations can be compared; and anything that is widely established as a means of payment. Frequently the standard of value also serves as a medium of exchange, but that is not always the case. The role of money in the society: A first definition of money is to define money as the mean of exchange between individuals. In a capitalist economy, this is a too simple definition. The fundamental purpose of money is a way to distribute the ownership in the society. And, by a consequence, money is also used as a mean of exchange. Furthermore, it should be analyzed that money is also a social instrument which help to coordinate social relation between individuals. Functions of Money: ? Specific functions (mostly micro-economic) Æ’Ã § Unit of account (abstract) Æ’Ã § Common measure of value (abstract) Æ’Ã § Medium of exchange (concrete) Æ’Ã § Means of payment (concrete) Æ’Ã § Standard for deferred payments (abstract) Æ’Ã § Store of value (concrete) ? General functions (mostly macro-economic and abstract) Æ’Ã § Liquid asset Æ’Ã § Framework of the market allocative system (prices) Æ’Ã § A causative factor in the economy Æ’Ã § Controller of the economy Properties or Characteristics of Money: Any item which is going to serve as money must be: acceptable to people as payment scarce and in controlled supply stable and able to keep its value divisible without any loss of value portable and not too heavy to carry Banking: Banks are financial institutions that accept deposits from citizens and pay interest in return. Banks are not all service institutions, most operate in order to make a profit. Even if they are a non profit they do have to make money in their operation in order to pay expenses. Functions of Ba...

Mosquito coil from cows manure Essays

Mosquito coil from cows manure Essays Mosquito coil from cows manure Essay Mosquito coil from cows manure Essay The proponents choose this product because lots of mosquitoes are abundant during rainy season. Many get diseases from these harmful Insects that may lead to death. In order to minimize this problem, our group decided to make mosquito coil as repellent from mosquitoes. It Is an organic cool made from a cows manure that ensures no harmful chemicals and affordable. GREEN BANANA FRIES Materials: Green Bananas 1 h cup of cooking oil 1 cup of cheddar cheese Benefits: Banana helps maintain the level of energy. Bananas also have a lot of benefits in cardiovascular and digestive health. Banana is rich In Vitamin 86, Manganese, Vitamin C, Fiber, Potassium, Biotin, Copper and etc. Their easy portability, low expense, and great taste also help support their popularity in this exclusive group. It ill require small capital to be produced. Resources are more convenient and available most of the time. Target Market: Students Employees Drivers Uses: It is to promote healthy foods in the society and replace Junk foods with products that give more nutritional facts than an ordinary potato. Description: They taste as good as any fast food French fries and are healthier. It is Just the same as potato fries but different variety of main ingredient only. Rationale: I thought of creating a green banana fries to try a different variety of having a potato fries. I think this would also be possible to make since most people like eating bananas. I also would want to prefer bananas since students are much tired after class, even skips breakfast on morning, some also are fun of having late lunch or late dinner. And thinking about this, I found out that Banana helps maintain the level of energy. Green bananas also are the healthiest because they have all their vitamins where ripe ones lose most of them because theyre too ripe. Green bananas do not have a strong banana flavor at all. Its very deceptive and very healthy.

Leonardo da vinci and the science work Research Paper

Leonardo da vinci and the science work - Research Paper Example This paper details a brief account of Leonardo Da Vinci’s life, his achievements and discoveries and an analysis of his life based on the parts of creativity. Brief Biography Leonardo was born on 15th April, 1452, in Vinci, Italy, out of wedlock and raised by his father, ser Piero, and his step mother. In the modern sense, Leonardo had no surname and was named â€Å"da Vinci† meaning â€Å"of Vinci†. However, his full names were â€Å"Leonardo di ser Piero da Vinci† implying â€Å"Leonardo, son of ser Peiro, from Vinci†. Little literature is available about Leonardo’s early life. According to Vasari (23-32), Leonardo lived in Achiano, his mother’s home, for the first five years of his life and later moved to his father’s household in Vinci. His father had remarried numerous times. Fig. 1 Leonardo’s portrait Leonardo attained informal education on mathematics, geometry and Latin language. He joined Verrocchio’s work shop at the age of fourteen. He was exposed to chemistry, leather working, mechanics, carpentry, drawing, painting and metallurgy (Buchholz 35-40). He graduated at the age of twenty as a qualified master in the union of doctors of medicine and artists. At the age of 22, court records indicate that Leonardo Da Vinci was charged and exonerated of sodomy (Vasari 58). In 1482, Leonardo was commissioned by Lorenzo de Medici to create a silver lyre in the shape of a horse’s head. ... Within his life, his â€Å"great strength and generosity, outstanding physical beauty, and aspects of life† attracted the curiosity of many people (Vasari 67). Leonardo had numerous friends who are also renowned for their contributions in history and other fields. He kept his private life discrete and was involved in numerous intimate relationships with his pupils. Accomplishments Buchholz (76) regards Leonardo as a genius and a renaissance man. Additionally, he is described as a man whose immeasurable inquisitiveness was made equal only by his powers of invention. Arguably, his talents stretched further than his artistic works. Like most of the renaissance leaders, he did not observe any separation and distinction between art and science. Leonardo is primarily known as a painter (Moon 83). Two of his paintings, the Mona Lisa and The last Supper, are the most celebrated, reproduced and imitated paintings. Leonardo’s iconic drawing of the Vitruvian Man is renowned. He al so made numerous notebooks where he made scientific drawings, and diagrams. However, since he did not publish his diagrams, nobody else knew about the whereabouts of the notebooks and, therefore, they were discovered long later after he had died (Capra 21). As an engineer, Leonardo’s thoughts and ideas were hugely in advance of his period. He hypothesized a tank, a helicopter, solar power, calculator, and the elementary theory of plate tectonics. However, a few of his designs were feasible during his period. Some of his inventions came into the world of manufacturing unannounced and unpredicted. As a scientist, he immensely enhanced the state of knowledge on areas such as optics, hydrodynamics and anatomy (Capra 107-13). Leonardo was captivated by birds. He observed them, drew them

Peer Critique 1.1a Essay Example | Topics and Well Written Essays - 1000 words

Peer Critique 1.1a - Essay Example This also led me to believe that the author would also go into some detail about the research that has already been done so that they can show why there are holes in the current research, which I discovered to be true the more that I read on. Within this introductory paragraph, the author makes it known that research has already been undergone on the topic of the harms and benefits of artificial sweeteners, though this paragraph does not reveal the specific kinds of research that they will be focusing on. However, the author sets up the literature review to explain that further research needs to be on this topic; the purpose of the literature review is not only to show what research has been done and what conclusions have been made, but also to reveal the holes in the these findings. The author feels that the current findings from research are outdated and, by showing the past studies and their conclusions, reveals that this is true. The author chose to organize the research that they are reviewing by first offering an introduction to their topic, then introducing the body of the research, which discusses the cancerous side effects of artificial sweeteners, which looked at the findings of research centered on discovering cancer-related downfalls of artificial sweeteners, as well as the areas where more research should be done. The next portion of research looks to the non-cancerous side effects of artificial sweeteners. This is then followed by a section that is dedicated to the studies that have proven that artificial sweeteners also have their health benefits, such as weight loss. In these aforementioned sections, each section is also ordered based on gender in terms of who is affected the most by the sweetener. The literature review then closes out with a conclusion that briefly goes over what was discussed throughout the rest of the literature review. The structure described above is a