The Tempest Essays (551 words) - English-language Films, Operas

The Tempest I think this play is clearly dealing with the subject of colonialism yes, well that is a rather nieve view of the play in itself. One can site the European view that Caliban is an uncouth savage, and site the example of his rape of Miranda as proof. Prior to the entombment of Prospero and his infant daughter on the island Caliban had been living there for many years. It is this arrival per-se that infact corrupts him from being a Rousseau-esque noble savage to the monster that we see in the play. It is afterall the indoctrination of Prospero's language and customs that leads Caliban to this nefarious act. This would certainly not have been the view of those Europeans watching the play. The issue of colonialism is not as clear as JHP would have us believe. Had Shakespeare intended it to be a play on colonisation then there would not be the turn away from goodness to evil as shown by Caliban, rather it would be the other way round. Colonialism is only an obvious response to the play, and if one views it in this view one is ignoring the vertable plethora of allegory. The response of colonialism confuses (or even dilutes to an unacceptable simplistic form) the allegory pertaining to the apotheosis of Prospero. Caliban is not a native of the New World. Caliban is the antithesis of Ariel, that is why he is a base creature. Caliban provides a balance to the dicotomy of the play, as such without there would be no deeper interpretation, or even issue for argument. The play is a play of religion. Ariel is spirtuality, Caliban is not, Caliban is if anything the Europeans. He has turned away from his master Prospero/God, and has become vile. How can we Europeans return to the Good Life? The same way that Caliban did in the end, by returning to a more bucholic way of life. If one refers to Act 2 and Gonzalo's speach beginning I' the commonwealth.... Rather than being a clear reference to colonialism Shakespeare is calling for a return to a more bucholic way of life. He is critisising the Machavellian (excuse the spelling) rule of Antonio+Alonso+Sebastian, and that entire issue of sovereignty. The misleading view of colonisation comes from the question, where one places Prospero in that issue of sovereignty? Is he just as bad as Antonio &c. or is he the archetypal Reneisance ruler, whose only fault is a Faustian noble Quest for knowledge. The play is not one of Colonisation but of religion and the corruption of society. Gonzalo realises that the island is a Utopia remeniscent of a Platonic Republic. This island is where the society is not corrupt, and that the washed up neopolitans can in fact return to this way of life right now. I think this play is clearly dealing with the subject of colonialism. Caliban clearly owns the island since he is the original habitant on it, but when Prospero settles the island, he enslaves not only Caliban, but also Ariel who also inhabits the island. After Prospero and Miranda set up residence, they bring others to the island, as did the earliest settlers in the New World (though unlike in the New World, Prospero uses magic to bring the others to his home). Sociology Essays

Comparison Words Although, Whereas and Despite

Comparison Words Although, Whereas and Despite Comparison Words: Although, Whereas and Despite Academic writing often involves comparing and contrasting arguments or opinions. There are many words you can use for this, each with their own specific meanings. However, to ensure your written work is clear and compelling, it’s important to pick the right word for the occasion. In this post, we introduce three comparison words you might want to use: â€Å"although,† â€Å"whereas† and â€Å"despite.† Although (But) The term â€Å"although† is often a synonym for â€Å"but,† used when qualifying a statement or setting up a contrast: I own a car, although it is being repaired at the moment. Here, â€Å"although† is used to qualify my car ownership with its current unavailability. Since â€Å"although† is a subordinating conjunction, the independent clause (â€Å"I own a car†) and dependent clause (â€Å"it’s being repaired†) are separated with a comma. This also applies if â€Å"although† appears at the beginning of a sentence, where its equivalent of saying â€Å"in spite of the fact that†: Although I own a car, it is being repaired at the moment. Whereas (By Contrast) Another subordinating conjunction, â€Å"whereas† means â€Å"in contrast to† or â€Å"while at the same time.† It’s used for comparing two ideas, opinions or facts: I’m a big Black Sabbath fan, whereas Harry is more into Justin Bieber. In the above, â€Å"whereas† is used to highlight differing musical tastes. It can also be used at the start of a sentence to foreground the contrast: Whereas fossil fuels produce a lot of air pollution, solar energy is comparatively clean. Despite (Notwithstanding) The preposition â€Å"despite† means â€Å"regardless of† or â€Å"without being prevented by† and sets something up as unexpected or defying convention: Sheila ate her lunch outdoors despite the heavy rain. The term â€Å"despite† here implies Sheila’s decision to eat outside in the rain is surprising. Another alternative to â€Å"despite† is the phrase â€Å"in spite of†: In spite of problems during testing, we believe our results are conclusive. â€Å"Despite† is generally preferred in academic writing due to being more succinct, though â€Å"in spite of† can be used to avoid repetition.

What Does It Mean to Be Agnostic

What Does It Mean to Be Agnostic SAT / ACT Prep Online Guides and Tips In 2018, Scientific American published an article titled â€Å"The Number of Americans with No Religious Affiliation Is Rising,† which looked at the rising number of Americans who don’t identify with any religion. In 2018, a survey done by the Pew Research Center found 34 to 36 percent of millennials identify as atheist, agnostic, or just â€Å"nothing in particular.† While most people have a general understanding of atheism, agnosticism can be a little more confusing since it falls in the grey area between total belief and total disbelief in the existence of a higher power and/or God. In this article, we’ll explore what it means to be agnostic.First, we’ll define the term agnostic and talk about what agnosticism looks like in practice, then we’ll dive into the differences between being agnostic vs. atheist. Finally, we’ll share a list of famous people who are agnostics. So let’s get started! Agnostic Definition: Understanding the Origin of the Term Let’s take a moment to define agnostic. The term was first coined by English biologist Thomas Henry Huxley in 1884, who coined the term â€Å"agnostic† to refer to people who: â€Å"...confess themselves to be hopelessly ignorant concerning a variety of matters, about which metaphysicians and theologians, both orthodox and heterodox, dogmatise with the utmost confidence.† For Huxley, being agnostic meant recognizing that you couldn’t confidently believe in- or disbelieve in- the orthodoxy of religion or metaphysics. Huxley’s idea is still a key piece of what it means to be agnostic today. According to Merriam-Webster Dictionary, theagnostic definition is "a person who holds the view that any ultimate reality (such as God) is unknown and probably unknowable.† In other words, someone who is agnostic is â€Å"not committed to believing in either the existence or non-existence of God,† a god, gods, or some sort of higher power. So what does this mean, exactly? To understand it, we first have to look at what it means to believe in a god. Many of the world’s major religions- like Christianity, Judaism, Islam, and Hinduism- believe that there is a higher power that controls the universe and orchestrates the events in a person’s life. These religions believe this higher power is incredibly powerful and transcendent, meaning that it’s totally beyond man’s comprehension. While these religions disagree about the particulars of who and/or what god is, they all agree on one thing: the universe was created by a higher power, which continues intervene in both the world and human life. When someone is agnostic, however, that person neither believes nor disbelieves that there is any sort of higher power. In other words, agnostics aren’t persuaded by arguments that there is a God (or gods, as the case may be)...nor are they convinced arguments that God doesn’t exist. More importantly, they believe that the existence of a higher power cannot be proven or disproven, just like Huxley explained back in 1884. In short, if you answer the question â€Å"Does God exist?† with â€Å"I don’t know,† you’re probably agnostic! The 3 Categories of Agnosticism The term â€Å"agnostic† refers to being in the middle between belief and unbelief in god(s), which makes it a catch-all term for anyone who isn’t sure whether there is or isn’t a higher power. But that doesn’t explain why agnostics think the way they do! That’s why philosophers tend to break agnosticism down into three distinct categories, which we’ll talk about below. Category 1: Strong Agnosticism Strong agnostics- which are sometimes called hard or absolute agnostics- believe that there is no way that anyone can know, beyond the shadow of a doubt, that God exists. In the same way, they don’t believe that anyone can totally, 100 percent prove that God doesn’t exist, either! That’s because we can only know what we experience, which means our belief in God is subjective rather than objective. Here’s what we mean. A verifiable, provable, objective observation is something that- through verifiable science or universal experience- everyone can see is true. A good example of an objective fact is that the sun rises and sets every day in most parts of the world. Even without scientific calculations to verify that this happens, it’s a universally observable phenomenon. That’s why everyone can agree that it happens! Because of that, you can think of the sun rising and setting as an objective fact. A subjective observation is one that relies on a person’s individual thoughts, perspectives, and feelings about a subject. For example, think of someone you know that hates spicy food. For them, eating spicy food is an uncomfortable- and maybe even painful!- experience, so they steer clear of anything with hot peppers in it. You, however, might live for spicy food, so much so that you add hot sauce to pretty much everything you eat! Neither you nor the other person is wrong...it’s just that you’ve had different subjective experiences that impact the way you think about habaà ±ero peppers. And that’s the difference between an objective observation and a subjective one: subjective observations only hold true for the person who experiences them. Strong agnostics believe there is no way for anyone to prove, beyond the shadow of a doubt, that God neither exists or doesn’t exist. That means that any argument people make for one side or the other are using subjective arguments to try and prove their point. And because those depend on a person’s unique beliefs, thoughts, and experiences, they aren’t objective...which means that neither side’s arguments about the existence of a higher power can’t be considered â€Å"fact.† Weak agnosticism doesn't mean that it breaks under pressure. It has more to do with whether the existence of God can ever be proven! Category 2: Weak Agnosticism Weak agnosticism- which is also known as mild or open agnosticism- agrees with strong agnosticism in that they believe no one currently knows whether a higher power exists. But weak agnostics believe that just because something cannot be proven right now doesn’t mean it can never be proven! Germ theory is a good example of how previously unprovable ideas can become fact. In 1546, an Italian scholar named Girolamo Fracastoro wrote that epidemic diseases were caused by tiny, seed-like organisms called seminaria morbi that were spread by touch or by air. It would take another 300 years before scientists like Louis Pasteur and Robert Koch would prove Fracastoro’s hypothesis about germs was correct! Just because Fracastoro couldn’t prove his idea was right in 1546 didn’t mean it would never be proven correct...which is the same idea behind weak agnosticism. Thus, people who are weak agnostics are agnostic because they’re waiting on objective evidence. They don’t believe that the answer to this question will forever be unknowable...they just think the answer isn’t knowableyet. In many ways, weak agnostics can be seen as â€Å"withholding judgement† on whether God exists until undeniable facts can be brought to the table. Category 3: Apathetic Agnosticism The third category of agnosticism is apathetic agnosticism. Like the first two schools of agnosticism, apathetic agnostics also believe that there is no proof that a higher power does or doesn’t exist. But unlike strong and weak agnostics, apathetic agnostics believe that in the end, it doesn’t matter. Here’s why: apathetic agnostics believe that any God (or gods) that may exist seem to be completely unconcerned with the well-being of the world or its inhabitants. They point to issues like war, famine, and ecological destruction...and the lack of observable divine intervention. Thus, apathetic agnostics believe that since any higher power that might exist isn’t intervening in the people’s affairs, it doesn’t matter whether that entity exists or not. They think of the debate about God as an academic exercise rather than one that has any real-world impact. While there are agnostic groups you can join, agnostics don't worship or have services like theists (or believers in God) do. How Does Someone Practice Agnosticism? Because agnostic is a label for people who neither believe or don’t believe in a higher power, the term serves as a broad category that encompasses people from all races, classes, and walks of life. In that way, agnosticism is known for inclusivity. Because agnosticism doesn’t have a set of rules and rituals that a person can practice, it’s easier to understand agnosticism as a way of thinking rather than a system of belief. (Those fall more in line with organized religion, which as we mentioned earlier, falls on the â€Å"belief† side of the â€Å"does a higher power exist?† equation.) That means that you probably aren’t going to find specifically â€Å"agnostic† buildings or group services in your town like you might for specifically religious organizations. (There are, however, agnostic organizations that you can join, like Atheist and Agnostic Unitarian Universalists or the Center for Inquiry.) Just like these shoes, atheism and agnosticism have a lot in common...but they aren't exactly the same! Agnostic vs Atheist: What’s the Difference? Now that you know more about agnosticism, you’re probably wondering about what makes it different from atheism. The answer is actually pretty straight-forward: Merriam-Webster defines an atheist as â€Å"a person who does not believe in the existence of a god or any gods† or â€Å"one who subscribes to or advocates atheism.† In other words, whereas agnostics are uncertain about the existence (or non-existence) of God, atheists don’t believe any god exists. Unlike agnostics, who answer the question â€Å"Does God exist?† with â€Å"I don’t know,† atheists answer the same question with a solid â€Å"no.† Like agnosticism, atheism can be broken down into subcategories based on why a person does not believe in the existence of a higher power. Strong atheists (sometimes called â€Å"positive† atheists) firmly assert that there is no God, gods, or controlling higher power. Strong atheists are so firm in their stance that they consider God’s non-existence to be fact. Weak atheists, which are sometimes called â€Å"negative† atheists, also don’t believe in the existence of any higher power. However, unlike strong atheists who actively believe that the non-existence of God(s) is fact, weak atheism is better understood as the absence of a belief in a higher power. While weak atheists don’t believe in God, they also don’t assert there are no God(s) as a fact. Someone who is a weak atheist might sum up their beliefs like this: â€Å"I don’t believe there is a higher power, but I cannot say for 100 percent certain that there isn’t a higher power. I just know that the arguments in favor of God’s existence aren’t persuasive, so I don’t believe God exists.† Now go back and look at the definitions for strong and weak agnosticism. You’ll notice that the key difference between atheism and agnosticism hinges on their position on God’s existence. While both strong and weak atheists believe that there is no God(s), agnostics of all varieties believe that there’s no way to know whether God is real. Because of that, agnostics neither believe nor disbelieve that a higher power exists, whereas atheists believe that no higher power exists. 6 Famous Agnostics Although the tension between atheism and religion gets the most press, there are plenty of people who fall into the middle, grey area of agnosticism. Here are some famous people who self-identify as agnostic: Susan B. Anthony (1820-1906): women’s rights activist and suffragette Carrie Fisher (1956-2016): actress, screenwriter, and author Neil Gaiman (1960-present): novelist, screenwriter, and comic book author Brad Pitt (1963-present): actor and film producer Albert Einstein (1879-1955): theoretical physicist Warren Buffett (1930-present): Business mogul and CEO of Berkshire Hathaway Now What? Are you thinking about using your experience with agnosticism as a topic for one of your college admissions essays? Be sure to check out our step-by-step essay guide to make sure you’re writing an essay that will catch the admission committee’s attention! If you’re not sure what a good college admissions essay looks like, don’t worry. Here’s a list of 101 essay examples with expert analysis to get you started on the right foot. But what are college admissions committees, anyway? Get to know more about what a college admissions committee is, and its role in the admissions process, here.

The Oral Shift in Learning of Nursing Students Research Paper

The Oral Shift in Learning of Nursing Students - Research Paper Example The expected data for analysis is qualitative in nature justifies the methodology of research selected by the authors’. The philosophic underpinnings of research have been aptly discussed by the authors as they state that appropriate clinical experience is necessary for professional growth and development. Transfer of information in the form of oral shift report (OSR) has been identified as an important juncture wherein vital information pertinent to quality and continuity of patient care is exchanged (Skaalvik et al, 2010). The authors’ therefore, stress upon the fact that OSR can exert significant influence on learners’ (NSS) knowledge as their innate curiosity can be satisfied by sharing experiences with knowledgeable and well informed senior nurses’. ... Purpose The purpose of this study has been explicitly defined by the authors’ as an endeavor to ascertain the influences during OSR which could impact the learning experiences of NSs by direct observation in clinical settings where this practice is routine. They identified three nursing homes (NHS) within Norway where NSs usually are sent during the third year of their training to get firsthand experience under the guidance of nursing supervisors’. They carefully selected 12 participants and an equal number of nursing supervisor’s as participants’ in this study. The projected significance to the field of nursing has been described by the authors’ as reinforcement of theoretical knowledge by tackling real-life scenarios in consultation with experienced staff. Method The qualitative design of this study in the form of direct observation followed by semi-structured interviews’ was based upon the validity of such methods as evidenced through cite d literature by the authors’. The selected three nursing homes (NH) had identical staff-patient ratios and catered to identical patient-care scenarios. The number of participants’ in the study was however quite low (12, with 1 dropping out), which could have influenced the results of this study. Larger participation is essential to draw pertinent inferences. However, as the first author was the lone direct observer and semi-structured interviews were held at the end of this period, the study was capable of providing an indicative illustration of the effects and influence of OSRs on the participants’ gain in knowledge.

Assessment of the Moral and Legal Responsibilities and Rights of Case Essay

Assessment of the Moral and Legal Responsibilities and Rights of Case Parties - Essay Example First we determine the moral and legal responsibilities of Rick Reynolds. In essence he acted in bad faith, acting for his own benefit and gain, and to the detriment of the interests of Mr. McLean. That there was an agreement between the two is verified in the beginning of the case. Rick acted in bad faith in the construction of the facilities, cutting corners and under the table deals to enrich himself, with the end result being that the facilities were subpar, and caused harm to a resident, when faulty wiring caused a fire that in turn caused the injury to the resident. Rick likewise acted in bad faith in procuring medical equipment and supplies, enriching himself by selling some of the procured goods and keeping the proceeds. Morally he is culpable for fraud and deceit. Legally he is liable for a host of crimes. Under the law, Rick can be considered as either a substituted agent or a sub-agent, and as such, there are legal precepts that can hold Rick accountable for his crimes as if he were the primary agent or principal, acting alone. He can thus be held liable for misrepresenting himself as a manager of the company, and for intentionally duping the pharmacies into providing the goods to the company, where some of the goods ended up being sold by Rick for his own financial gain. Where there is a contractual agreement between Mr. McLean and Rick, moreover, Rick is answerable for his acts to Mr. McLean, who under the law can sue Rick for his fraudulent activities, under the legal precepts concerning the legal rights of the principal towards his substituted agent. In particular, there was fraud in the way Rick went about contacting the different parties involved in building the facility, and for such fraud Rick can be sued by Mr. McLean (The Lectric Law Library, 2012; PreserveArticles.com, 2011). Mr. McLean himself can be said to be morally and legally liable for some of the acts of Rick, such as those that pertain to the acquisition of supplies. While it may be true that Mr. McLean may not have authorized the procurement of the goods on credit from the pharmacies, there are legal precepts that may hold Mr. McLean accountable for the acts of Rick. In other words, though there may have been fraud in the way Rick procured the supplies, Mr. McLean may be sued by the pharmacies if the former does not honor the supply contracts and reneges on the payment for the goods bought on credit. For one, a case may be made for the way Rick's actions procuring the supplies may be construed as constituting part of his job responsibilities, and part of the roles that he was authorized to play as an agent of Mr. McLean. There are clear legal principles that may prevent Mr. McLean from running away from the legal consequences of the actions of Rick, such as those that pertain to the company paying for the goods that Rick bought on credit and with intent to commit fraud. Clearly the law in some instances stipulate that even when an agent commits acts that ar e criminal, and without the express consent of the principal, the principal, in this case Mr. McLean. The pharmacies may argue that there would have been no way for them to discern that Rick was acting on his own behalf rather than on behalf of Mr. McLean, given that Rick, to them, seemed to have the

Ethics - Morality Essay Example for Free

Ethics Morality Essay 1. Definition of Ethics It studies how man ought to behave. Ethics is a thoughtful review of how to act in the best interest of patients and their family. It is also about making good choices based on beliefs and values regarding life, health, suffering and death. Relationship of Ethics in other branches of science: * Ethics and Logic- Studies the correct and organized thinking of a man. Focused foremost on demands of materials, nonhuman world, or world of â€Å"things† in one’s environment it is people-oriented * Ethics and Psychology- Both deals with the study of man and his behavior. Studies how man ought to behave. Concerned with man’s moral obligation or the result of his behavior. It studies the human behavior from the perspective of morality. * Ethics and Sociology- Sociology deals with the study of social order and human relations in a society. Sociology is related to Ethics because Ethics deals with the study of moral orders in a society. Importance of Ethics: Ethics form the base ground of values, which differ from one culture to another. Ethics was applied in health care system, since ancient Egyptian times. A physician has moral obligations towards his patient based on physician patients relationship. The ethical principle of confidentiality confirms that patient can trust his health care provider not to disclose any information that the patient may have given in order to get cured. A current ethical issue in research involving human participants informed consent has prime importance. The subject and his guardian must have the capacity to understand the issue in question and the possible risks of treatment in the trial study. We need to do more to ensure that medical research practices are sound and ethical, and the goals of research should be secondary to the well being of the participants. The study of ethics and the study and practice of healthcare have not merged much in the past, but nevertheless ethical standards are essential to the practice of the health professions. Each professional discipline has its own code of conduct, guidelines for practice and philosophy of care to direct practice within its professional remit. There have been several international declarations of human rights within healthcare to protect patients from unethical practices that might nevertheless be portrayed to them as necessary evils in the course of scientific research and utilitarian principles – that is, the greater good. Despite the relative lack of moral philosophy and healthcare ethics in the curricula of healthcare professionals, it does not take long for anyone in clinical practice to face their first ethical dilemma about which they are called upon to make a judgment or have a view. In any healthcare system, whether organized and managed by the state or government or by the independent sector (private or non-governmental/voluntary) – or any mixture of these – moral issues will frequently be raised and should challenge the practitioner, teacher, manager or researcher. Establishing moral codes of practice between the various organizations mentioned above is important at the outset of any professional relationship or client encounter. For the practitioner the appropriate use of professional power, compared with the relative vulnerability of the lay client/patient during the first meeting, establishes the relationship for all future transactions between the two parties. In the context of progressive illness there are many occasions that will challenge this relationship as the illness trajectory takes its course. 2. Basic concepts in Ethics. Definition of Human Acts Human Acts (Actus Humani) refer to â€Å"actions that proceed from insight into the nature and purpose of one’s doing and from consent of free will†. Specifically, human acts are those actions done by a person in certain situations, which are essentially the result of his conscious knowledge, freedom and voluntariness, or consent. Hence, man performs these actions knowingly, freely, and voluntarily. Aspects of Human Acts * The Act Itself or the Object Of The Act. The act itself refers to the action that is done or performed by an agent, or simply, what the person does. This is the â€Å"substance of a moral act†, and here regarded as the basic factor of morality. More concretely, the object of the act is â€Å"that act effect which an action primarily and directly causes (finis operis). It is always necessary that the result of the act, independent of any circumstances or of the intention of the agent. † * The Motive or the Intention. The motive is the purpose that for the sake of which something is done. It is the reason behind our acting. It answers the question â€Å"why the person does what he does? †. Man normally performs an act as a means to achieve an end or goal, different from an act itself. And since the motive or intention is practically present in all human acts, it then becomes an important and integral part of morality. * The Circumstances. It refers to the various conditions outside of the act. They are not part and parcel of the act itself. Circumstances are conditions that influence, to a lesser or greater degree, the moral quality of the human act. The moral goodness or badness of an act is determined not only by the object or act itself, plus the motive or intention of the moral agent, but also on the circumstances or situation surrounding the performance of the action. Classification of Human Acts * Elicited Acts. These are actions performed by the will. (Wish, Intention, Consent, Election, Use) * Commanded acts. These are those acts done by man’s mental or bodily powers under the command of the will. (External and Internal Actions) Constituents of Human Acts * Knowledge. A human act as a deliberate act is a KNOWING ACT. No human act is possible without knowledge. * Freedom. The CAPACITY or POWER to choose between two or more courses of actions WITHOUT being forced to take one or the other by anything except our own will. * Voluntariness. A human act is a WILL- ACT. A voluntary act is different from what is merely WILLED and cannot be controlled by the will, as good or bad. Modifiers of Human Acts * Ignorance. It is the absence of necessary knowledge, which a person in a given situation, who is performing a certain act, ought to have. Ignorance therefore is a negation of knowledge. It can be classified as Vincible or Invincible Ignorance. * Passion or Concupiscence. It is here understood as a strong or powerful feeling or emotion. It refers more specifically to those bodily appetites or tendencies as experienced and expressed in such feelings as fear, love, hatred, despair, horror, sadness, anger, grief and the like. Passions are either classified as Antecedent or Consequent. * Fear. It is defined as the disturbance of the mind of a person who is confronted by an impending danger or harm to himself or loved ones. Fear may be considered a passion, which arises as an impulsive movement of avoidance of a threatening evil, ordinarily accompanied by bodily services. * Violence. It is generally referred to any physical force exerted on a person by another free agent for the purpose of compelling the said person to act against his will. * Habit. It is a constant and easy way of doing things acquired by the repetition of the same act. Habit is a lasting readiness and facility, born of frequently repeated acts, for acting in certain manner. Definition of Morality Ethics and morality are two words, which are oftentimes used interchangeably, not just in ordinary discourse and in popular media but also in academic discussions. Etymologically, the word â€Å"ethics† is derived from the Greek word â€Å"ethos†, which can be roughly translated in English as custom or a particular way and manner of acting and behaving. The Latin equivalent for custom is â€Å"mos† or â€Å"mores†. It is from this root word that the term â€Å"moral† or â€Å"morality† is derived. The two terms, ethics and morality, in this sense, therefore, have literally the same meaning. That is why ethics is usually taken synonymous with morality. Also because of this, ethics is also called morality, or more precisely, the other name of ethics is morality. Norms of Morality The general way in which a given society or group operates is largely determined by societal norms of morality. These norms are composed of the rules by which people are supposed to operate within that society, and these rules can be explicit or implicit. According to the definition of societal norms of morality, they are subject to change from society to society and age to age. If a particular social norm becomes unpopular, it ceases to be a social norm. There are, of course, some societal norms that are viewed with differing perspectives even within a society. Because of this, any given society can be broken down into further subgroups that share a more common set of societal norms. This process can, in theory, continue all the way to the individual level, at which point it ceases due to the obvious need for more than one person to constitute a group. Understanding and adhering to social norms begins at birth, and most of these social norms are so ingrained within an individual that it is difficult to see that they exist. Formal social norms are quite easy to spot, of course, because they are recorded in some way and require a specific punishment if they are not followed. Informal social norms make up the vast majority of social norms, however, and are much easier to miss. They take the form of folkways, which are rather informal norms that are ordinarily followed, but do not carry great consequences when broken, and mores, which are also informal, but carry great consequences when broken. The development of social norms is inevitable, and the pressure to conform to them is great. There are occasions upon which the larger group conforms to the norms of the individual or a small group, but it is far more likely that the individual or small group will conform to the norms of those in the majority. It is important to be aware of social norms so that the actions an individual can determine which social norms are worthy of challenging and which serve a useful purpose. Many of these social norms will not ever be noticed because they are a core part of each person, but it is still useful to reflect upon those which can be noticed. Determinants of Morality The factors in human conduct that determine whether it is good or bad. There are three such determinants of morality, namely the object, the end, and the circumstances. By object is meant what the free will chooses to doin thought, word, or deed-or chooses not to do. Be end is meant the purpose for which the act is willed, which may be the act itself (as one of loving God) or some other purpose for which a person acts (as reading to learn). In either case, the end is the motive or the reason why an action is performed. By circumstances are meant all the elements that surround a human action and affect its morality without belonging to its essence. A convenient listing of these circumstances is to ask: who? Where? How? How much? By what means? How often? Some circumstances so affect the morality of an action as to change its species, as stealing a consecrated object becomes sacrilege and lying under oath is perjury. Other circumstances change the degree of goodness or badness of an act. In bad acts they are called aggravating circumstances, as the amount of money a person steals. To be morally good, a human act must agree with the norm of morality on all three counts: in its nature, its motive, and its circumstances. Departure from any of these makes the action morally wrong. Definition of Rights. Rights are legal, social, or ethical principles of freedom or entitlement; that is, rights are the fundamental normative rules about what is allowed of people or owed to people, according to some legal system, social convention, or ethical theory. Rights are of essential importance in such disciplines as law and ethics, especially theories of justice and deontology. Rights are often considered fundamental to civilization, being regarded as established pillars of society and culture and the history of social conflicts can be found in the history of each right and its development. According to the Stanford Encyclopedia of Philosophy, rights structure the form of governments, the content of laws, and the shape of morality as it is currently perceived. The connection between rights and struggle cannot be overstated — rights are not as much granted or endowed as they are fought for and claimed, and the essence of struggles past and ancient are encoded in the spirit of current concepts of rights and their modern formulations. Definition of Duties. A duty to use care toward others that would be exercised by an ordinarily reasonable and prudent person in order to protect them from unnecessary risk of harm in a typical medical malpractice lawsuit, the plaintiff has the burden of proof to show that the physician had a legal duty of care to the patient, that the physician breached that duty, and that the breach caused injury to the plaintiff. Divisions of Duties An appropriate division of duties is the first basic principle of internal control. Remember, the basic point is that no single person should handle a transaction from beginning to end. The primary reason is to prevent an individual from having enough control over a transaction to where errors and/or irregularities can occur and go undetected for extended periods of time. An appropriate division of duties should also produce warning signals when errors and /or irregularities do occur. It is important to keep in mind that a good division of duties does not guarantee that things will operate, as they should. This is because two or more people can be involved in wrongdoing (i. e. collusion). Unannounced rotation of job duties and surprise audits can help reduce the chances of collusion. 3. Disablement Terminologies Disability * Inability to function normally, physically or mentally; incapacity. * Inability to pursue an occupation because of physical or mental impairment * The term disability summarizes a great number of different functional limitations occurring in any population in any country, of the world. People may be disabled by physical, intellectual or sensory impairment, medical conditions or mental illness. Such impairments, conditions or illnesses may be permanent or transitory in nature. Functional Limitation * Any health problem that prevents a person from completing a range of tasks, whether simple or complex. Handicap * A disadvantage for the given individual resulting from impairment or a disability that limits or prevents the fulfillment of a task that is normal in that individual. * A disadvantage that makes achievement unusually difficult. * The term handicap means the loss or limitation of opportunities to take part in the life of the community on an equal level with others. It describes the encounter between the person with a disability and the environment. The purpose of this term is to emphasize the focus on the shortcomings in the environment and in many organized activities in society, for example, information, communication and education, which prevent persons with disabilities from participating on equal terms. Impairment (Indirect and Composite) * To cause to diminish, as in strength, value, or quality: an injury that impaired my hearing a severe storm impairing communications. * Any abnormality of, partial or complete loss of, or loss of the function of, a body part, organ, or system. * An injury, illness, or congenital condition that causes or is likely to cause a loss or difference of physiological or psychological function.

Segregation and the Civil Rights Movement Essay -- Black struggle for

Protest against injustice is deeply rooted in the African American experience. The origins of the civil rights movement date much further back than the 1954 Supreme Court ruling on Brown v. Board of Education of Topeka which said, "separate but equal" schools violated the Constitution. From the earliest slave revolts in this country over 400 years ago, African Americans strove to gain full participation in every aspect of political, economic and social life in the United States. Segregation was an attempt by white Southerners to separate the races in every sphere of life and to achieve supremacy over blacks. Segregation was often called the Jim Crow system, after a minstrel show character from the 1830s that was an old, crippled, black slave who embodied negative stereotypes of blacks. Segregation became common in the Southern states following the end of Reconstruction in 1877. The system of segregation also included the denial of voting rights, known as disfranchisement. Between 1890 and 1910 all Southern states passed laws imposing requirements for voting that were used to prevent blacks from voting, in spite of the 15th Amendment to the Constitution of the United States, which had been designed to protect black voting rights. These requirements included: the ability to read and write, which disqualified the many blacks who had not had access to education; property ownership, something few blacks were able to acquire; and paying a toll tax, which was too great a burden on most Southern Blacks, who were very poor. Because blacks could not vote, they were virtually powerless to prevent whites from segregating all aspects of Southern life. Blacks fought against discrimination whenever possible. In the ... ...d a struggle without end, as black citizens sought education, employment, respect, and freedom in a discriminatory society. The history of African Americans in this country is one of tragedy and violence, but it is also one of courage and strength, filled with determination and hope. Bibliography "Civil Rights." Dictionary.com. Dictionary.com, n.d. Web. 04 June 2013. . "Montgomery Bus Boycott (1955-1956)." Montgomery Bus Boycott (1955-1956). The Martin Luther King Jr Research and Education Institute, n.d. Web. 04 June 2013. . Wilson, Louis. "Taking on Segregation." The Americans. By Gerald Danzer. N.p.: McDougal Littell/Houghton Mifflin, 2006. 701. Print.

Examine the use of the dramatic monologue Essay

â€Å"Examine the use of the dramatic monologue in the poetry of Carol Ann Duffy† Unlike the soliloquy, the dramatic monologue speaks directly to the reader and voices a single character or persona’s thoughts, this offers a better understanding of the ideas and message the poet is trying to express. The dramatic monologue is used to form a bond or relationship between the speaker and the reader, taking the poem to a personal level, and in turn more effective in conveying a certain message. This essay will explore the way the dramatic monologue is used in both Demeter and Mrs. Midas by Carol Ann Duffy, taken from her collection of poems The World’s Wife. The phrase, ‘Behind every great man there is said to be a great woman’ comes to mind when reading The World’s Wife. The title of this collection reveals much about it’s content and Duffy’s intentions. The World’s Wife places emphasis on the wife, giving the woman the centre stage and allowing her the chance to speak through the medium of the dramatic monologue. From Mrs. Midas to Mrs. Beast, Duffy explores the thoughts and feelings of the women behind famous men, be it through history or through myth or fairytale, Duffy makes it very clear that every woman has a tale to tell. Mrs. Midas tells the untold story of the well-known Greek myth King Midas, who is miraculously, granted the wish of turning everything he touches into gold. As with all the poems in The World’s Wife, the title is a clear giveaway of what the poem is about to entail, and this is no different. Mrs. Midas, the wife of King Midas is the persona of this particular monologue and here she voices her thoughts on her husband’s newfound ability. â€Å"The kitchen filled with the smell of itself. † This personification continues through the first stanza of Mrs. Midas. â€Å"It’s steamy breath† and â€Å"†¦ wiped the other’s glass like a brow†, personifies the kitchen Mrs. Midas is in to help you relate to the familiar homely setting that surrounds her. The effect of this is that you feel how she feels at that time, safe, happy and without a care in the world. The lines â€Å"begun to unwind† and the imagery of her relaxing to a â€Å"glass of wine† enforce this feeling. The use of dramatic monologue helps to dramatise the final line of the stanza, â€Å"He was standing under the pear tree snapping a twig†, the descriptive lines before this contrasts with the abrupt change of topic, this prepares you for the turning point in her story, where the twist to her tale begins. Within the next few stanza’s Mrs. Midas’s tone dramatically changes from feeling relaxed and happy to shocked and horrified at what her husband has done. â€Å"He came into the house. The doorknobs gleamed. He drew the blinds. † The short sentences evoke a feeling of everything happening too fast, supporting the shocked and horrified mood, which continues to the next stanzas. The first point of the poem in which you hear of her husband’s reaction is where he laughs in reply to her question, â€Å"What in the name of God is going on? † Duffy has intended his initial reaction to be laughter instead of explaining himself to portray the stereotypical man that doesn’t show consideration or take the situation or his wife seriously when she clearly needs it. The poem is set out in a structure of eleven stanzas consisting of six lines where only two exceptions of this rule is made. â€Å"He toyed with his spoon, then mine, then with the knives, the forks. † The word â€Å"forks† takes a line by itself to help you imagine the way in which Mrs. Midas is speaking to you, she is clearly still in a state of shock and this new line marks a short pause in her speech where she is struggling to stay calm. â€Å"You see, we were passionate then†, where â€Å"then† is on a line by itself it is as though Mrs. Midas has taken a short moment to imagine those happy times when they were passionate, appreciating them as those days are now long gone. â€Å"I locked the cat in the cellar†, â€Å"The toilet I didn’t mind. † Like in much of her work, Duffy implements short spouts of humour throughout the poem, the effect of this is that the colloquial language engages the reader and helps to support the idea that Mrs. Midas is actually voicing her tale to the reader personally. Mrs. Midas speaks bitterly about the fatal consequences her husband has bought to their marriage, â€Å"Separate beds. In fact, I put a chair against my door, near petrified†, she also reminisces of the days when they were happy and uses words such as â€Å"unwrapping† which connotes the excitement she once felt. Contrasting the good times they had together with the breakdowns of their marriage they are experiencing now highlights the selfishness and lack of thought her husband had for their relationship. The poem ends with Mrs. Midas being forced to separate from her husband. He is left secluded on his own â€Å"in the wilds† away from people he can potentially harm. The irony of this is that he had hoped the power of ‘the golden touch’ would win him prosperity, popularity and love and respect by all, and yet it has forced him to live alone for the rest of his life, unable to ever be intimate with his wife again, and unable to enjoy the things he had hoped money would buy him. â€Å"†¦ but the lack of thought for me. Pure selfishness. â€Å"

The Secret Life of Frogs (Poetry by Gwen Harwood)

‘The Secret Life of Frogs’ is a poem that delves into the childhood perception of war, in particular World War I, and the experiences of their fathers. ‘The Secret Life of Frogs’ deals with the idea of misunderstandings incurred when children attempt to understand adult concepts. This is evident through the use of punning. The term ‘Frog’, which is frequently used throughout the poem adds amusement to the text because to the readers, it not only translates literally to a frog, but also represents the rival French people in the war through a negative light. However, the narrator, who is also one of the children in the poem, does not understand this other meaning attached to the term ‘frog’. This can clearly be seen in the final sentence when the narrator believes in protecting the amphibians, but does not distinguish the term ‘Frogs’ to also represent the French people. The use of allusion, reference to World War I in the poem, emphasizes the idea that children in their innocence, particularly children during the war, can misinterpret what adults talk about. Evident in the line ‘some syllables we used as charms†¦Gallipoli’, where the children have heard of these words and the negative connotations attached, however they do not know of the magnitude of the events that are associated with the words. Throughout ‘The Secret Life of Frogs’ themes that are expressed include childhood innocence and the negative influence of war on children. The theme of the innocence of children is clearly conveyed through the use of the parenthesis, ‘(we thought a brothel was a French hotel that served hot broth to diggers)’. This technique is used to enclose a thought that the children had in their childhood, and helps to further emphasize the idea that they misunderstood the adult concept of brothels. The parenthesis also helps to change the tone of the poem as it cuts the seriousness of the stanza through their misinterpretation of the word brothel. This highlights the idea that the children did not understand the insinuations of the word. The notion that the war had a negative impact on children is discussed throughout stanza 3. The use of the metaphor ‘Dad the Impaler’, accentuates the idea that children saw this term in a very positive manner when in actual fact it has negative connotations. This highlights the brutality of war, and the negative influence of war on children because the children in the poem used ‘Dad the Impaler’ in a heroic manner. The use of simile in the last stanza ‘matchstick hands as pale as the violet stems they lived among’ is used to compare a frog to violet flowers, which are very delicate and easily broken. The innocence of childhood is painted through this visual technique as the narrator only sees the frogs being very delicate, but to the readers the simile also creates a vivid image of the condition of the ‘Frogs’/ the French. The use of first person helps to create a reminiscent tone about the narrator’s experiences, and further helps to stress the ideas of childhood innocence and the influence of war on children because the poem is written from a child’s perspective. The use of enjambment generates a conversational and personal tone, emphasizing to the readers the reality of the themes discussed throughout the poem. The use of symbolism of frogs as pets and also representing the French highlights the idea that adults saw ‘Frogs’ as insignificant or unworthy to speak about, whereas the children could not understand this adult thought, and they placed exemplary regard to the wellbeing of the frogs.

20 Microbiology Dissertation Topics

20 Microbiology Dissertation Topics Previously, we discussed 10 facts for dissertation on microbiology in our first guide on this topic. We’re confident that these facts must have allowed you to grasp some credible information on microbiology, on which you can start writing immediately. To make things easier, we have included two more guides for you. In this second guide you’re going to get acquainted with 20 microbiology dissertation topics relevant to microbiology. This will help you in writing your thesis as you will not have to scratch your head searching for ideas. Many students just don’t know where to start, which is why these topics can come in handy. Furthermore, we have also included a short sample dissertation essay. This sample essay would allow you to know how a dissertation is structured. We have also stated some references to help you find more information on a specific topic if you decide to choose it for your dissertation. After you’re done reading this guide, we highly recommend you to read the last guide, how to write a good dissertation on microbiology, which would definitely help you compose a stellar dissertation paper. Without further ado let’s pay attention to our topics: A Microbiological Analysis of Shea Butter Sold in Washington, US A Dissertation Paper on Tapeworms and The Dangers Associated With Them A Microbiological Characterization of Ebola Virus The Spreading of Influenza in World War II and its Effects on the War Cellular Microbiology: The Use of Restriction-Modification (R-M) The Clinical Outcomes of Mycobacterium Tuberculosis Infections Applied Microbiology: How Microorganisms can Generate BioFuels The Aetiological Agent of Johnes Disease: Mycobacterium Avium Subsp. Paratuberculosis aka MAP – The Most Important Bacterial Pathogen in Ruminants How the Study of Microorganisms Has Prevented Life-Threatening Diseases The Important Role of Microbiology in Pharmaceutical and Food Industries The Invention of Microscope and the Impact on How we Know Microbiology A Dissertation Paper on the Fermentation of Starch and The Activities and Specificities of Enzymes in it A Study on Microorganisms Found in Onions The Correlation of Malaria and Some Species of Plasmodium (a Microorganism) A Study in Microbiology: The Diagnoses of Human Immunodeficiency Virus (HIV) A Study on Bacterias that can Withstand One of the Most Powerful Antimicrobial (Antibiotics) without Hassle A Microbiological Study on the Effects of Obesity on Patients with High Blood Pressure A Microbiological Study on How Yogurts are Commercially Prepared in New York A Dissertation Paper on Wetland Bacteria, its Properties, and its Functionalities A Thorough Research and Study on Cyanophycin: a Bacterial Polymer There you have it! These topics surely have opened up your mind towards writing your dissertation paper. To make things even easier, we have chosen one of the topics mentioned above, to provide you with a short dissertation sample essay, so you can have quite a good idea on how it’s structured: Sample Essay on the Invention of Microscopes around 1590 that Opened a Whole New World of Microorganisms For over a millennia, humans could see nothing smaller than the thickness of their hair, until around the 1590, when the microscope was invented. Through this pioneer instrument, humans were able to see previously hidden world of microorganisms – living in foods we eat, water we drink and even the air we breath in. But there is a problem in the history itself; Nobody knows for sure who invented the microscope, but there are three geniuses, who are mentioned as the inventors of this incredible instrument: Hans Janssen and Zacharias Janssen. These two brilliant inventors are known to have worked as a father-son team. However, there is a third name as well. Many historians claim the inventor to be the famous Hans Lippershey, known for filing the first patent for a telescope. Coincidently, the Janssens were living in the same town where Lippershey was living in. However, the letters of Dutch Diplomat William Borrell, initially sent to the physician of French King, stated that Zacharias Janssen talked about the microscope. But it was only talking, and the invention was really seen years after. At the time of the letter, which was in the early 1590s, Zacharias was also a teenager, so the historians argue about that too. Nevertheless, whoever invented this instrument, did a marvelous job. The first microscope was a significant milestone, but it needed improvements that were obtained thanks to the names like Galileo, Robert Hooke, Antonie van Leeuwenhoek, Robert Koch, Ernst Ruska and Max Knoll. However, the correct time when microscopes evolved was in the beginning of the 21st century when Ernst Ruska and Max Knoll invented the electron microscope, which is now used worldwide. This particular lens could resolve objects that were smaller than the wavelength of visible light, which had become the barrier of previous microscopes. The electron microscope has revolutionized the study of micro-organisms. Today, a variety of microscopes can be found in labs, including but not limited to: reflecting microscopes, ultraviolet microscopes, confocal microscopes, phase contrast microscopes, and even some modern microscopes that can show a single atom. In simple words, the invention of microscopes didn’t only give rise to the study of microorganisms, which we call microbiology, but it also revolutionized other aspects of science and had helped scientists in researching and developing their theories. Due to the invention of microscope, microbiologists can now figure out which bacterias are actually needed for human survival and which are not. Through the use of a microscope, microbiologists can also understand how pathogens (the harmful bacteria) work, and how this form of bacteria can be safely exterminated. Due to this innovation, we are creating new milestones in the world of medicine and have eradicated several diseases from the face of this earth. We are also working on cures for cancer and HIV due to these technological advancements. Great! Now you have the topics, as well as a sample essay to give you a head start in composing your dissertation paper. Let’s head on to our final guide to get to know how a dissertation is actually written and structured. References: Mouton, J. M., Helaine, S., Holden, D. W., Sampson, S. L. (2016). Elucidating population-wide mycobacterial replication dynamics at the single-cell level. Microbiology. Drancourt, M., Michel-Lepage, A., Boyer, S., Raoult, D. (2016). The Point-of-Care Laboratory in Clinical Microbiology. Clinical microbiology reviews, 29(3), 429-447. Nunes-Alves, C. (2016). Applied microbiology: Shining a light on biofuels. Nature Reviews Microbiology, 14(2), 63-63. Attar, N. (2016). Cellular microbiology: Damage limitation after friendly fire. Nature Reviews Microbiology, 14(3), 130-130. Rathnaiah, G., Bannantine, J. P., Bayles, D. O., Zinniel, D. K., Stabel, J. R., Grà ¶hn, Y. T., Barletta, R. G. (2016). Analysis of Mycobacterium avium subsp. paratuberculosis mutant libraries reveals loci-dependent transposition biases and strategies for novel mutant discovery. Microbiology, 162(4), 633-641. Forchhammer, K., Watzer, B. (2016). Microbiology Comment. Microbiology, 162(5), 727-729.

Athletics In MacGregors Sporting Landscape Essay Example for Free

Athletics In MacGregor’s Sporting Landscape Essay However, using tactics which corroborate teamwork and competitive factors which in theory will motivate students to strive and increase their participation levels. 1. 0 Introduction This report will provide a detailed analysis of the participation of athletics in Macgregor’s microcosm as the societal norm believe that the status quo is â€Å"uncool†, it is known that the position of Australia’s porting landscape is very weak as there is a lack of participation within Australia as a whole This can be answered by a simple formula created to find the reason why some sports have a lack in participation in mainstream society today, Figueroa’s framework, this formula is divided into Levels listed in the following Cultural, Structural, Institutional, interpersonal and individual levels, nonetheless, it Is concluded that it is up to the individual of whether they decide to participate in Athletics or not. The social factors that influence an individual’s decision to participate in Athletics may indirectly or directly impact them by shaping their values, attitudes and beliefs. Knowing this the individual may find themselves being subjective to the people and also the certain factors they face in society ranging from cultural differences to peers to themselves. Sociologist, Peter Figueroa, develop a framework that analyses the equity of social resources that can also be implemented into the participation of athletics. . 1 Individual Level It can be argued that when it comes to equity and access issues, the individual level is the most important. This is because, while all levels of Figueroa’s Framework can identify how equity and sporting opportunities are presented to an individual, in the end it is the individual’s choice that will determine his or her access and level of participation in physical education. Kiss, 2012) This level is specific to Macgregor’s sporting landscape as it highlights the lack of participation in students; nonetheless, these decisions about sport and physical activity are ultimately made by the individuals Genes, values, attitudes and personalities which are specific to each individual. 3. 0 Action plan In Macgregor’s deteriorating athletics program, the lack of participation in the carnivals can link to many reasons why they don’t compete in such events. Study shows that the majority of students would prefer to sit and chat with their friends instead of competing in athletics, however, to allow students to participate, an action plan was developed to; in theory create a more fun and enjoyable carnival thus increasing participation levels, using successful methods utilized in Australian sports such as Cricket, NRL, AFL, etc. The ideologies used within these sports can be integrated within the society of Macgregor’s microcosm shaping the status quo of Macgregor’s Athletics program in a more positive, enjoyable way. . 1 Justification of Action plan Throughout sporting history there are various techniques to strive for in order to have a successful carnival, the majority of successful sports share many similar techniques to better improve the participation of athletes in Australia such as making it more interactive for the audience thus improving their participation rates; for example, in tennis they implement a board that measures the speed of the serve for each game as well as the Olympics which show the world record for each event. nowing this; a supposed board that lists all the records of each event is shown publically pre-athletics carnival and during for students to observe and in theory become more motivated and strive to train and compete in the events believing they are able to break that record thus improving participation rates. Secondly, the appearance of famous sporting athletes have known to improve the participation of sports for example, NBA players frequently appear in many occasions of street basketball games as it obviously creates publicity, however, also improves the participation due to the fact that this allows the ‘average basketball fanatic’ who normally would watch their idol from the comfort of their own television, but in fact they are able to play side by side with their idol increasing their moral and motivation to play. This can also be implemented in the athletics carnival by having the famous athlete participate and motivate the students to join in and also create a slight sense of competition. Finally, it is a fact that Australians love to play team based sports as listed, AFL, Cricket, Football, NRL, Soccer, Basketball, Rugby League are in the top 10 Australian sports; this is 7 of the 10 sports that are shown. With this in mind, Students would be required to form groups of 3 and compete in the athletics carnival, with a twist; each event would hold a certain amount of points varying on the position the student places, 10points for 1st, 7points for 2nd, 5point for 3rd and participation will be worth 2 points. The team that scores the highest points will be rewarded with a prize, such as vouchers, etc. 4. 2 Links to survey results The action plan created was based on a census of the whole school to observe whether they would participate in athletics and their reasons to not. To justify the particular choices created in the action plan by showing the statistics which have guided the development as the spikes in the statistics assist in improving the participation by surveying the trend. The reason a record chart was implemented as it adds a competitive flair and students receive social rewards within the athletics carnival as 19% of students feel that there is no reward for students if they win the events, this will help students strive for the record instead of just trying to win. A massive 27% of students feel that they are not good enough for the athletics carnival and believe there is no point to participate and simply just socialize with their peers, with the appearance of a famous athlete; students would be motivated to part take in the events as the special guest can provide moral support and advice to improve their technique, etc. during the carnival as they can join in with the students. By creating team based events the 80% of students that prefer team sports are able to participate and at the same time fill the social void according to the 25% as they strive to motivate fellow teammates and allow each other perform better overall, also considering the 66% that would participate in the carnival if their peers were to join in. (Buckley, et al, 2013) 4. Links to research material including the individual level of the framework The research gathered of Figueroa’s framework on the individual level, it is realised that students values and beliefs are to strive for competition and rewards, as these factors have been fulfilled it will allow students to participate in a more enjoyable way, due to the fact that an individual’s values and beliefs reflect directly upon their parents, siblings and peers, however, it is proven that the individual learns to behave through the experience they have accumulated from mainly their peers, also the fact that students view the sports society in a ‘boring’ manner, they often assume they cannot socialise with their peers which majorly affect their participation rates. 5. 0 Conclusion Athletics In MacGregor’s Sporting Landscape. (2018, Oct 28).

Reflection paper Essay Example | Topics and Well Written Essays - 1000 words - 7

Reflection paper - Essay Example They have also dug tunnels beneath the private property of individuals. This is with an aim of preventing Israel from attacking them, or destroying their weapons. This is because by using settlements where people live, Hamas is able to use them as human shields. Under International Law, it is a crime and illegal for soldiers to attack and kill unarmed civilians. Due to this tactic initiated by Hamas, the death toll of civilians in Gaza was so high, that Barnard and Rudoren identify as 650 people. This is by the time that this article was written. Barnard and Rudoren (2014) explain that under international law, Hamas has a legal obligation of minimizing its military operations near areas where civilians are living. Furthermore, they believe that Hamas is committing a war crime, through their action of firing rockets indiscriminately. Barnard and Rudoren (2014) also maintain that Israel has an obligation of identifying specific military targets in Gaza, and ensuring that civilians are not threatened by their military actions. The tactics of using civilians as human shield by Hamas, and storing weapons in civilian neighborhoods, is an example of urban warfare. Under international law, urban warfare is not illegal, but the law requires that the parties to the conflict must ensure that civilians are protected from harm. Barnard and Rudoren recognize that Israel is a more powerful army, as compared to Hamas, and hence to level the field, Hamas had to protect its weapons by hiding them in civilian areas, and engaging Israel in thos e areas (Barnard and Rudoren, 2014). However, after Barnard and Rudoren (2014) quoting thee extensive use of human shields by Hamas, they point out that there is no evidence that Hamas forced civilians to stay in such areas. Through this assertion, Barnard and Rudoren (2014) were trying to denote that Hamas was not committing an international war crime. To judge on whether this