A life sketch of Plato and his works Essay -- essays research papers

If Thales was the first of all the great Greek philosophers, Plato must remain the best known of all the Greeks. The original name of this Athenian aristocrat was Aristiclis, but in his school days he received the nickname "Platon" (meaning "broad") because of his broad shoulders. Plato was born in Athens, Greece to one of the oldest and most distinguished families in the city. He lived with his mother, Perictione, and his father, Ariston (Until Ariston died.) Born in an aristocratic and rich family, Plato’s childhood was indulged within luxury. But his life changed when he came across Socrates. Socrates, a Greek philosopher who lived from 470-399 BC. He devoted all his time with young citizens discussing philosophy and questioning their confidence in the truth of popular opinions. As a young man, Plato grew up wanting to be a politician. However, after Socrates' execution in 399 BC had a profound effect on Plato, and was perhaps the final event that convinced him to leave Athenian politics forever.To all accounts it appears that he left Athens for Megara, then went to visit Theodorus in Cyrene, moved on to study with the Pythagoreans in Italy, and finally to Egypt. During this period he studied the philosophy of his contemporaries, geometry, geology, astronomy and religion. After 399 BC Plato began to write extensively. It is still up for debate whether he was writing before Socrates' death, and the order in which he wrote his major texts is also ... A life sketch of Plato and his works Essay -- essays research papers If Thales was the first of all the great Greek philosophers, Plato must remain the best known of all the Greeks. The original name of this Athenian aristocrat was Aristiclis, but in his school days he received the nickname "Platon" (meaning "broad") because of his broad shoulders. Plato was born in Athens, Greece to one of the oldest and most distinguished families in the city. He lived with his mother, Perictione, and his father, Ariston (Until Ariston died.) Born in an aristocratic and rich family, Plato’s childhood was indulged within luxury. But his life changed when he came across Socrates. Socrates, a Greek philosopher who lived from 470-399 BC. He devoted all his time with young citizens discussing philosophy and questioning their confidence in the truth of popular opinions. As a young man, Plato grew up wanting to be a politician. However, after Socrates' execution in 399 BC had a profound effect on Plato, and was perhaps the final event that convinced him to leave Athenian politics forever.To all accounts it appears that he left Athens for Megara, then went to visit Theodorus in Cyrene, moved on to study with the Pythagoreans in Italy, and finally to Egypt. During this period he studied the philosophy of his contemporaries, geometry, geology, astronomy and religion. After 399 BC Plato began to write extensively. It is still up for debate whether he was writing before Socrates' death, and the order in which he wrote his major texts is also ...

Difference in Metaphysics Between Aristotle and Kant

What is the central difference between metaphysics as Kant conceives it, and metaphysics as Aristotle conceives it? Argue in support of one or the other view. Metaphysics is usually taken to involve both questions of what is existence and what types of things exist; in order to answer either questions, one will find itself using and investigating the concepts of being.Aristotle  proposed the first of these investigations which he called ‘first philosophy’, also known as ‘the science of being’ however overtime his writings came to be best known as ‘Metaphysics’ in which he studied being qua being with a central theme of how substance may be defined as a category of being. Kant who is a nominalist criticized both Aristotelian and therefore realists’ ideas of metaphysics by suggesting that they seek to go beyond the limits of human knowledge.Furthermore Kant argued that the structure of the world as it is in itself is unreachable to us; me taphysicians must be content to explain the structure of our thinking about that world. In this essay I will examine the two main exponents of such a doctrine in favor of realists by looking at the main differences of Metaphysics as Aristotle and Kant conceive it, which is centered on the all important question of whether metaphysics is a science of mind or of being.There have been disagreements between philosophers about the nature of metaphysics; Aristotle sometimes characterizes the discipline as the attempt to identify the first cause or better referred to as the unmoved mover and other times as the very universal science of being qua being. It is however important to remember that both of these characterizations identify one and the same discipline. On the other hand the empiricists and Kant were critical of both Aristotelian and rationalist ideas of metaphysics, by arguing that both disciplines seek to exceed the limits of human knowledge.Kant argued that the structure of the world as it is in itself is inaccessible to us and that metaphysicians must be content to describe the structure of our thinking about that world. Realists such as Plato and Aristotle maintain that for language to even exist there must be some universal quality to phenomenon. To elaborate, human beings do not discuss each object as a completely independent entity to be analyzed but rather draw comparisons to other known objects to compile a series of properties to categorize it.Nominalists, on the other hand, while not denying that humans group things together by virtue of certain qualities, maintain that this is simply a convention of language based on people's perception of them. Just because two objects share the same perceptible quality does not necessarily warrant grouping them together in any real way; it's simply a human way of making sense of reality through the senses. As soon as one asks the most basic questions of ‘what is Aristotelian Metaphysics? What study does A ristotle believe himself to be undertaking in these essays? you find yourself, baffled immediately. ‘Metaphysics’ is in fact a compilation of a number of Aristotle’s writings that later on editors put together. It has a central theme of an inquiry into how substance may be defined as a category of being. Book Gamma appears to start on characterizing something which Aristotle calls ‘the science of being qua being’ and then goes on to a discussion of the principle of non contradiction. â€Å"There is science which investigates being qua being and the attributes which belong to this in virtue of its own† (Warrington, 1956, P116).In order to study being qua being, one has to simply study those qualities which hold of entities in virtue of the fact that they are entities. What sort of attributes are qualities of entities qua being? Aristotle insists on unity or oneness as such a feature, on the grounds that everything – everything which exis ts is one thing. However Aristotle’s characterization of the subject raises a few doubts: why is there a need to restrict logic to entities? Is the word ‘qua’ appropriate? No doubt each entity is one thing but is it one thing qua being, or insofar as it exists?Although book Epsilon is rather brief, it shows a return to the science of being qua being and also passes some remarks on truth. â€Å"If there any immovable substances, then the science which deals with them must be prior, and it must be primary philosophy† (Loux, 2006, p14). This shows that the immoveable substances are divinities. Book Zeta appears to restrict our subject matter in a rather different way: ‘the question which, both now and in the past, is continually posed and continually puzzled over is this: what is being? That is to say, what is substance? This question defines the nature of Aristotle’s inquiries, at least for a large part of the Metaphysics, and it thus offers a f ourth account of the study or science of metaphysics. â€Å"The science of first principles, the study of being qua being, theology, the investigation into substance – four compatible descriptions of the same discipline? Perhaps there is no one discipline which can be identified as Aristotelian Metaphysics? And perhaps this thought should not disturb us: we need only recall that the metaphysics was composed by Andronicus rather than by Aristotle.But the four descriptions do have at least one thing in common: they are dark and obscure† (Ross, 1996, p174). Books Zeta, Eta and Theta, together form the central part of the Metaphysics, with a focus on their general topic ‘substance’: its classification and relation to matter and forms, to actuality and to potentiality, to change and generation. According to Aristotle, there is one kind of being which is in the strictest and fullest sense, substance. What we don’t see in Metaphysics is Aristotle treating the categories as a whole.The substance is the whole thing, including the qualities, relations etc which form its essence and this can exist apart. Secondary substances being universals, cannot according to Aristotle’s own doctrine exist apart, but must be supplemented by the special qualities of their individual members. Substance is prior in definition; in defining a member of any other category you must include the definition of the underlying substance. Substance is prior for knowledge; we know a thing better when we know what is than when we know what quality, quantity or place it has.In this realist point of view substance is evidently being thought of not as the concrete thing but as the essential nature. And this double meaning spreads through Aristotle’s whole treatment of substance. The existence of substance and the distinction between it and other categories is for Aristotle self-evident. Kant on the other hand seems to suggest that the necessity for metaph ysics is a psychological one, arising out of men’s desires which is the main difference between Aristotle and him; however I would argue against Kant that this is not the case and it is a logical necessity.It arises out of the mere pursuit of knowledge thus that pursuit, which we call science, is an attempt to think in a logical and systematic manner. This involves unraveling the presuppositions of our thoughts. Furthermore it involves discovering that some of them are relative presuppositions which have to be justified and that others are absolute presuppositions, which neither stand in need of justification nor can in fact be justified; and a person who has made this discovery is already a metaphysician.Kant intends to defend metaphysic and scientific knowledge by providing an accurate analysis of human reason. His theory is based on his discovery of synthetic a priori knowledge, judgments that are both informative and necessary. However I would argue against this nominalis t point of you as there’s a problem with explaining how much judgment should arise, as well as to give an explanation of their truth.In other words The Critique of Pure Reason argues that the necessary metaphysical principles underlying all hypothetical knowledge originate in the pure forms of feeling and the intellect. Furthermore In Kant’s point of view, there are no universal concepts underlying reality, simply the phenomenon in front of us. Realists, on the other hand, maintain that all things that share the same property — for example, greenness for all things with the color green — are therefore linked by this property. Sharing this property implies possession of the same universal form.Nominalism posits that what is perceived is what exists in reality, whereas realists view a perceived object as the manifestation of a universal concept. Consequently, perception is not a one-to-one process of seeing something as it actually exists, but a synthesis o f the underlying concept and real phenomena. Kant wrote the Critique of Pure Reason not as a piece of constructive metaphysical thinking, but it was placed before the public in order to move away from errors which had obstructed and did obstruct metaphysical thinking.In his preface, he argued that his view of Metaphysics is concerned with God, freedom and immortality; however as well as dealing with these subjects, it also signified an inquiry to which men could never be indifferent and which they would never renounce thus the question was no longer about whether people should have metaphysics or no metaphysics but whether they should have good metaphysics or bad metaphysics. He also argued that metaphysicians were to blame for this state of things and that a sounder metaphysics was not to be looked for until those errors had been cleared away. Kant’s way of accommodating both the Aristotelian and Newtonian world pictures alike- both natural teleology and natural mechanism is to ground both in the necessary possibility of rational human nature. According to Kant, the natural world is an objectively real material world in which human persons actually do exist, and consequently in which human persons must also be possible† (Hanna, 2006, p15). Kant’s point is that if metaphysical knowledge is possible, it will share some of the distinctiveness of logic.For Kant, any science must be based on necessary principles as one would not be able to be certain of what theories are true if scientific principles were only contingent. However unlike logic, which is purely formal, metaphysics has content because it is the science of reality. For Kant, The Laws of logic are not absolute or universal they are in fact left with everything else knowable as phenomenal. ‘Nominalist is true’ and ‘A and Not A, cannot both be true’ are both true statements but only and only because this is the way our subjective minds structure and condition reality.They can never true in the universal and absolute sense without this phenomenological caution. For Kant these statements are not necessarily true (though it may be) outside of phenomenal experience. There is no question that Kant intends his theory of pure concepts to replace Aristotle’s theory of the categories. In his categories, Aristotle identified ten classes as the fundamental ontological types under which all things fall: substance, quantity, quality, relation, place, time, posture, state, action and passion.He thought that things falling under all categories could be subject of essential predications, but only substances can keep their identities while undergoing change in time. In general the categories express metaphysical principles that set limits on meaningful discussions. Kant’s idea of categories differentiated from Aristotle’s in the sense that, he argued rather being empirical, in order for the categories to be successful, they must sho w that the concepts are pure and have originated in understanding rather than sensibility.In addition the list must include only fundamental concepts, and it must be systematic to ensure completeness. Kant believes it is possible to obtain a complete list because pure concepts express functions of the understanding, thus the key to a complete list is to assume that the understanding has one function. It can be argued that this method is an improvement over Aristotle’s who merely conducted an empirical survey of concepts, which can never guarantee the systematic completeness of the list. In Aristotle’s case it is unclear whether he saw it as a doctrine about things and their basic properties or about language and its basic predicates; whereas  Kant  quite explicitly used his categories as features of our way of thinking, and so applied them only to things as they appear to us, not as they really or ultimately are† (Barnes, 1995, p75). In conclusion Aristotle a nd Kant’s metaphysics differentiate in the sense that one is arguing in favor of realism and the other is arguing in favor of Nominalism.Although there is no doubt that both ideas have faults, the account I agree the most with is indeed Aristotle’s conception of metaphysics as it focuses on the logical necessity of metaphysics rather than psychological. The main differences between the two accounts can be seen in their treatment of perception, treatment of universals and treatment of language. Bibliography Ackrill, J. L. 1995. Aristotle. London: Routledge. 161 Allison, H. E. 2012. Essays on Kant. Oxford: Oxford University Press Barnes, J. 1995. The Cambridge companion to Aristotle. Cambridge: Cambridge University Press Buroker, J. V. 2006.Kant’s Critique of pure reason: an introduction. Cambridge: Cambridge University press. Page 8 Collingwood, R. G, 1966. An essay on Metaphysics. Oxford: Oxford University Press. Hanna, R. 2006. Kant, Science and Human Nature. O xford University Press: Oxford. Loux, J. 2006. Metaphysics a contemporary introduction. London: Routledge Ross, D. 1996. Aristotle. London: Routledge Shields, C. 2007. Aristotle. London: Routledge Gardner, S. 1999. Kant and the Critique of Pure Reason. London: Routledge Smith, N. K. 2007. Critique of Pure Reason. London: Palgrave Macmillan Warrington, J. 1956. Aristotle’s Metaphysics. London: J. M. Dent & Sons

Equality and Diversity P4 - 1043 Words

Unit 2 Assignment 2 P4 There are many pieces of legislation that are put in place to protect and safeguard vulnerable people; like Mrs Naidoo. I am going describe five pieces of legislation and regulations, and explain how they safeguard vulnerable adults. The Care Standard Act 2002 The Care Standard Act is in place for anyone who receives care. These are the minimum standards by which every care provider must adhere to and are inspected on a regular basis. Its policies include giving patients the right to a choice of home, everyday living, activities, protection and administration of medicine. This legislation helps to direct care organisations regarding the protection of vulnerable adults. It does this by giving†¦show more content†¦By working together, abuse can be detected and dealt with a lot quicker. No Secrets really helps to protect vulnerable adults because it prevents them from being abused, and if they have been abused it means that it is dealt with and they get help and support. For example, Mrs Naidoo is suffering from a form of verbal abuse and she is being neglected therefore, no secrets would help someone like her so that she does not suffer. P5 Many strategies are used within the work place to protect vulnerable people. Health and social care settings have to always promote equality and diversity and to respect service users rights. One way in which this is done is by always putting the patient/service user at the heart of the service provision. This means that the patients individual needs will be met and achieved for example; a personal eating plan to a specific individual. Putting the service user at the centre of the provision generally makes a happier and healthier patient in all areas To recognise the service users rights to freedom from discrimination, service providers should support individuals to express their needs and preferences. They should do this by encouraging the residents to speak out and say what they would prefer to do, whether it is related to medical treatment or simpler preferences too such as what to eat and wear that day. This can be done by caring for theShow MoreRelatedBusiness Economic1655 Words   |  7 PagesAssignment: Learner information OCR Level 3 Health and Social Care Unit 2: Equality, Diversity and Rights in Health and Social Care Assessor: Important Dates | |Assessment Criteria |Issue Date |Formative Assessment |Summative Assessment | |Task 1 |P1, M1 and D1 | | | | Read MoreUnit 21672 Words   |  7 PagesAssignment: Learner information OCR Level 3 Health and Social Care Unit 2: Equality, Diversity and Rights in Health and Social Care Assessor: Important Dates | |Assessment Criteria |Issue Date |Formative Assessment |Summative Assessment | |Task 1 |P1, M1 and D1 | | | | Read MoreTitle: Discrimination and Social Care3818 Words   |  16 Pagesnew Unit 2: Equality, Diversity and Rights in Health and Social Care Unit code: D/600/9222 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to develop learners’ understanding of concepts related to equality, diversity and rights in health and social care. Learners will be able to gain knowledge of discriminatory practice and means of combatting this. They will also develop understanding of national initiatives thatRead MoreEssay about P4 M2 D1 - National Initiatives Unit 21588 Words   |  7 PagesUnit 2- Equality, Diversity and Rights In this assignment I am going to design a booklet explaining of how national initiatives promote anti-discriminatory practice. I am going to explain an assessment of the influences of a recent national policy initiative promoting anti-discriminatory practice in health and social care settings. Then I am going to evaluate the success of a recent initiative in promoting anti-discriminatory practice. P4 I am going to write about 4 legislations, these are theRead MoreUnit 1 P4 P51176 Words   |  5 Pagesï » ¿P4 Describe, with examples, the impact of government policies on different public services P5 Identify how society is affected by government policies In the UK, policies are in place in order to protect us and help enforce diversity and equality. Sometimes they are not always positively impacted on our society and public services; they can be negative as well. In this assignment, I will cover both the impacts of government policies on the public services and how society is affected. Human RightsRead MoreLesbian, Gay, Bisexual and Transgender Inclusion Essay2622 Words   |  11 PagesWhat is equality? Is it just a political nomenclature or an ideological concept? 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Equality and consistency are achieved through a solid, standardised interview template or matrix since candidates are treated in the same manner, and are asked the same or similar questions in order to elicit the desired informationRead MoreEdr P4 Explain How National Initiatives Promote Anti-Discriminatory Practice.1918 Words   |  8 PagesEDR P4 – Explain how national initiatives promote anti-discriminatory practice. What is Legislation? The process of making or an acting law. There are a number of different acts in Legislation, these include: Sex discrimination act 1975 This act applies for both men and women. It promotes that both men and women should be treated equally. For example in transport, education, jobs, equal pay etc. It promotes anti-discriminatory practice by making sure that men and women are treated equally,Read MoreHow The Equality Act Promotes Anti Discriminatory Practice3061 Words   |  13 PagesEquality, Diversity and Rights in Health and Social Care In this essay I am going to explain how the Equality Act (2010) P4 and assess how the act promotes anti-discriminatory practice M2. I will also be evaluating how successful the Equality Act (2010) is in promoting anti-discriminatory practise.D1 The Equality Act (2010) is thought to be one of the most significant acts in promoting anti discriminatory behaviours by both employers and companies along with the rest of society. The Equality ActRead MoreWhy Is Institutional Racism so Important to Our Understanding of Racial Inequalities in Britain Today?4297 Words   |  18 PagesWhy is institutional racism so important to our understanding of racial inequalities in Britain today? The Commission for Racial Equality has stated that institutional racism involves a process by which a range of public and private bodies systemically discriminate against people of ethnic minorities. Sivanandan, the director at the Institute of Race Relations defines institutional racism as that which, covertly or overtly, resides in the policies, procedures, operations and culture of public or

The Great Cascadia Earthquake of 2xxx

Cascadia is Americas own tectonic version of Sumatra, where the magnitude 9.3 earthquake and tsunami of 2004 occurred. Stretching off the Pacific shore from northern California some 1300 kilometers to the tip of Vancouver Island, the Cascadia subduction zone appears capable of its own magnitude 9 earthquake. What do we know about its behavior and its history? What would that great Cascadia earthquake be like? Subduction Zone Earthquakes, Cascadia and Elsewhere Subduction zones are places where one lithospheric plate plunges beneath another (see Subduction in a Nutshell). They create three kinds of earthquakes: those within the upper plate, those within the lower plate, and those between the plates. The first two categories can include large, damaging quakes of magnitude (M) 7, comparable to the Northridge 1994 and Kobe 1995 events. They can damage whole cities and counties. But the third category is what concerns disaster officials. These great subduction events, M 8 and M 9, can release hundreds of times more energy and damage wide regions inhabited by millions of people. They are what everybody means by the Big One. Earthquakes get their energy from strain (distortion) built up in rocks from the stress forces along a fault (see Earthquakes in a Nutshell). Great subduction events are so large because the fault involved has a very large surface area on which rocks gather strain. Knowing this, we can easily find where the worlds M 9 earthquakes happen by locating the longest subduction zones: southern Mexico and Central America, South Americas Pacific coast, Iran and the Himalaya, western Indonesia, eastern Asia from New Guinea to Kamchatka, the Tonga Trench, the Aleutian Island chain and Alaska Peninsula, and Cascadia. Magnitude-9 quakes differ from smaller ones in two distinct ways: they last longer and they have more low-frequency energy. They dont shake any harder, but the greater length of shaking causes more destruction. And the low frequencies are more effective at causing landslides, damaging large structures and exciting water bodies. Their power to move water accounts for the fearsome threat of tsunamis, both in the shaken region and on coastlines near and far (see more on tsunamis). After the strain energy is released in great earthquakes, whole coastlines may subside as the crust relaxes. Offshore, the ocean floor may rise. Volcanoes may respond with their own activity. Low-lying lands may turn to mush from seismic liquefaction and widespread landslides may be triggered, sometimes creeping along for years afterward. These things may leave clues for future geologists. Cascadias Earthquake History Studies of past subduction earthquakes are inexact things, based on finding their geologic signs: sudden changes of elevation that drown coastal forests, disturbances in ancient tree rings, buried beds of beach sand washed far inland and so on. Twenty-five years of research has determined that Big Ones affect Cascadia, or large parts of it, every few centuries. Times between events range from 200 to about 1000 years, and the average is around 500 years. The most recent Big One is rather well dated, although no one in Cascadia at the time could write. It occurred around 9 p.m. on 26 January 1700. We know this because the tsunami it generated struck the shores of Japan the next day, where the authorities recorded the signs and damages. In Cascadia, tree rings, oral traditions of the local people and geologic evidence support this story. The Coming Big One Weve seen enough recent M 9 earthquakes to have a good idea of what the next one will do to Cascadia: they struck inhabited regions in 1960 (Chile), 1964 (Alaska), 2004 (Sumatra) and 2010 (Chile again). The Cascadia Region Earthquake Workgroup (CREW) recently prepared a 24-page booklet, including photos from historic quakes, to bring the dreadful scenario to life: Strong shaking will last for 4 minutes, killing and injuring thousands.A tsunami up to 10 meters high will wash over the coast within minutes.Much of coastal Route 101 will be impassable due to wave and landslide damage.Parts of the coast will be cut off from inland cities when the roads are buried. Roads through the Cascades may likewise be blocked.For rescue, first aid, and immediate relief most places will be on their own.Utilities and transportation in the I-5/Highway 99 corridor will be disrupted for months.Cities may have significant fatalities as tall buildings collapse.Aftershocks will continue for years, some of them large earthquakes in themselves. From Seattle on down, Cascadian governments are preparing for this event. (In this effort they have much to learn from Japans Tokai Earthquake program.) The work ahead is enormous and will never be finished, but all of it will count: public education, setting up tsunami evacuation routes, strengthening buildings and building codes, conducting drills and more. The CREW pamphlet, Cascadia Subduction Zone Earthquakes: A magnitude 9.0 earthquake scenario, has more.

The First Camper With A Years Old Girl With Cerebral Palsy

The first camper paired with me was Sarah - a fourteen-year-old girl with cerebral palsy. Although she was bound to a wheelchair, she was as boy crazy as any fourteen-year-old girl. Because we were the same age, we bonded over several things, especially our love for Justin Bieber and One Direction. Our friendship did not start as a normal friendship would since I assisted her in all daily activities, but it was a friendship built on love and appreciation of one another. During the same year, I met Devon. She had Down Syndrome, but she did not let this disability stop her. She brought a positive attitude to all activities. Often, she would come up behind me and tickle me; if I laughed, Devon would laugh. On rainy days or before rest hour, she became Rainbow Dash and rapped in the cabin about anything and everything. My favorite side of Devon is the tomboy that came out during outdoor games. Although her mental disability inhibited her physical, it did not stop her â€Å"trash† talking her opponents. My most recent camper is Lizzie. Lizzie had a developmental disability; although she was thirteen, she had the mental capacity of a four year old. Sometimes, Lizzie had a hard time verbalizing what she wanted and became aggravated with her attendants for not understanding. The volunteers knew what would always cheer her up: her slinky. Lizzie asked me countless times a day if we could go to Cracker Barrel just to buy a small purple slinky. Lizzie was happy as long as she has herShow MoreRelatedThe Athletes With Autism Center Of North Mississippi ( Acnm )939 Words   |  4 PagesOur first speaker for SW 325 The Helping Professional in Health Settings class was Sharon Boudreaux. Sharon has a Master of Arts in Teaching of special education. She focused on Applied Behavior Analysis (ABA) for teaching children with autism and other forms of developmental setbacks. Sharon is currently the Director of Education Outreach at the Autism Center of North Mississippi (ACNM). The ACNM, which Shar on helped in creating and growing, provides educational and behavioral services to familiesRead MoreAnalysis Of The Article The Accidents Of Nature By Harriet Mcbryde Johnson Essay1738 Words   |  7 PagesNature by Harriet McBryde Johnson is a book that provides readers with both a positive representation of life with disability as well as showing a wide range of disabilities. Accidents of Nature is set in the year 1970 and is about a seventeen year old girl named Jean who has cerebral palsy and uses a wheelchair to get around. Despite her condition, Jean has always thought of herself as the same as everyone else as she goes to a normal, abled-bodied school and has normal abled-bodied friendsRead MoreHuman Resources Management150900 Words   |  604 Pagesretirement buyouts. Additionally, employees were promised profit sharing, which has resulted in up to three weeks additional pay in profit sharing bonuses in some years. The test of the change is in the results. GE Fanuc†™s revenue is up women employees, who composed about three-fourths of the bank’s workers. As a result, several years later about one-fourth of all managers and executives are women. Similar attention also was focused on other diverse groups of employees. So that all employees were

Read Recite Review Free Essays

| Read-Recite-Review†¦ Remember| A critical analysis; 3R Study strategy| | Nicole Turnbull| | | Transition to University Study – SSS021 Roy Sanders 13 March 2013 Transition to University Study – SSS021 Roy Sanders 13 March 2013 Mark A. McDonald, Daniel C. Howard and Gillies O. We will write a custom essay sample on Read Recite Review or any similar topic only for you Order Now Einstein (2009). The Read-Recite-Review Study: Effective and Portable. A Journal of the Association for Psychological Science, Vol 20 No 4, 516 – 522. There are numerous strategies used by students for learning and recalling information from various sources of educational texts. The paper (Mark A. McDonald, 2009) provides evidence why the study strategy; 3R Read-Recite-Review produces mnemonic benefits that exceed those of note-taking and rereading. Two experiments were conducted, students were instructed to learn specific pieces of text using either; reread only (control group), read and take notes (control group) or follow the process of the read-recite-review strategy. The effectiveness and efficiency of the study strategies were assessed by timing the time taken to complete the reading process and by comparing the results of immediate and delayed testing which utilised free call, multiple choice and short answers to check the amount of information retained. Experiment 1 required students to read factual, simple and short passages which proved that the 3R strategy was more effective using free call of information both immediately and delayed, however these benefits did not show in the results for both multiple choice nd short answer tests. Experiment 2 involved students reading longer and more complex passages, results supported those found in experiment 1. Additionally the second experiment found 3R beneficial over rereading for both multiple choice and problem solving. The results from both experiments concluded that the 3R strategy may promote a deep learning of materials, having benefits beyond improving retention. The study clearly demonstrate d that the 3R strategy is an efficient and effective study strategy when used in a controlled laboratory setting. However, the study was unable to establish if the motivation level of students would weaken the processing benefits of the strategy. As Daniel, Howard and Einstein state if learners are in a more motivating setting and consequently are more conscientious in their study activities, would the effects of 3R be attenuated? The experiments were performed using psychology students who participated either as part of a course requirement or for money, however students in all fields of study utilise study strategies. The motivation of students is again questioned as the I believe the personal benefit would be greater in a real life setting as opposed to receiving a monetary value to participate with no personal impact from the result achieved. Therefore I think the study should be repeated using a range of students from various courses/fields of study, using more real life motivators. In addition, I suggest testing the 3R strategy using spaced presentations of learning materials as opposed to information being presented in one sitting in order to test the effectiveness on longer term retention. How to cite Read Recite Review, Papers

Global cultures Essay Example For Students

Global cultures Essay Begler, Elsie. Global Cultures: The First Steps Toward Understanding Social Education. September 1998, 62(5) pg. 272-275. In Beglers Article a discussion on how educators should go about teaching culture occurs. The article starts out by giving a definition of what is meant by culture and the different aspects of culture. The Author sets up the guidelines for which she will interpret and use culture. The definitions of culture are presented very clearly so as the reader can fully understand where the author is coming from in the rest of the article. The author spends significant time discussing the World Culture Model, which could be a very useful tool to a teacher that is developing a unit on culture or just incorporating aspects of culture into the classroom. The model that is presented can be particularly useful when comparing cultures because one of the hardest aspects of comparing different cultures is the fact that there are no common grounds to judge the different cultures. The model breaks down culture into easy to look at portions, which makes it easier for both student and teacher to study. The end of the article is dedicated to giving a lesson plan and examples of how to use the model and implement culture into the classroom. The example given is very well displayed and gives some great ideas that teachers can use in everyday lessons or as ideas for their own lessons. In my opinion Begler presents a very interesting case about the study of culture. She says that it is hard to understand other cultures when our own is misunderstood. I find this fact to be very true, from my own experiences in life as well as our class discussions. For instance when the case where the Navajo students wouldnt take the test and I was presented with the question of how I would deal with this situation. This at first confused me but after thinking about the situation, I realized that I couldnt understand why this would occur from the point of view of my own culture. I dont know why it is so ingrained in our culture to try to be #1 so how can I understand the Navajo point of view, I cant. Beglers point as I see it is that if people as a culture learn to look at others cultures and just try to understand them it will be much easier to accept differences in the cultures. The World Culture Model presented in this article could be a very valuable tool to any teacher, no matter what content area they teach in. The model as I see it is an effective visual tool that can be used to not just study culture but actually look at i t and gain a visual understanding of the culture that is being studied. As a future Social Studies teacher I see this as a tool that can be used to guide virtually every unit that I teach. I say that it could be used for every unit because then as a teacher I would have a common guideline that the students would be able to relate new information to old, aiding in the retention of such information. Another benefit of this model it also caters to visual learners and gives another method to broadly teach to different learning styles. The example of how to use the model was very interesting to me and I would have never thought of this idea. The example went into how to use the model when visiting a culture fair that only has to do with food. The questioning that Begler presents with just food alone enters into some great ideas that any class could use to study any culture. I never realized the amount that could be learned about a specific culture just by looking at how that culture view s food. I found this particularly interesting. Going back to the authors discussion of culture itself I found myself looking at culture the way that she says most individuals look at culture, As Big culture and little culture. Big culture refers to high culture such as fine arts and such, while little Culture refers to the political, social and economic factors in the culture. This separation isnt necessary and really shouldnt be there when actually taking an in-depth look at a culture. I agree with Begler that this is an unnecessary division and shouldnt be there for obvious reasons, such as a culture involves all aspects both the little and the big culture. I think that it is important for teachers to realize this point before any attempt is made to engage students in the project of earning about culture. As a whole I would have to say that this was a very interesting article that really sparked my interest in the culture aspect of my particular content area. I always assumed that culture would be part of most units but no I can see where with the right questions and the right modeling a culture can drive virtually any unit. Again I would like to reiterate the importance of making culture an important part of every students education. With so many cultures existing and changing in the USA alone it is hard to believe that the citizens will be able to peacefully coexist with out a basic understanding of culture differences. That what Beglers method, as well as the general teaching of culture does, they open up individuals to be more receptive of others, making the individuals stronger within their own culture as well as amongst other cultures.