Commerce Education and Employability

COMMERCE EDUCATION AND EMPLOYABILITY It is commonly agreed that education should aim at ‘holistic development’ of the individual. Further, such development should be in harmony with the society and the nature. To quote the great Indian philosopher Sri Aurobindo, education should aim at â€Å"all round development of the personality, which includes education of the sense, body, mind, moral and spiritual education. † The concepts of ‘all round development of personality’, or ‘holistic development’ include all the aspects of development-intellectual, spiritual, moral, economic, etc.However, some philosophers have defined the economic aims of education. Christopher Winch1; a British scholar says ‘education is broadly, although not exclusively concerned with preparation for life or for particular phase of life’. He gave three aspects to this concept of education, which are ‘fulfillment’, ‘civic participationâ₠¬â„¢ and ‘vocation’ and specifies that the individual conception of education, as they can be found in particular societies at particular time, consists of distinct combination of these different aspects.In order to define the objectives of commerce education, it may be important to go a little into its history. The origin of commerce education can be traced to the 19th century. It started with the teaching of skill based courses of ‘typing’ and ‘book keeping’, to meet the emerging manpower requirements in these areas. With an increase in commercial activities and expansion of banking, insurance, transportation and other related services, the nature and scope of commerce education changed. From a vocational bias in the initial years, the focus changed to providing liberal business education.Some experts even gave different objectives for different stages or levels of education. For example, Prof. Dasgupta (1959) used three different expressions to indicate ‘business education’, at three different levels. At the junior level (higher secondary stage), it was referred to as ‘commercial education,’ covering specific skills programmes; at the first degree stage, the term used was ‘commerce education’, to cover general stream courses for preparing semi professionals and at ‘post graduation’ level, it was termed as ‘Professional Business Education’, with the aim of preparing experts in specific areas.In other words, commerce education, at less than degree level was referred to as ‘commercial education’ or ‘vocational business education’. However, the commonly accepted view at present is that commerce education at higher secondary stage is not merely to satisfy the skill or vocational needs of pupils but provides basic understanding of the various principles, procedures and practices related to business. It also fosters an understanding of the economy, of the community in which activities related to business and industry takes place. It prepares the learners to take up business career.The secondary schools should therefore, provide the students with knowledge of the background of commerce and of the way it affects the life of the community, apart from the commercial knowledge and skills. This integrating approach to the liberal and vocational education has the support of many modern thinkers on education. It is argued that education should turn the people to something he knows well and can do well. Thus, commerce should be taken as both a knowledge subject and a skill subject. The specific objectives of academic stream of commerce education i) To provide knowledge of principles, practices, procedures, etc. bout business, trade and industry and its relationship with the society; ii) To provide basic knowledge of technological tools including computers and its application in business; iii) To develop an understanding of the environment in which we live and undertake various activities relating to business; iv) To develop basic skills needed to undertake different commerce related activities; v) to educate learners in different functional areas and develop their basic understanding about the same; vi) To develop right aptitude and qualities for undertaking business and commerce related activities; and vii) to encourage the spirit of entrepreneurship and prepare learners to enter into a business career. Linkage with the Industry The present curriculum has been found to be only moderately useful to the industry. In order to make it more useful it is suggested that the students should be exposed to practical knowledge, a) by engaging them on project work, or attachment with industry, and b) establishing interaction with industry through field visits, involving professionals in teaching, and organising lectures by industry experts/successful entrepreneurs.It was generally perceived that the present cur riculum offered low degree of opportunities of skill development to the students of commerce As a result, the pass-outs of higher secondary course only have theoretical or conceptual background of various aspects of business and trade. When it comes to the practical knowledge when they are asked to perform an activity, the results are rather poor because the required skills have not been developed in them. This is a common situation, which affects the acceptability of the students by the industry as well as the users of services. The industry looks for skilled people who have a practical exposure to various commerce related activities and possess generic skills like communication skills, problem-solving skills etc. As the present curriculum offers low opportunities of skill development, need for rectifying the position has been strongly felt.Various suggestions received to improve the situation in this regard include organization of field visits, on the job training of the students, improving the infrastructural facilities and provision for establishment of commerce laboratories in the schools. Strengthening linkages Any serious effort to make the commerce curriculum relevant to the industry and increasing its acceptability would require strengthening of linkages between the school and the industry. Various suggestions have been received in this regard, from the responding stakeholders. These are discussed as follows. Firstly, it is strongly felt that organising field visits to business ecommercial establishments etc. would be of great help in exposing the students to the real work of business.For example, the student may be taken to a factory and shown how goods are being manufactured or packaged. This will give them a real feel of the various processes and an opportunity or relating these to what is being taught in the class. This is very important for sustaining their interest in the subject and making them useful to the employers as well as to the society in general. Second, it is suggested that industrial internship, to three to four week’s duration, during the summer vacation (or some other vacations), would be quite helpful in providing the students an opportunity of actually working in an office or in the field environment.Third, the students may be assigned some project work relating to the subject of study. Let us say while teaching the chapter on marketing, the students may be asked to go to their local market and find out which brands of a particular product, say toothpaste or toilet soap are available in a retail outlet; which of these are preferred by a particular class of buyers (say people belonging to lower income group) and why? Further, the schools may regularly organize seminars, workshops and discussions where experts from industry are invited to participate and interact with the students. For example, sharing of experiences by successful entrepreneurs may be of great interest and utility to the student.Fifth, the schools may be encouraged to set up commerce laboratory where the students can practice through charts, models, computer games, exploration on internet, etc. some of the practical aspects of what is taught in the class. Other important suggestions received for strengthening the linkages include making a provision for extensive training of the teachers and inducing industry for adoption of schools so that the course can run efficiently. If the teachers are not trained regularly, they would not be able to impart knowledge and skills about the latest developments in their field. Moreover, the role of teachers is changing fast. They have to work like facilitators, in the present day world of information and fast changing technological and economic environment.Thus, periodic training of teachers is very important for effectively running a course. As regards the strategy for development of linkages, it is agreed enterprises, it is agreed that the industry should be persuaded to coope rate with the schools. Entrepreneurial Values The present curriculum was perceived to be offering low degree of opportunities for development of entrepreneurial values, attitudes and skills. As a result most of the pass-outs were included to look for some wage employment opportunities, after completing their studies. This creates a lot of stress on the already soaring list of unemployed youth in the country and need improvements. The students may be induced towards entrepreneurship.The entrepreneurial values, attitudes and skills should be groomed from schools days so that the pass-outs can be prepared to set up their own ventures instead of looking for wage employment to improve the situation, various suggestions. Include organization of field visits, adoption of case study approach, teaching of biographies of successful entrepreneurs, use of small Business Games and Mock stock exchange proceedings for teaching these aspects and bringing change in the orientation of curriculum and textbooks, to incorporate entrepreneurial value and attitudes. Commerce Education needs the infusion of fresh ideas so as to provide a stimulating, supporting and sustaining environment. The Social Context of Education The education system does not function in isolation from the society of which it is a part.Hierarchies of caste, economic status and gender relations, cultural diversity as well as the uneven economic development that characterize Indian society also deeply influence access to education and participation of children in school. But at the same time, globalisation and the spread of market relations to every sphere of society have important implications for education. Business Studies Syllabi and Textbooks The syllabi and textbooks in commerce have been prepared according to the principles of the National Curriculum Framework. 1. The chapter on Social Responsibility of Business discusses how a business unit has to take care of the society of which it is a part.Every busi ness needs to act in a socially desirable manner and respect its employees, the community and the environment in which it operates. Our objective is to sensitise the student to social issues and concerns and the fact that business can do a lot for society, while fulfilling its social obligation. Environmental Protection also forms part of the chapter where conservation and industrial pollution are discussed. Business Ethics is also included to make students aware of ethical and responsible behaviour of a business. This also instills in a student value of personal ethics and standards and a code of conduct which can be applied in personal life also.Interrelationships however between business ethics and individual ethics need to be drawn by the teachers. 2. The global and local perspective and rural development needs to be taken care of. Small Business has been included in the syllabus and covers tiny and cottage industries and assistance to business provided by the government to smal l business reasons of including this in the syllabus. Rural Development and growth is a priority area and has been given a special emphasis in the latest year plans and all documents pertaining to economic development. In fact, marketers are depending on the rural demand and markets. Examples from rural business have been given throughout the book to sensitise children to the rural aspect of the country.Local perspective needs emphasis as a student is always able to relate to his local surroundings, therefore, local examples are better understood by them. 3. Connecting knowledge to life outside school. The environment in which a business operates forms an important aspect of management. A business unit has to constantly interact with the economic, political, legal and social environment. The business environment is dynamic in nature and examples can be taken from all around us, newspapers, business magazines, business TV programmes and the internet. Management has to respond to all these changes and this chapter has been specially included so that students are aware of what is going on in the economic, political, legal and social environment.A business has to analyse the environment before taking decisions. 4. Projects, activities and case problems have also been included to ensure that learning is shifted from rote methods. Creativity is a value that needs to be fostered. At the end of each chapter projects, activities and case problems have been given. 5. Boxes includes enrichment material taken from newspapers, business magazines and the internet. We hope these will enable students to connect textual knowledge to the business world Students should draw interrelationships between the text and the news in the print and electronic media. The Objective is to give students an idea of what is happening inside a business. 6.We live in an age of unprecedented violence, local regional, national and global. Values of love, cooperation, non violence, peace are univers al and need to be emphasized again and again. Social equality and justice is an integral part of peace education. Our chapter on social responsibilities emphasizes social equality and justice but teachers need to revisit the concept and connect it to place in society. The topic on cooperative societies and international business are based on the spirit of cooperation. Cooperation as a value needs to be re emphasized by teachers and then lead the student to imbibe the value of cooperation. International agreements, WTO and GATT are all based in international cooperation.Since management involves doing work systematically and resolving conflict situations, while we are teaching management we can revisit the idea of maintaining peace and harmony within an organization. Coordination of activities ensures harmonious relationships which is what manage motivation which again is related to peace and harmony. The teacher in the class needs to draw interconnections between the text and values of peace and non-violence. This has become almost an essential and moral duty of every teacher. 7. India is a multicultural society and all groups have equal rights to coexist and flourish. In our texts we have tried to give business examples from all regions.When the social environment of business is taught then certain examples can be taken up so that students have a fair idea of the pluralistic society in which we live. 8. Any economic development affects the Financial Market and ultimately every business unit in some way or the other. The role of major financial institutions and banks are becoming prominent in the financial markets. The fluctuations in the capital market are due to a variety of reasons. How the political, economic and social changes affect the markets can be studied, it will be going beyond the textbook. However, students will find it very interesting. These topics are important, current issues and students need to be aware of such topics as they shape the coun try’s future and economic development.In fact, the whole world is looking at India and China since they are relatively strong economies because of the regulatory mechanisms in the financial markets. Reference 1. www. ncert. nic. in/programmes/teacher_edu/pdfs/Commerce. pdf In Service Teacher Education Manual for Teachers and Teacher Educators in Commerce. 2. Emerging Trends in Commerce and Management, Santosh Gupta, Published in University News41 (05) 2003 3. Recent Trends in Commerce and Management Education, Dr. V. V. Khanzode, Strling Publishers Private Limited. 1990 4. National Policy on Education1986 an Appraisal, DoabaHouse, New Delhi. 1989 5. Commerce and Management Education in India,Ed. K. V. Sivayya,Ashish Publishing House, New Delhi. 1990 Commerce Education and Employability COMMERCE EDUCATION AND EMPLOYABILITY It is commonly agreed that education should aim at ‘holistic development’ of the individual. Further, such development should be in harmony with the society and the nature. To quote the great Indian philosopher Sri Aurobindo, education should aim at â€Å"all round development of the personality, which includes education of the sense, body, mind, moral and spiritual education. † The concepts of ‘all round development of personality’, or ‘holistic development’ include all the aspects of development-intellectual, spiritual, moral, economic, etc.However, some philosophers have defined the economic aims of education. Christopher Winch1; a British scholar says ‘education is broadly, although not exclusively concerned with preparation for life or for particular phase of life’. He gave three aspects to this concept of education, which are ‘fulfillment’, ‘civic participationâ₠¬â„¢ and ‘vocation’ and specifies that the individual conception of education, as they can be found in particular societies at particular time, consists of distinct combination of these different aspects.In order to define the objectives of commerce education, it may be important to go a little into its history. The origin of commerce education can be traced to the 19th century. It started with the teaching of skill based courses of ‘typing’ and ‘book keeping’, to meet the emerging manpower requirements in these areas. With an increase in commercial activities and expansion of banking, insurance, transportation and other related services, the nature and scope of commerce education changed. From a vocational bias in the initial years, the focus changed to providing liberal business education.Some experts even gave different objectives for different stages or levels of education. For example, Prof. Dasgupta (1959) used three different expressions to indicate ‘business education’, at three different levels. At the junior level (higher secondary stage), it was referred to as ‘commercial education,’ covering specific skills programmes; at the first degree stage, the term used was ‘commerce education’, to cover general stream courses for preparing semi professionals and at ‘post graduation’ level, it was termed as ‘Professional Business Education’, with the aim of preparing experts in specific areas.In other words, commerce education, at less than degree level was referred to as ‘commercial education’ or ‘vocational business education’. However, the commonly accepted view at present is that commerce education at higher secondary stage is not merely to satisfy the skill or vocational needs of pupils but provides basic understanding of the various principles, procedures and practices related to business. It also fosters an understanding of the economy, of the community in which activities related to business and industry takes place. It prepares the learners to take up business career.The secondary schools should therefore, provide the students with knowledge of the background of commerce and of the way it affects the life of the community, apart from the commercial knowledge and skills. This integrating approach to the liberal and vocational education has the support of many modern thinkers on education. It is argued that education should turn the people to something he knows well and can do well. Thus, commerce should be taken as both a knowledge subject and a skill subject. The specific objectives of academic stream of commerce education i) To provide knowledge of principles, practices, procedures, etc. bout business, trade and industry and its relationship with the society; ii) To provide basic knowledge of technological tools including computers and its application in business; iii) To develop an understanding of the environment in which we live and undertake various activities relating to business; iv) To develop basic skills needed to undertake different commerce related activities; v) to educate learners in different functional areas and develop their basic understanding about the same; vi) To develop right aptitude and qualities for undertaking business and commerce related activities; and vii) to encourage the spirit of entrepreneurship and prepare learners to enter into a business career. Linkage with the Industry The present curriculum has been found to be only moderately useful to the industry. In order to make it more useful it is suggested that the students should be exposed to practical knowledge, a) by engaging them on project work, or attachment with industry, and b) establishing interaction with industry through field visits, involving professionals in teaching, and organising lectures by industry experts/successful entrepreneurs.It was generally perceived that the present cur riculum offered low degree of opportunities of skill development to the students of commerce As a result, the pass-outs of higher secondary course only have theoretical or conceptual background of various aspects of business and trade. When it comes to the practical knowledge when they are asked to perform an activity, the results are rather poor because the required skills have not been developed in them. This is a common situation, which affects the acceptability of the students by the industry as well as the users of services. The industry looks for skilled people who have a practical exposure to various commerce related activities and possess generic skills like communication skills, problem-solving skills etc. As the present curriculum offers low opportunities of skill development, need for rectifying the position has been strongly felt.Various suggestions received to improve the situation in this regard include organization of field visits, on the job training of the students, improving the infrastructural facilities and provision for establishment of commerce laboratories in the schools. Strengthening linkages Any serious effort to make the commerce curriculum relevant to the industry and increasing its acceptability would require strengthening of linkages between the school and the industry. Various suggestions have been received in this regard, from the responding stakeholders. These are discussed as follows. Firstly, it is strongly felt that organising field visits to business ecommercial establishments etc. would be of great help in exposing the students to the real work of business.For example, the student may be taken to a factory and shown how goods are being manufactured or packaged. This will give them a real feel of the various processes and an opportunity or relating these to what is being taught in the class. This is very important for sustaining their interest in the subject and making them useful to the employers as well as to the society in general. Second, it is suggested that industrial internship, to three to four week’s duration, during the summer vacation (or some other vacations), would be quite helpful in providing the students an opportunity of actually working in an office or in the field environment.Third, the students may be assigned some project work relating to the subject of study. Let us say while teaching the chapter on marketing, the students may be asked to go to their local market and find out which brands of a particular product, say toothpaste or toilet soap are available in a retail outlet; which of these are preferred by a particular class of buyers (say people belonging to lower income group) and why? Further, the schools may regularly organize seminars, workshops and discussions where experts from industry are invited to participate and interact with the students. For example, sharing of experiences by successful entrepreneurs may be of great interest and utility to the student.Fifth, the schools may be encouraged to set up commerce laboratory where the students can practice through charts, models, computer games, exploration on internet, etc. some of the practical aspects of what is taught in the class. Other important suggestions received for strengthening the linkages include making a provision for extensive training of the teachers and inducing industry for adoption of schools so that the course can run efficiently. If the teachers are not trained regularly, they would not be able to impart knowledge and skills about the latest developments in their field. Moreover, the role of teachers is changing fast. They have to work like facilitators, in the present day world of information and fast changing technological and economic environment.Thus, periodic training of teachers is very important for effectively running a course. As regards the strategy for development of linkages, it is agreed enterprises, it is agreed that the industry should be persuaded to coope rate with the schools. Entrepreneurial Values The present curriculum was perceived to be offering low degree of opportunities for development of entrepreneurial values, attitudes and skills. As a result most of the pass-outs were included to look for some wage employment opportunities, after completing their studies. This creates a lot of stress on the already soaring list of unemployed youth in the country and need improvements. The students may be induced towards entrepreneurship.The entrepreneurial values, attitudes and skills should be groomed from schools days so that the pass-outs can be prepared to set up their own ventures instead of looking for wage employment to improve the situation, various suggestions. Include organization of field visits, adoption of case study approach, teaching of biographies of successful entrepreneurs, use of small Business Games and Mock stock exchange proceedings for teaching these aspects and bringing change in the orientation of curriculum and textbooks, to incorporate entrepreneurial value and attitudes. Commerce Education needs the infusion of fresh ideas so as to provide a stimulating, supporting and sustaining environment. The Social Context of Education The education system does not function in isolation from the society of which it is a part.Hierarchies of caste, economic status and gender relations, cultural diversity as well as the uneven economic development that characterize Indian society also deeply influence access to education and participation of children in school. But at the same time, globalisation and the spread of market relations to every sphere of society have important implications for education. Business Studies Syllabi and Textbooks The syllabi and textbooks in commerce have been prepared according to the principles of the National Curriculum Framework. 1. The chapter on Social Responsibility of Business discusses how a business unit has to take care of the society of which it is a part.Every busi ness needs to act in a socially desirable manner and respect its employees, the community and the environment in which it operates. Our objective is to sensitise the student to social issues and concerns and the fact that business can do a lot for society, while fulfilling its social obligation. Environmental Protection also forms part of the chapter where conservation and industrial pollution are discussed. Business Ethics is also included to make students aware of ethical and responsible behaviour of a business. This also instills in a student value of personal ethics and standards and a code of conduct which can be applied in personal life also.Interrelationships however between business ethics and individual ethics need to be drawn by the teachers. 2. The global and local perspective and rural development needs to be taken care of. Small Business has been included in the syllabus and covers tiny and cottage industries and assistance to business provided by the government to smal l business reasons of including this in the syllabus. Rural Development and growth is a priority area and has been given a special emphasis in the latest year plans and all documents pertaining to economic development. In fact, marketers are depending on the rural demand and markets. Examples from rural business have been given throughout the book to sensitise children to the rural aspect of the country.Local perspective needs emphasis as a student is always able to relate to his local surroundings, therefore, local examples are better understood by them. 3. Connecting knowledge to life outside school. The environment in which a business operates forms an important aspect of management. A business unit has to constantly interact with the economic, political, legal and social environment. The business environment is dynamic in nature and examples can be taken from all around us, newspapers, business magazines, business TV programmes and the internet. Management has to respond to all these changes and this chapter has been specially included so that students are aware of what is going on in the economic, political, legal and social environment.A business has to analyse the environment before taking decisions. 4. Projects, activities and case problems have also been included to ensure that learning is shifted from rote methods. Creativity is a value that needs to be fostered. At the end of each chapter projects, activities and case problems have been given. 5. Boxes includes enrichment material taken from newspapers, business magazines and the internet. We hope these will enable students to connect textual knowledge to the business world Students should draw interrelationships between the text and the news in the print and electronic media. The Objective is to give students an idea of what is happening inside a business. 6.We live in an age of unprecedented violence, local regional, national and global. Values of love, cooperation, non violence, peace are univers al and need to be emphasized again and again. Social equality and justice is an integral part of peace education. Our chapter on social responsibilities emphasizes social equality and justice but teachers need to revisit the concept and connect it to place in society. The topic on cooperative societies and international business are based on the spirit of cooperation. Cooperation as a value needs to be re emphasized by teachers and then lead the student to imbibe the value of cooperation. International agreements, WTO and GATT are all based in international cooperation.Since management involves doing work systematically and resolving conflict situations, while we are teaching management we can revisit the idea of maintaining peace and harmony within an organization. Coordination of activities ensures harmonious relationships which is what manage motivation which again is related to peace and harmony. The teacher in the class needs to draw interconnections between the text and values of peace and non-violence. This has become almost an essential and moral duty of every teacher. 7. India is a multicultural society and all groups have equal rights to coexist and flourish. In our texts we have tried to give business examples from all regions.When the social environment of business is taught then certain examples can be taken up so that students have a fair idea of the pluralistic society in which we live. 8. Any economic development affects the Financial Market and ultimately every business unit in some way or the other. The role of major financial institutions and banks are becoming prominent in the financial markets. The fluctuations in the capital market are due to a variety of reasons. How the political, economic and social changes affect the markets can be studied, it will be going beyond the textbook. However, students will find it very interesting. These topics are important, current issues and students need to be aware of such topics as they shape the coun try’s future and economic development.In fact, the whole world is looking at India and China since they are relatively strong economies because of the regulatory mechanisms in the financial markets. Reference 1. www. ncert. nic. in/programmes/teacher_edu/pdfs/Commerce. pdf In Service Teacher Education Manual for Teachers and Teacher Educators in Commerce. 2. Emerging Trends in Commerce and Management, Santosh Gupta, Published in University News41 (05) 2003 3. Recent Trends in Commerce and Management Education, Dr. V. V. Khanzode, Strling Publishers Private Limited. 1990 4. National Policy on Education1986 an Appraisal, DoabaHouse, New Delhi. 1989 5. Commerce and Management Education in India,Ed. K. V. Sivayya,Ashish Publishing House, New Delhi. 1990

Is Development Determined in the Womb? Essay

Introduction Lifecycle or lifespan development is the field in psychology that studies how people change with time. These changes could be biological, including body changes and motor skills; cognitive, including thought and language; and psychosocial, including emotions, personality and relationships with other people. Life cycle development starts in the womb at conception and continues throughout the individual’s life. Other important stages of development are; birth, infancy, adolescence, adulthood, old age and finally death. Though some aspects of development may be strongly influenced by how the fetus develops in the womb, the genes one receives from his/her parents interact with the environmental factors after the individual is born such as the food one eats, parenting, experiences, friends, family relationships, culture and school. All this help us understand the influences that help contribute to growth and development. Our genes are the bio-chemical units of heredity that make ea ch of us a distinctive human being. The genes we share make us people rather than dogs or tulips. But might our individual genetic make-ups explain why one person is outgoing, another is shy, or why one person is slow-witted while another is smart? Some developmental psychologists focus on explaining how our genetic background can determine not only how we look, but also how we behave, how we relate to others i.e. matters of personality. These professionals explore ways to identify how much of our potential as human beings is provided or limited by heredity. In this article we’ll take a closer look at how biological influences (genes) help shape individual development. We’ll learn more about how genetic disorders can impact one’s psychology and development and also how our experiences interact with genetics. Lastly we’ll learn on ways to take care of a child while in the womb and after to ensure they reach their maximum genetic potential. How Biological Influences Determine Development. Development begins at that moment when chromosomes in the sperm and ovum join together in the fallopian tubes to form 23 pairs in an entirely new cell called a zygote. Chromosomes are composed of molecules of DNA containing the genes. Genes are pieces of genetic material that control or influence traits. It is these genes that will guide cell activity for the rest of the individual’s life. A gene controlling some specific characteristic always appear in the same place (the locus) on the same chromosome in every individual of the same species. For example, the locus of the gene that determines whether a person’s blood is type A, B or O is on chromosome 9. Genes also determine the nature and function of every cell in the body. For instance, they determine which cells will ultimately become part of the heart and which will become part of the muscles of the leg. It is the genes that establish how different parts of the body will function; how rapidly the heart will beat, or how much strength a muscle will have. The genetic instructions passed down from both parents’ influence how an individual develops and the traits they will have. Combinations of genes from the father in the sperm and from the mother in the ovum create a unique genetic blueprint the genotype- all of the genes that a person has inherited-that characterizes that specific individual. The actual expressions of those genes that can be identified by directly observing the individual is the phenotype. The phenotype can include physical traits, such as height and color of the eyes, as well as non-physical traits such as shyness, a high strung temperament or a thirst for adventure. Whether or not a gene is expressed depends on two different things: the interaction of the gene with other genes and the continual interaction between the genotype and the environment. The simplest genetic rule is the dominant-recessive pattern in which a single dominant gene strongly influences phenotype. If a child receives a single dominant gene, for a trait from one parent, the child’s phenotype will include the trait determined by that gene. In contrast, a child’s phenotype will include a recessive trait only if she inherits a recessive gene from both parents. Eye color is one example of dominant-recessive genes at work. The gene for brown eyes is dominant and the gene for blue eyes is recessive. If one parent hands down a dominant brown eye gene while the other parent hands down a recessive blue eye gene, the dominant gene will win out and the child will have brown eyes. A person’s sex is also determined in the womb. An individual inherits 23 pairs of chromosomes. Twenty- two of these pairs of chromosomes, called autosomes, contain most of the genetic information controlling highly individual characteristics like hair color, height, body shape, temperament, aspects of intelligence and also all those characteristics shared by all members of our species, such as pattern of physical development. The twenty-third pair, the sex chromosomes, determines the child’s sex. One of the two sex chromosomes, the X chromosome, is one of the largest chromosomes in the body and carries a large number of genes. The other, Y chromosome, is quite small and contains only a few genes. Zygotes containing two X chromosome i.e. XX develops into female and zygote containing one X and one Y chromosome i.e. XY develops into male. Genetic Disorders. Though development in the womb usually produces a normal infant, genetic instructions are not infallible and can go off track at times. Sometimes when a sperm or ovum is formed, the number of chromosomes may divide unevenly, causing the organism to have more or less than the normal 23 chromosomes. When one of these abnormal cells joins with a normal cell, the resulting zygote will have an uneven number of chromosomes. In every case, the result is some type of syndrome with a set of distinguishing characteristics. For example, Down Syndrome in this case, the child has three chromosomes at the site of the 21st chromosomes instead of the normal two. This can result to mental retardation and abnormal physical development. How Interaction Between The Genes And The Environment Determine Development. Although genes play an important role in human development, they alone do not determine who we are. It is important to note that the environment an individual is exposed to both in womb and throughout the rest of his or her life can also impact how the genes are expressed. For example, exposure to harmful drugs while in womb can have a dramatic impact on later child development. Exposure to teratogens, which are noxious substances or other factors that can disrupt prenatal development can prevent the individual from reaching his or her inherited potential. For example, prenatal exposure to X rays can disrupt the migration of brain cells, causing mental retardation (Schull, Norton, & Jensh, 1990). Environmental factors such as the food we eat, the air we breathe, the physical and social contexts we experience, our relationships and our continual ongoing interactions at work, at home and at play are necessary for a person to develop well. Heredity and environment work together to produce person’s intelligence, temperament, height, weight, ability to read and so on. Height is a good example of a genetic trait that can be influenced by environmental factors. While a child’s genetic code may provide instructions for tallness, the expression of this height might be suppressed if the child has poor nutrition or a chronic illness. Proper Care During And After Pregnancy From the above information we can see that most of an individual’s characteristics, from sex, eye color, height, intelligence are determined in the womb because of the genes, great care of the foetus is important to ensure the development is not impaired. Genetic codes are not irrevocable signals for this or that pattern of development or this or that disease. The eventual developmental outcome is affected by the specific experiences the individual may have from conception onwards. Maintaining good nutrition and obtaining pre-natal care is necessary. According to Institute of Medicine, 1990 development before and during pregnancy is important to defend against specific defects and diminish overall vulnerability. Mineral and Vitamins including iron, zinc, calcium and vitamin A have been proved to be essential for the normal development of the fetus. Early, competent, pre-conceptual and prenatal care is also vital as they not only help birth defects but also reduces the rate of low- birth weight. Avoiding teratogens is vital to avoiding defects on the unborn infant. The American Academy of Pediatrics recommends that parents read, sing, talk and play music for their baby inside the womb. It is believed that cognitive development starts inside the womb, and hearing music and parents’ voices helps develop a baby’s emotional state. In addition, many researchers believe that hearing a mother’s and father’s voices regularly before birth helps babies learn who their parents are so that those voices can better soothe them after they are born. The Mayo Clinic has also published several studies showing that babies, who are read, played music, sung or spoken to regularly have shown signs of being calmer babies, and may have a better emotional connection with their parents or caregivers. After birth environmental factors such as the food we eat, the air we breathe, the physical and social contexts we experience, our relationships and our continual ongoing interactions at work, at home and at play are necessary for a person to develop well. For example while considering the type of parenting, permissive parents set few rules and rarely punish misbehavior. Their children will be less likely to adopt positive standards of behavior. Children raised by authoritarian parents who resort to discipline, might develop low self-esteem and are more socially withdrawn (Kaufman & Cicchetti, 1989). They tend to be more aggressive and are more likely to become juvenile delinquents (Bower, 1990). According to Baumrind, 1993 the best approach to child rearing is authoritative parenting. These parents are warm and loving, yet insist their children behave appropriately. They encourage independence within well-defined limits, show willingness to explain the reasons for the rules, and permit children to verbalize their disagreement with them. Their children are more likely to become socially competent, independent and responsible. Conclusion While some aspects of development may be strongly influenced by biology, environmental influences may also play a role. For example, the timing of when the onset of puberty occurs is largely the results of heredity, but environmental factors such as nutrition can also have an effect. While the genetic instructions a child inherits from his parents may set out a road map for development, the environment can impact how these directions are expressed, shaped or event silenced. The complex interaction of nature and nurture does not just occur at certain moments or at certain periods of time; it is persistent and lifelong. Clearly, genetics have an enormous influence on how a child develops. However, it is important to remember that genetics are just one piece of the intricate puzzle that makes up a child’s life. Environmental variables, including parenting, culture, education and social relationships also play a vital role. Berger, K. S. (1998). The Developing Person Through the Life Span (4th Ed). New York. Worth Publishers. Berk, E. Laura. (2001). Development through the Life Span. U.S.A. Allyn and Bacon Publishers. Hellen, L. Bee and Boyd, L. Denise. (1989). Life Span Development (3rd Ed). Boston. Allyn and Bacon Publishers. Hellen, L. Bee and Sandra, K. Mitchelle. (1980). The Developing Person: A Life-Span Approach. New York. Harper and Row Publishers. Lester, M. Sdorow and Cheryl, A. Rickabaugh. (2002). Psychology 5th ed. New York. McGraw-Hill.

Philosophy of Discipline Essay

Essay Question: In order to find out how things really are, one must understand the filters through which one perceives the world. I believe that we perceive and therefore know. We perceive through emotions, language and reason. These are also known as the ways of knowing. Thus, it is appropriate to use the Woolman’s twelve ways of knowing to talk about perception. Reality is what we see, hear, smell, touch, taste and feel. It is what we observe around us using our senses and feelings. However, how do we know that we are really seeing reality and not our perception or something that our brain can accept and process? There are colors that our eyes cannot see for example ultra-violet and infrared-red. These colors are invisible to the human eye therefore we cannot see them. What we perceive is a clean Singapore. How do we actually know that Singapore is not littered with invisible rubbish? Of course, there are special devices that allow us to see these two colors and prove that there is no such rubbish. However, you can never be sure that there are no other colors invisible to our naked eyes. The things that we have always believed to be true, because we have ‘seen’ it with our own eyes may actually be non-existent so can we trust our eyes? Is what we see real? ‘My desk is in the study room’. This statement’s so called ‘proof’ is based on ‘unproven’ premises and therefore nothing is true and reality is not real. This is skepticism. When can we be sure? We can only be sure when we begin with the simplest, most basic premises which is certainly impossible to doubt. This can be summed up into these three lines ‘what we see is not real’, ‘you cannot be sure whether you are dreaming or not’, ‘there is only thing that you can be certain of and that is your consciousness of your own existence’. Xenophanes once said that we can always learn more than we know, but we can never be sure that we have reached any final truth. Thus is seeing really believing or believing is really seeing? Everyone has behaves differently because everyone is taught or programmed differently. Some people never let a vulgar word slip their lips others say it all day. This is due to the different programs stored in their conscience. For example, if your father who bought you up teaches you that stealing is wrong, you would perceive that stealing is wrong and thus your conscience pricks you when you are tempted to steal. However, what if the person who passes the information to you is ignorant and teaches you what he thinks is right and these turn out to be wrong? This boils down to authority and acquaintances. The drug addiction problem is because of incorrect perception. If your father brought you up teaching you that drugs is good for you, you will the perception that drugs is good and take drugs without it pricking your conscience, eventually fall into addiction of drugs. Therefore, are you able to trust your conscience or the persons who brought you up and helped program your conscience? Dreams seem real and convincing. Is it possible that you remember your dreams as you remember past experiences? This seems absurd, but sometimes you can mistake a dream for reality (dreams often seem very real), as a result you may also mistakenly store that reality-look-alike thought in your brain. You mistakenly made these memories and you can no longer be confine your memory to real-life experiences, which in itself are not very convincing and have its areas for skepticism, but fake and pure materials from your imagination. Every argument or proof proceeded from premises, which it did not itself establish. Trying to demonstrate the truth of those premises by other arguments or proofs had to be based on undemonstrated premises. Therefore, no ultimate ground of certainty could ever be reached. What a valid argument proves is that its conclusions follow from its premises, but it is not at all the same as proving that those conclusions are true. Every valid argument starts with an ‘if’: if ‘p’ is true then ‘q’ must be true. That leaves open the question of whether or not ‘p’ is true. The argument itself cannot prove that because it has already assumed it and to have assumed already what sets are out to prove would be to move in a vicious circle. Perception can be simplified into two basic questions. Is your perception true? Why is it true or false? Then you can ask yourself how do you perceive? We know through our five senses? These senses send impulses or messages to our brain from the outside word. The brain then interprets and creates the real world in our brain. How does the brain interpret the impulses or messages? It can be done through past experiences, social, cultural, religious communities, spatial familiarity for example patterns and shapes, biological limitations, existing learning structures, language and self perception such as how we think or what we believe. It is indeed doubtful whether anyone could live based on complete perception, or if they could, whether such a life would be worth living. However, this refutation of perception, if refutation it is, is not a logical argument. In practical life, we must steer a middle course between demanding a degree of certainty that we can never have and treating all possibilities as if they were of equal weight when they are not. References 1. Longman Longman Dictionary Of Contemporary English (International Students Edition) Longman Group Limited 1978, 1995 2. Bryan Magee The Story Of Philosophy Doling Kindersley Limited 1998, 2001

Marketing of product Essay Example | Topics and Well Written Essays - 500 words

Marketing of product - Essay Example Broadly speaking, situational factors are any of a host of factors that can steer consumer sentiment in any given direction.   As stated, these can be any number of factors; however, lifestyle, culture, and economic considerations make up some of the most important of these.   With respect to the question at hand, one need only consider a cultural situation in which drinking energy drinks high in sugar, caffeine and other highly processed and/or unnatural ingredients is something that is traditionally deemed unhealthy and/or frowned upon.   Such is the case in many Nordic countries where soft drink marketing has faced an uphill battle to gain market share due to a great deal of prior cultural bias with reference to such highly unnatural drinks.  Similarly, with respect to the market for tires, one can of course quickly consider that the economic consideration would factor heavily into the way in which the consumer dealt with the issue of choice.   Due to the fact that the c onsumer approaches the market for tires in a distinctly different way than he/she might approach the market for an energy drink, the utility of price differential becomes a key concern as to the consumer a set of tires is a set of tires.   As long as they are more or less comparable, this situational factor is satisfied.   To each of these two examples any one of the situational factors that have been listed, as well as a great litany of others might apply; however, for the purposes of clarity, only the two which have been listed have been expounded upon.

W 2 Legal Environment of Business' Discussion Essay

W 2 Legal Environment of Business' Discussion - Essay Example But to guard against liabilities, or at least major liabilities, health care professionals have often purchased malpractice insurance to protect themselves against patients who may press legal charges for being harmed by physician’s negligence. In this paper, the argument as to whether or not malpractice damages should be limited when gross negligence is proven is discussed. The paper there serves as a recommendation paper on the way forward for the health care sector in securing legal protection against their actions. As noted in the article by Svorny (2011), there is the need for massive policy analysis on the malpractice insurance used by health practitioners. This is because over the years, there have been studies to suggest that some health care practitioners are indeed hiding under the cover of these insurances to provide less quality services to patients (Svorbey, 2011). Meanwhile, the health of patients must always be made to come ahead of any interests that are served to protect the care giver. This is not to say however that health providers must be totally infallible. However, where issues of risks are posed to patients as a result of proven negligence, such practices cannot be accepted and defended. By this provision, a call for forensic workplace based investigations that can determine the circumstances under which health risks are posed to patients is recommended. Svorny (2011) indeed lamented that because of the presence of malpractice insurance, very few cases of malpractice result in damages. The reason this is so is that â€Å"in most cases of negligence the damages are minimal† (Svony, 2011, p. 2). This means that limiting malpractice damage defeat the quest for patients to press home for their lives to be protected. As a way of balancing the argument for all interested parties, it will be recommended that there should

Service management Essay Example | Topics and Well Written Essays - 2000 words - 1

Service management - Essay Example The three organizations are then evaluated to outline specific activities that are examples of excellent service management. Service refers to the interactions that occur between customers and service providers. These service providers are usually employees of organizations that provide services as their main focus of business (Patti, 2008). Services are usually different from products in several aspects. This makes their management different compared to product selling management. One aspect that makes the management of services different is that they are produced and consumed simultaneously, in the presence of customers. The presence of consumers of services during their production requires perfection since unlike products; there is no time for testing their effectiveness. Service encounters refer to the points of interaction when service providers are delivering services to the customers. The effectiveness of service delivery in satisfying customers results from excellent service management. Excellent service refers to the activities that lead to customers having the best experiences beyond their expec tation. Successful management of these activities to ensure their continuity is referred to as excellent service management. This report will examine these activities in three organizations (John Lewis, Jocobite experience Loch Ness and Citizen M Hotel) and evaluate how they qualify to be excellent service management. For a service encounter to be termed excellent, it must be viewed as a package and not as fragmented components (Smith, 2004). Viewing as a package will enable the service providers to take a holistic approach, ensuring that all aspects of service delivery that makes a good customer experience are enhanced. All the components of a service package must be uniform in the image they portray to the customers. Customers always derive experience from the

Movie Reflection Review Example | Topics and Well Written Essays - 500 words

Reflection - Movie Review Example Aspect of strong sexuality present in the movie points to one of the current generation spoils in real life. Aspects of nudity also provide a strong diversity effect on the society today with changes in the dressing code getting more and more chances that nudity is a normal thing in society. Among other aspects of diversity carried from the movie into the present day society, include racism. Racism grew as a huge challenge to the world.teh development of racism started back in the history of slavery and only a few thoughts and misconceptions would make one believe that it is totally out of the human race. Racism has spanned into the worlds of sports and other public activities. Racism as a behavior has had a difficult life in the society from years of slavery to date. The fact that it reduced largely does not mean it is totally out of the question. Many at times, aspects of racism have featured in the news including in the fields where sports activities take place. Racism remains one people should fear and work hard to eliminate or keep at bay. Racism can cause low self-esteem in people. It makes them have many fears. The sexuality in the movie provides a bad picture to the society with much obscenity growing one can easily attribute it to this level of exposure. The society is growing morally inefficient children due to the filming of movies with such strong sexual content. Among other impacts, the exposure of strong sexual aspects ahs is the addictions that they come with two youths on aspects of pornographic involvement. Nudity and the aspect of sexuality all seem to have a relationship. Aspects of nudity have grown into the fashion industry with models finding it easy to fit into brief clothes and move into the tune. Among other impacts of the movie to the current day life, include the increased pornographic activities and awareness on contraceptives.

Compression Bandaging in Treatment of Venous Leg Ulcer Essay

Compression Bandaging in Treatment of Venous Leg Ulcer - Essay Example The paper tells that persistent and long duration ulcers that do not heal within six weeks are known as chronic ulcers. Most common causes of leg ulcers include venous disease or arterial disease or both. 81% of leg ulcers are due to venous diseases, as surveyed by Health department of Ireland. Venous ulcerations occur due to the venous hypertension. Normally when the leg is moved, calf muscles compress these veins which encourage the flow of blood along the vein. The valves ensure that the blood moves from capillaries towards heart. Thrombosis and varicosity injure the valves present in the veins of legs. These valves are supposed to stop the back flow or reflux of blood. If damaged, then blood can flow in any direction and can cause hypertension in veins. As a result capillaries loose there shape and become distorted. Afterwards, an inflammatory cascade occurs which vary, in both time and its severity, among different individuals. Swelling, a fluid discharging wound and damage to t he skin with a uniformly distributed background of hyper pigmentation, dispersed purpuric macules, erythema, scaling, excoriations may also be present as an indicator of the severity of the condition. The common sites of ulceration are legs and other areas surrounding ankle. To heal long duration chronic leg ulcers various approaches have been embarked on after extensive research studies. Most of the patients have multiple co morbidities, which complicate there potential to heal. As well as patients have to visit doctors on regular basis for frequent change of dressings and for follow up on wound’s condition which increase financial burden. Recurrences are common in the case of venous leg ulcers and can become chronic very easily.(Tavernelli, Reifs&Larsent, 2010) Review: â€Å"SYSTEMIC REVIEW OF COMPRESSION TREATMENT FOR VENOUS LEG ULCERS† by Flectcher A., Cullum N., Sheldon T A.(1997). Introduction: The study is conducted to improve the outcomes of venous leg ulcer pa tients. The research article is fairly original as it is published in a peer reviewed journal (British Medical Journal). Academic journals acts as quality control and ensure that the subject is not only accurate and is properly presented and hence ensures its originality.(Bauer&Brazer, 2010). In this paper, systemic investigation is conducted using data sets from original researches (Primary sources). This work is frequently cited by other authors. The study is conducted by Professor Trevor A. Sheldon and his fellow researcher Alison Fletcher associated with NHS centre for Review and Dissemination, University of York, York. In the introduction, authors describe VLU (Venous leg ulcer) as the chronic condition which can easily recur. The main aim clearly states that the effectiveness of compression bandage as a healing agent for VLU will be determined along with its cost effectiveness. The paper describes compression bandaging as the first line treatment for venous leg ulcers when any arterial disease is absent to complicate the condition. However, determination of the most effective treatment for curing VLU is still under observation by the researchers and medical health practitioners. Therefore, NHS health technology assessment programme commissioned a systemic review to determine the extent of effectiveness of compression bandaging. Methodology The study was designed by selecting relevant data from specialized data basis including Medline, CINHAL, and EMBASE as well as manual search. Search was complemented by scrutiny of the citations, contact with various authors and original manufacturers. All the data was included, disregarding the publication date, status or language. However, complete data is not given in the paper and is referenced to Cochrane Library database. Using fixed effect (peto) method which weights each study and the relationship of dependent variable against its outcomes are

Feudalism and the Manorial System Essay Example | Topics and Well Written Essays - 1500 words

Feudalism and the Manorial System - Essay Example Manorial system was social and economic system in medieval Europe. The system regulated peasant land tenure and production, administered taxation and local justice. There is a close relationship between the manorial system and feudalism. In both cases, regulation of land tenure featured as a major factor that influenced production of the nation. The difference of the systems is the political and military aspect. In medieval Europe, feudalism and manorial system defined the structure of governance. In the feudal system, the king leased land to his immediate juniors in the monarchial hierarchy. The king gave them vast stretches of land. The people receiving land from the king were vassals. They managed the land under their control. The system was a form of exchange of services. In return, the king gained loyalty and war troops from the vassals. The vassals had a responsibility of working as knights. This included serving in castles and undertaking training for forty days. When the king waged war, the vassals were to fight for the king with all loyalty. Other returns to the king from the vassals were financial support and hosting of the king’s entourage during tours. When feudalism arose in Europe, it involved the exchange of weapons and other items. When Europe entered the agrarian period, then land was included in the feudal system. The barons further divided their land and leased it under the same conditions. Feudalism involving land formed the manorial system. Landowners hired peasants to work in the farms. The peasants earned a source of living from this. Other peasants practiced different forms of art on the small plots of land and paid taxes in return to the landowner. The manorial system led to the formation of a noble class. Landowners formed the noble class while peasants were commoners. The difference in social status explains how each of the groups lived. The rich landowners treated the peasants as slaves. The life of the peasants depended on th e landowners. In the hierarchy, the landowners had a responsibility of providing the king with war troops. The taxation and local justice system depended on each baron. Some of the barons overtaxed the peasants working on the fiefs (Spielvogel 358). Feudalism and the manorial system were distinct systems. However, sometimes barons gained land ownership through feudal grants. The highest order, the king leased land to the barons. Marriage and inheritance are the other pathways through which barons received land. The manorial system served to sustain the medieval Europe economically. Manors had the potential to produce enough for consumption and the surplus directed to the market. The medieval European society consisted of manorial villages. There was exchange of goods between the villages. Contribution of the Christian Faith in Renaissance Though perceived differently, the Renaissance in a general sense may be looked upon as the achievement of present spirit in opposition the spirit and faith that existed during the middle age. In the progression of western civilization, there was a period defined by disease, death, and waging war. During this period, there were little advances made in technology. People were less interested in literary works. However, the era that followed was different. People had a lot of interest in literary works, philosophy, and understanding of nature. The power of man’

U05a1 Project - Outline and Bibliography Assignment

U05a1 Project - Outline and Bibliography - Assignment Example Retrieved 9 august, 2009 from http://www.sas.com/technologies/architecture/information-management/index.html Galrahn. (2009). The great debate about the future fleet structure. Information Dissemination.net. Retrieved 9 august, 2009 from http://www.informationdissemination.net/2009/02/great-debate-about-future-fleet.html Heller, R. (2006). Management Challenges: The Management Revolution has brought with it challenges that must be met. Thinkingmanagers.com. Retrieved 9 August, 2009 from http://www.thinkingmanagers.com/management/management-challenges.php Linton, R.D. (2003). Information dissemination management tactical: Providing information at the right place and format. Army Communicator, Winter (III), Retrieved 9 August, 2009 from http://findarticles.com/p/articles/mi_m0PAA/is_4_28/ai_n6118597/ Moseley, M. (2009). Multidomain master data management for business success. IInformation Management and Sourcemedia Inc. Retrieved 9 August, 2009 from http://www.information-management.com/specialreports/2009_153/mdm_master_data_management_analytics_manufacturing_marketing-10015747-1.html Svenkerud, P. J. (1995). Testing the applicability of two information dissemination models, diffusion of innovations and social marketing, for HIV/AIDS prevention among unique population groups in Thailand. Ohio: Ohio

Compare and contrast Essay Example for Free

Compare and contrast Essay Bodhisattva is a special illumination where the adept is believed to be awakened to minds of greater power. Buddhists believe that in bodhisattva the individual is made to obtain an enlightened thought. This kind of illumination obtained has to originate from the universal mind. Through this the adept receives a divine power that flows in his own body, stimulates his sense receptors to make him enjoy an inward spiritual awakening in his whole body (Robinson and Johnson, pg 271-296). Tantric adept focuses on the use of sound of the goddess in order to bring oneness of body, soul and spirit. This makes the individuals attain the ability to expel emotional pain, self depression and individual despair. Tantra implies the process of having a sense of mythical vibrations and sounds. Buddhism and Hinduism believe that through the worship of the goddess, the tantrans acquire a self realization and awareness. BODHISATTVA AND THE TANTRIC ADEPT Bodhisattva is believed to consider the destruction of an era to be as a result of oneself. Atman is thought to be the case where the individual deserves the punishment and the eventual destruction. In most cases this results in the complete extinction of a generation. Tantric adept on the other hand considers the destruction of an era to emerge from duality. In its expression, it opposes the unity that is believed to lead to the realization of Atman. In Bodhisattva, the main identity is Chimaminda which stands for kali. It describes the victory of the Buddhist as followers of Buddha the goddess (De Bary, William, 2003 chapter 1, 2, 3, 4). Tantric adept on the other hand focuses on chinamasta which Hindus consider to be associated with Kama and Rati. This iconography means the process of copulating bodies. It basically demonstrates the creation and his eventual destruction to be part of the human cycle. Prior to Bodhisattva the adept is expected to receive an element called archetype of Buddha. This is the knowledge that erupts all over suddenly without the individual realizing. This same concept is seen in tantric adept which advocates for self realization. Bodhisattva advocates for an inward awakening of the individuals to know what they did not know (Robinson and Johnson, pg. 130-137). The adept should therefore receive a prior archetype of Buddha. This knowledge acquisition is sudden while Tantric adept advocate for women enrolment in Tantra because of the special place they have in the society. Tantric adept encourages initiations which will allow women spiritual and aspiration desires to come to a fulfillment whereas Bodhisattva perceives men to be more superior to women in all spheres. In both Bodhisattva and tantric adept, chinnamaster are understood through having a prior knowledge of Kundalini yoga, susumna, Ida and Pingala. These are the major four channels of great importance to Buddhism and Hinduism. Having a perception of duality is believed to be caused by the inability of the two channels to enter the susumna when it is closed. When the tantric adept has acquired the knowledge of having a feeling of free blood circulation right from the central part, the individual is said to be self realized. The tantric thus uses the knowledge learnt to untie the knots creating undisrupted flow of energy. Both Bodhisattva and Tantric adept considers the goddess head to show destruction of generation (De Bary, William, 2003 chapter 1, 2, 3, 4). The teachings involved in Bodhisattva are hard and quite longer than those of tantric adept. There is only one sudden enlighten at gotra. However this kind of experience lives the adept with wounds of how to master bodhisattva as a way of living. CHARACTERISTICS OF TANTRIC ADEPT All acquired merits are shared which allows an individual to be free from all calamities. Due to this the Buddhist lives together peacefully. Characteristics of prosperity originates from Buddha Worship is done in twenty different ways followed by a dedication for acceptance The Bodhisattva have undergo initiation CHARACTERISTICS OF BODHISATTVA Its basis is on the inward awakening of the individuals It is characterized with an element called archetype Believes in a sudden knowledge acquiring There activity and career are long and hard making enlightens to be above gotra. SPIRITUAL AND SOCIAL GOALS OF THE BODHISATTVA AND THE TANTRIC ADEPT Their spiritual belief is on the worship of goddess called Buddha Spiritually it is recommended for the Hindus and the Buddhists to only take refuge in Budda, dhamna and Sangha. These centers are commonly referred to as the Sarangamana. Spiritually they recommend the recognition of the good deeds of an individual. This is encouraged in the spiritual context of the Buddhist to be a sincere approval of them. The Bodhisattva and Tantric adept considers all its faithful to be ignorant. Buddha therefore has a responsibility to provide guidance to the individuals (De Bary, William, 2003 chapter 1, 2, 3, 4). This is called Yacana according to the Buddha perspective. Spiritually teachings of Buddha are not just meant for an individual. These teachings should be offered to others. This merit is meant to inculcate positively of the persons and is referred to as Parimmana. Spiritually every one who subscribe to this faith is expected to develop bodhisattva. Work cited De Bary, William. The Buddhist Tradition. USA: Random house, Inc. 2003. Robinson and Johnson. Buddhist Religion: A Historical Introduction 4th Ed. USA: Wadsworth publishing Company, 2006. Keith Dowman. Sky Dancer. Nepal, USA: Snow Lion, 1996

Einstein’s statement Essay Example for Free

Einstein’s statement Essay According to Einstein’s statement that Memory is deceptive because it is colored by todays events one should take a concrete position in order to prove it or not. There is nothing frozen in the cycle of life, everything is in flux. The process of memorizing information around is amazing at a glance. However, there should be an explanation of why human beings get stuck on what they know about a definite thing or event, and do not want to step back not a jot. I think that there are several responses on what Einstein once said. Hence, memory can be deceptive for a man, as it refers to the past and to the present only. Here comes a logic evaluation of the Einstein’s statement which designates the idea of what is known to people currently and what is not. Thereupon, it is a matter of contradiction between three states of time, so to speak: past, present, and future. It goes without saying that the first two relate to what is recollected in our memories. On the other side, the future is a mystery for every human being. Memory does not apply to the future events. It is about to gain momentum, as we may call it, of what has been predicted and what it comes out to be as a result. However, there is an aspect of memory which relies on peoples’ suggestibility (Platek, Keenan, Shackelford, 2007). This feature of memory can serve as pseudo-persuasiveness in what has not happened yet. Within my remembrance, I have too many cases when I could state that memory is really deceptive, and is based on some evidences at hand. It was when I tried to win in lottery. I was sure that a fortune will help me. Nevertheless, I tried to work out a specific formula on finding out the â€Å"receipt of hitting jackpot† at once. My memories could give me just the examples based on the experience of many millions of people who failed to reach out a definite circumspect approach toward solving the enigmatic mystery of where the luck is. As a result, I just spent a pretty some of money, as related to all cases when I bought a bunch of lottery tickets. It fell into nothing at all, unfortunately. However, since that time I have been working over a philosophical attitude toward what knowledge is. Furthermore, it became interesting to me that memory can become vague in some moments, as it complies with physiological processes as well. Thus, memory does not just colors today’s events and gives no answer on what will become tomorrow. It also makes people realize the things going on all around. There is an assumption that the hidden power of brain can work miracles in perceiving events of tomorrow. People can just change their consciousness in order to discolor reality and appear in parallel worlds. However, it is just a hypothesis which Einstein once claimed during his investigation of the concept of time as such. To sum up, memory complies with the past and the present. It has no connection with the future. Hence, people are misinformed about what awaits them in future. In turn it proves the idea that memory is deceptive and that it is colored solely in accordance with today’s events. That is the argument for getting the properties and nature of memory in brief. Reference Platek, S. M. , Keenan, J. P. , Shackelford, T. K. (2007). Evolutionary cognitive neuroscience. Boston: MIT Press.

Living And Just Being Alive

Living And Just Being Alive Is there a difference between living and just being alive. And is it ever morally okay for a life to be ended. Physician Assisted Death can be broken down into two categories; Active Euthanasia and Passive Euthanasia. Active Euthanasia is defined as the active acceleration of a good death by use of drugs etc, whether by oneself or with the aid of a doctor. (Medterms) Passive Euthanasia is defined as a form of euthanasia in which medical treatment that will keep a dying patient alive for a time is withdrawn. (Medterms) Euthanasia is an ethical issue that has been in question for a long time. It is currently legal in some parts of the United Kingdom and in the United States it is only legal in Oregon. Moral philosopher James Rachels did many writings on his view of Active and Passive Euthanasia as well as writings on Moral Philosophy. This paper will view Rachels opinions and my response to what he thinks. In James Rachels writing, The End of a Life, he begins by telling the story of Hans Florian and his wife. Mrs. Florian has Alzheimers disease and slowly but surely her brain began to deteriorate and she began to lose control of her motor skills and other body functions. She got to the point where Mr. Florian needed to put her into a nursing home for her own safety. Mr. Florian shot her dead instead, to keep her from suffering any longer. James Rachels then goes on to play the devils advocate. Was it wrong for Mr. Florian to have killed his wife? (Rachels, The End of a Life) He was found not guilty legally, but still, was it immoral? He purposely killed an innocent human being and according to our moral traditions, that is always wrong. This traditions comes mostly from the Christian teachings. They believe that every human life is sacred because each one is in the image of god. So killing somebody, no matter how sick etc, is bad in the eye of God (Rachels, The End of a Life). Other t raditional views believe that sometime killing a human is justified, depending on whether or not the human is innocent. Capital punishment, for example, are sanctioned because the person who is being killed is not innocent (Rachels, The End of a Life). The most interesting of the traditions, according to Rachels, is the distinction between killing people or letting them die. On this view, even though killing innocent people is forbidden, sometimes, letting them die is allowed. James Rachels then offers an alternative view. There is a big difference between having a life and simply being alive (Rachels, The End of a Life). Being alive in the biological sense, is relatively unimportant. Ones life, by contrast is immensely important; it is the sum of ones aspirations, decisions, activities, projects, and human relationships. (Rachels, The End of a Life) From his moral point of view, it is the protection of the lives that is important and because most humans do have lives, killing them is wrong. Yet, some humans who are unfortunate, such as Mrs. Florian, are alive, but they dont have lives. This makes killing them a different matter, morally. If the life, in the biographical sense, is not being destroyed or adversely affected, the rule against killing offers no objection (Rachels, The End of a Life). In the case of Mrs. Florian, although she was still alive, her life was already over when her husband decided to shoot her. He didnt destroy her life, Alzheimers disease already did that. In which case, Hans Florian did not behave immorally. This alternative approach of Rachels sees being moral as a matter of doing what is best for somebody who will be affected by our actions rather than being a matter of faithfulness to rules or laws. If we should not kill, it should be because in killing somebody is it harming them. In another of rachels writings called Active and Passive Euthanasia, Rachel challenges the conventional doctrine that says Passive is sometimes permissible, but active is always forbidden. He puts up many arguments but the one he focuses most on is when he said that in many cases, active euthanasia is more human than passive euthanasia in many cases (Rachels). Rachel then focuses in deeply on his first point. What if there is a patient dying of a incurable disease and is in terrible pain. He is definitely going to die within a few days even if treatments continue, but he doesnt want to go on living because the pain is so unbearable. Suppose the doctor agrees to withhold the treatment like the conventional doctrine says he can. Yet, if he simply withholds treatment, it may take longer for this patient to die which would actually make him suffer more than if more direct actions were taken and he was given a lethal injection. His point being, that the process of being allowed to die can be very slow and painful compared to being given a lethal injection that is relatively quick and painless. I absolutely agree with James Rachels in every aspect. To start, when Rachel says that there is a difference between living and being a life, I believe that is absolutely right. One can be alive without actually living. If a teenager gets into a car accident and becomes brain dead from head trauma, no doubt he is alive, but never again will he get to experience the things normal kids should get to. Hell never get to go to prom, graduate high school, get married, have kids, he will be stuck in this vegetable like state, hell never actually live. Likewise, I also fully agree on his stance on whether or not it is ever morally okay to end a life. I believe that in certain cases, when you have a person that is terminally ill and has absolutely no chance of getting better even if care is continued, that person should have the right to end their lives. Or like in the case of Mrs. Florian or the brain-dead teenager, family should be able to make that decision as long as no harm will be done to the victim. Lastly, I believe in many cases, active euthanasia is much better than passive. If passive euthanasia is going to cause extreme pain, it would make much more sense to give them a lethal injection that will quickly and painlessly end their suffering. I believe no person in that state should have to suffer if there is a way to end it. In conclusion, there is a difference between being a live and just living, in certain cases it is morally okay to end a life and in many cases active euthanasia is more humane than passive euthanasia. James Rachels makes many good arguments to all aspects of these topics. Rachels, James. Active and Passive Euthanasia. QCC. N.P. 9 January 1975. Web. 17 April 2013. Rachels, James. The End of Life. James Rachels. N.P. 1986. Web. 17 April 2013.

The Vulture and the Child Essay examples -- Photograph Photography Ess

The Vulture and the Child This award winning photograph was taken by Kevin Carter in 1993 in the African country of Sudan. Carter won a Pulitzer Prize for this picture in March 1994 (Long). This picture shows a famine stricken child crawling towards a UN food camp which was situated nearly a kilometer away. This picture was first published on the front page of The New York Times on March 23, 1993; followed by Mail & Guardian, a Johannesburg weekly. Later, it was published in the National Geographic and TIME magazines. The picture created such a great impact that every possible media displayed it. This photograph intends to grab the attention of the entire world as a community striving to improve the quality of life. Considering the fact that this picture was published in major newspapers around the globe, the target audience is the general public of the world. Sudan is one of the poorest countries in the continent of Africa. Political instability in Sudan continued to bring famine, pestilence and death to the 3.5 million people who lived in that region. The violations of the rules of war committed by the government and the SPLA(Sudan People’s Liberation Army) factions were a direct and important cause of food shortages and deaths. The U.N. estimated that as many as 800,000 people were in immediate need of international food relief while another 700,000 needed non-food assistance as seeds, farming tools, etc just to feed the population of Sudan(Human Rights Watch). The country was in shambles with international trade deficits rising and constant famines making it nearly impossible to grow any food. This photograph was taken by Kevin Carter when the country was going through such a devastating crisis. ... ...rt/eadptxt.html> CY Leow’s Photoblog, â€Å"Photog’s Trauma.† Screenshots†¦:Photog’s Trauma 29 Jan. 2004. CY Leow’s Photoblog. 22 Mar. 2004. Human Rights Watch. â€Å"Sudan.† Human Rights Watch. 22 Mar. 2004. < http://www.hrw.org/reports/1994/WR94/Africa-09.htm> Cate, Fred. â€Å"Through a glass darkly.† Harvard University Asia Center 26 Aug. 1999. Harvard University Asia Center. 22 Mar. 2004. < http://www.fas.harvard.edu/~asiactr/archive/fs_cate2.htm> Hawthorne, Peter. â€Å"The Bang-Bang Club risked — and some lost — their lives to capture defining images of human tragedy.† TIME Europe | Books : Moments in Time 9 Oct. 2000. TIME Magazine. 22 Mar. 2004. < http://www.time.com/time/europe/magazine/2000/1009/bang.html> Carter, Kevin. Mar 1993.

Sympathy for a Murderer in Richard Wrights Native Son :: Native Son Essays

Sympathy for a Murderer in Richard Wright's Native Son In Native Son, Richard Wright introduces Bigger Thomas, a liar and a thief. Wright evokes sympathy for this man despite the fact that he commits two murders. Through the reactions of others to his actions and through his own reactions to what he has done, the author creates compassion in the reader towards Bigger to help convey the desperate state of Black Americans in the 1930’s. The simplest method Wright uses to produce sympathy is the portrayal of the hatred and intolerance shown toward Thomas as a black criminal. This first occurs when Bigger is immediately suspected as being involved in Mary Dalton’s disappearance. Mr. Britten suspects that Bigger is guilty and only ceases his attacks when Bigger casts enough suspicion on Jan to convince Mr. Dalton. Britten explains, "To me, a nigger’s a nigger" (Wright 154). Because of Bigger’s blackness, it is immediately assumed that he is responsible in some capacity. This assumption causes the reader to sympathize with Bigger. While only a kidnapping or possible murder are being investigated, once Bigger is fingered as the culprit, the newspapers say the incident is "possibly a sex crime" (228). Eleven pages later, Wright depicts bold black headlines proclaiming a "rapist" (239) on the loose. Wright evokes compassion for Bigger, knowing that he is this time unjustly accused. The reader is greatl y moved when Chicago’s citizens direct all their racial hatred directly at Bigger. The shouts "Kill him! Lynch him! That black sonofabitch! Kill that black ape!" (253) immediately after his capture encourage a concern for Bigger’s well-being. Wright intends for the reader to extend this fear for the safety of Bigger toward the entire black community. The reader’s sympathy is further encouraged when the reader remembers that all this hatred has been spurred by an accident. While Bigger Thomas does many evil things, the immorality of his role in Mary Dalton’s death is questionable. His hasty decision to put the pillow over Mary’s face is the climax of a night in which nothing has gone right for Bigger. We feel sympathy because Bigger has been forced into uncomfortable positions all night. With good intentions, Jan and Mary place Bigger in situations that make him feel "a cold, dumb, and inarticulate hate" (68) for them. Wright hopes the reader will share Bigger’s uneasiness. The reader struggles with Bigger’s task of getting Mary into her bed and is relieved when he has safely accomplished his mission. Sympathy for a Murderer in Richard Wright's Native Son :: Native Son Essays Sympathy for a Murderer in Richard Wright's Native Son In Native Son, Richard Wright introduces Bigger Thomas, a liar and a thief. Wright evokes sympathy for this man despite the fact that he commits two murders. Through the reactions of others to his actions and through his own reactions to what he has done, the author creates compassion in the reader towards Bigger to help convey the desperate state of Black Americans in the 1930’s. The simplest method Wright uses to produce sympathy is the portrayal of the hatred and intolerance shown toward Thomas as a black criminal. This first occurs when Bigger is immediately suspected as being involved in Mary Dalton’s disappearance. Mr. Britten suspects that Bigger is guilty and only ceases his attacks when Bigger casts enough suspicion on Jan to convince Mr. Dalton. Britten explains, "To me, a nigger’s a nigger" (Wright 154). Because of Bigger’s blackness, it is immediately assumed that he is responsible in some capacity. This assumption causes the reader to sympathize with Bigger. While only a kidnapping or possible murder are being investigated, once Bigger is fingered as the culprit, the newspapers say the incident is "possibly a sex crime" (228). Eleven pages later, Wright depicts bold black headlines proclaiming a "rapist" (239) on the loose. Wright evokes compassion for Bigger, knowing that he is this time unjustly accused. The reader is greatl y moved when Chicago’s citizens direct all their racial hatred directly at Bigger. The shouts "Kill him! Lynch him! That black sonofabitch! Kill that black ape!" (253) immediately after his capture encourage a concern for Bigger’s well-being. Wright intends for the reader to extend this fear for the safety of Bigger toward the entire black community. The reader’s sympathy is further encouraged when the reader remembers that all this hatred has been spurred by an accident. While Bigger Thomas does many evil things, the immorality of his role in Mary Dalton’s death is questionable. His hasty decision to put the pillow over Mary’s face is the climax of a night in which nothing has gone right for Bigger. We feel sympathy because Bigger has been forced into uncomfortable positions all night. With good intentions, Jan and Mary place Bigger in situations that make him feel "a cold, dumb, and inarticulate hate" (68) for them. Wright hopes the reader will share Bigger’s uneasiness. The reader struggles with Bigger’s task of getting Mary into her bed and is relieved when he has safely accomplished his mission.

Sleeping Beautys Castle Essay -- Compare Contrast Castles Architectur

Sleeping Beauty's Castle The past has a great influence on present culture. However ideas and themes of the past can change with time. This is true with the ideas associated with the medieval castle. These castles, which once served as a military fortress as well as a residence, are now often associated with the fantastical, popular images people can have of the middle ages. Sleeping Beauty's castle at Disneyland is a good example because it represents an idea to many people of what a medieval castle may have looked like. However the Disney castle is not an exact representation of a medieval castle. The differences in style and architecture between the Sleeping Beauty Castle and a medieval castle reflect each castle's varying functions and result in different impressions associated with each castle. Sleeping Beauty's castle is located at the Disneyland amusement park in Anaheim, California. The castle was opened in April 1957, roughly two years after Disneyland itself opened. Since its opening, the castle has become a major attraction at the park. It is often shown in advertisements for Disneyland and appears on its movie logo. The castle stands in the center of the park, at the end of Disneyland's Main Street. It is also directly aligned with the front entrance of the park. The exterior of the castle is the main emphasis of the attraction. It represents the medieval castle where Sleeping Beauty was born. The numerous towers and walkways that make up the castle are inaccessible. They are only part of the castle's decoration. Visitors to the castle will find that they cannot ascend into any of these towers and can only walk straight through the castle. The walkway through castle displays a diorama of Sleeping Beauty's life... ...types. The more knowledge that is known about medieval castle, the more apparent it is that his castle is an exaggerated version that is aimed more at expressing the magical and fantastical qualities that modern society associates with the middle ages than at giving a true historical representation of a medieval castle. Works Cited: 1. Hughes, James. Military Architecture. New York: St. Martin's Press, 1974 2. Levron, Jacques. The Royal Chateaux of the Ile de France. New York: Rand McNally & Company, 1965. 3. Stokstad, Marilyn. Art History. New York: Prentice Hall, inc., and Harry N. Abrams, Inc., Publishers, 1995. 4. "Architecture." World Book Encyclopedia. Chicago: World Book Inc., 1986. 5. "Castles." World Book Encyclopedia. Chicago: World Book Inc., 1986. 6. "Middle Ages." World Book Encyclopedia. Chicago: World Book Inc., 1986.

A Career In The Culinary Arts Essay

The culinary arts provide many career opportunities within the food service industry. As this industry has grown and prospered, a career in this field has become highly visible and offers the flexibility to work anywhere. Although a career in culinary arts requires extensive professional training and discipline, it offers a combination of challenging and creative work and can provide real job satisfaction. The culinary arts are open to anyone who loves food, cooking, and a challenge. Although the majority of chefs are men, women are gaining master chef status, which is the highest level they can achieve in culinary arts according to the American Culinary Federation (Donovan 1 and 18). This achievement comes after meeting strict requirements for experience, education, competition, and passing an exam. A chef must be skilled in cooking, baking, presentation, cold foods, and nutrition while working in various conditions (Donovan 18). Many kitchens have modern equipment, convenient work areas, and air conditioning. Older places may have marginally equipped and ventilated kitchens. Working conditions also depend on the type and quantity of food being prepared and local laws governing food operations (Donovan 18). see more:moose tobe A chef requires stamina as he must stand, lift heavy pots, pans, and kettles, and work near hot ovens and ranges (Chmelynski 47). Many chefs have earned fame for themselves and the places where they work due to their skills, but how did they get there? Cooking is a profession that emphasizes continuous learning. An increasing number of chefs are obtaining initial training through high school or post high school programs. Although a high school diploma is not required for beginning jobs in the culinary arts, it is highly recommended for a career as a chef (Chmelynski 25). Many two and four year colleges offer programs in the culinary arts. Many of the leading chefs agree that formal schooling is the best way to begin a career in the culinary arts (Peterson 15). Schools offer an opportunity to quickly gain fundamental knowledge of cooking techniques, nutrition and sanitation theory, and various foods. The type of training a chef receives is not exactly similar to other careers. Instead of all  classroom education, the trainee incorporates hands-on, practical work as an apprentice (Donovan 29). An apprenticeship is an on-the-job training program. â€Å"Typical apprenticeship programs entail completion of specific term (typically, three years or 6,000 hours) of full time employment for wages in a kitchen under a qulified chef† (Peterson 26). Besides a quality education, a career in the culinary arts demands dedication, perseverance, and hard work. A chef’s career usually starts at the bottom of the kitchen staff. Some trainees are surprised to find so much repetitive and boring work. The hours are long and demanding and the work is exhausting and highly stressful (Chmelynski VII). The chef must be able to work in a team setting while preparing food in all stages of production, possess a keen sense of taste and smell, be in good physical health, and have good personal hygiene. Most states require health certificates indicating that kitchen workers are free from contagious diseases (Chmelynski 26). The chef must learn how to handle stress and develop people skills, as he will have to coordinate kitchen operations with management and consistently satisfy customers. If a chef is comfortable with other people passing judgment on his work, then the rewards are numerous. â€Å"Pay rates of chefs vary depending on the part of the country and the type of establishment in which they work. Wages are generally higher in the west and in well-known places and hotels. Chefs in famous restaurants earn much more than the minimum rate of $40,000 a year with the additional benefits of health, dental, and life insurance and a profit sharing plan† (Donovan 51). The best benefits are satisfaction as a respected, skilled professional and the opportunity to travel and work in a variety of settings. Plenty of employment opportunities exist in the culinary arts. â€Å"There is a strong demand for talented, well-trained personnel within the food service industry. Approximately, 3.4 million chefs, cooks, and other kitchen workers were employed in 1996† (Chmelynski 48). Usually the kitchen staff is set up in the Traditional Brigade system with three levels- the entry, mid, and chef (Donovan 17). Entry-level positions are the kitchen apprentice and prep  person. They generally clean, trim, and prepare vegetables for stocks, soups, and salads (Donovan 25). Mid-level positions are line cooks working on the food line. The line chef’s titles are sautÃÆ' ©, broiler, vegetable, pantry, and pastry (Donovan 21). The top level is the head chef and sous chef (Donovan 17). The head chef is the authority in the kitchen and is responsible for all kitchen operations (Donovan 16). The sous chef is in charge of the kitchen when the head chef is away (Donovan 20). The size of kitchen staff depends on the type of establishment, variety of food items prepared, and the number of customers served (Donovan 20). However, no matter the size of the operation, advancement opportunities for chefs are better than other culinary art positions. Many chefs acquire higher paying positions and new cooking skills by moving from one job to another. Others advance to executive chef positions in hotels, clubs, and elegant restaurants (Chmelynski 27). A review of highly respected master chefs indicates there is no substitute for experience or education. Julia Child, master chef and author, trained at the famous Cordon Bleu School under the master chef Max Bugnard (Child 19). Paul Bocuse, a famous master chef, apprenticed to legendary French Chef Fernand Point (Bocuse 9). Emeril Lagasse, Commander’s Palace head chef in New Orleans, graduated from Johnson and Wales University in Denver with a degree in culinary arts (Lagasse xi). These chefs show the different ways to obtain a career in the culinary arts. In conclusion, a career in the culinary arts requires a foundation of basic skills and knowledge. It also requires extensive formal education with â€Å"hands-on† training, a desire to be the very best, discipline, and a creative imagination. This is an exciting time to be starting a career in the culinary arts. Not only does it provide a competitive salary, job security, and numerous benefits; it gives you the flexibility to work at national resorts, fine hotels, and exclusive restaurants. Throughout the country there is a strong demand for chefs that are well trained, talented, and creative. It might be interesting to explore the employment opportunities at the 2002 Winter Olympics at Salt Lake City, Utah.