Saturday, August 31, 2019

Equality Diversity and Rights

As a health and social care professional it is part of your role to understand the bases of discrimination and to make sure you don’t discriminate a individual in any sort of way as it can have a negative effect on the individual leading to further problems. Culture A person’s culture is very important to them and indentifies them who they are. It is important to respect everyone’s culture regardless when they come from, everyone should be treated as an individuals and treated fairly. In a health and social care setting it is important at all times to respect an individual’s culture and not to discriminate against them. Disability As a professional you will be working with many people who are different various types of disability, under no circumstances should a disabled person be discriminated against just because of their disability or seen different from everyone else. Many people don’t think about the individual but see the disability first and see them different from the rest which can lead to bullying. Social class Our social class is based on where we live. The higher the class, the better the place is. This can lead to people being discriminated against due to people who don’t have a lot of money and can’t afford some things. Age Age discrimination happens when someone is restricted to do certain things because of their age. In health and social no individuals should be discriminated against because of their age. Age shouldn’t be a problem to anyone; they are still entitled to everything just as everyone else is. An example of this will be an elderly needing an operation but the surgeons saying they can’t undergo the surgery due to their age; this is discriminating against their age and putting them at risk as the surgery may be essential and can maybe save their life. Gender A person may be turned away or discriminated due to their gender. An example may be a male doctor giving better treatment to another male. This is discrimination and everyone should be treated fairly and not be discriminated because of their gender. Sexuality A person can be discriminated due to their sexual orientation. Sexual orientation can refer to a person who is attracted to the same sex. Some people think it’s wrong to be attracted to the same sex so they may start to bully the person or make them feel left out or different from the others. Health status Sometimes decisions have to be made about an individual medical treatment, bearing in mind the cost of the treatment and an individual’s life expectancy. Family status This can lead to a variety of discriminations against gay/lesbian parents, single parents, and parents with different races. An example of this would be a child getting bullied at school due to the fact his dad is gay and is attracted to the same sex. This can have a negative effect on a person and may feel that they are different from the rest. Cognitive Ability Cognitive ability is the way individual processes information in their brain can be the cause of discrimination particularly for those with learning difficulties. Health and social care staff may find them hard and challenging to work with and may apply labels to them.

Friday, August 30, 2019

Corporate Social Responsibility -Pros and Cons Essay

CSR which stands for corporate social responsibility which is also known as corporate citizenship, corporate conscience and responsible business. 2.Different organisations have framed different definitions – but in a nutshell CSR is about how companies manage the business processes to produce an overall positive impact on society. It is like giving back to the society. 3.CSR working would go beyond monetary donations to involvement in actual planning, execution and monitoring of public welfare programmes which has an overall impact to the consumers, workforce and stakeholders. 4.By adopting CSR it enables the corporate sector to achieve the twin objective of achieving a measurable positive change in the community and also the brand building of the company, boosting the morale of owners, shareholders, employees and customers. 5.All leading corporates in India are involved in corporate social responsibility (CSR) programmes in areas like education, health, livelihood creation, skill development, and empowerment of weaker sections of the society. 6.Our company is too busy surviving hard times to do this. We can’t afford to take our eye off the ball – we have to focus on core business. It’s the responsibility of the politicians to deal with all this stuff. It’s not our role to get involved 7.Notable efforts have come from the Tata Group, Infosys, Bharti Enterprises, ITC Welcome group, Indian Oil Corporation among others. 8.As per the latest news, government’s new companies bill reportedly ask large companies to spend 2 % of their net profit on CSR.The theory is that corporates must aim for social goals not just profits. 9.To summarize CSR is one where it’s a win- win situation for both company as well as for the society.

Thursday, August 29, 2019

Case Study Analysis Rough Draft

Case Study Analysis Paper (Rough Draft) Case Study Analysis Paper (Rough Draft) How do you make sure that you are prepared early so that you are not running around at the last minute? Many people work at different skill levels and also can handle pressure differently. In order to ease the process it is usually better to keep ahead by preparing the things that are needed in advanced rather than waiting till the last minute. Knowing these types of skills also allows for people to work with less stress since they do not have to meet a deadline so quickly and have time to fully research what is needed to be done.The Situation In early April the 15 candidates were hired to work for the Operations Supervisor by one of the new recruiters. At this time the recruiter had six months experience at this job and no previous recruitments done for the company. The recruiter was not working with another recruiter that had more experience at the time to help with this process. Once the 15 candidates where hired he scheduled a new hire orientation to be held on June 15th as to make sure the new hires would be ready for work in July.A little over a month after the 15 candidates were hired the Operations Supervisor contacted the recruiter about all the information, paperwork and other necessities that needed to be done such as drug test, physicals, etc†¦. The recruiter gave assurance to the Operations Supervisor that everything would be handled by the time the orientation would be held on June 15th. The recruiter waited until after Memorial Day to check the records for the new hires to see if their applications were complete and if they had done the mandatory drug screenings and most had not been done.The recruiter then checked for the paperwork that would need to be given to the new hires in around 20 days and there were only three manuals all of which were missing pages making none of them complete. Once this was all the seen the recruiter went on a walk to clear his head a nd then returned to the office. He went to check on the scheduling of the conference room where the new hire orientation is to be held since he saw that one of the employees from technology services was setting up computer terminals.The schedule showed that the conference room was booked for the whole month for training seminars on the new database implementation that was going to occur. The recruiter is not sure what to do at this point since everything appears to be going wrong and the new hires would not be able to have orientation on time nor will they be able to start by July. Analysis 1: Correcting the problem At this time the recruiter is not sure what to do in order to fix all the problems that have arisen since there is such little time left to the deadline he had set.The wisest decision would be to separate the problems and then take them on one at a time. As far as the conference room situation goes the recruiter can speak with the person that is going to be holding the s eminars to see at what times they are to be held. If there are some gaps in between the seminars it can be seen if the scheduling of the orientation would be affected or not. Also if there is a particular day that the seminars would not be taking place the orientation can be rescheduled for that day. The new hires that have not completed all the necessary paperwork or drug tests would be the next point issue to handle.The files would need to be reviewed to see who is missing what paperwork or tests so that they can be contacted accordingly and be given a deadline to complete it all or they will not be hired. In doing this it allows for the follow to seem more personal since the records are being looked at individually and also puts a sense of urgency in the new hire to get it all done. This would also allow the recruiter to contact the new hires with the date of the orientation if it has changed or just to give a reminder of the date if it has not changed. The final problem of the o rientation manuals not being complete is next problem to work on.From the three manuals that the recruiter does have he should review each to see what pages are missing from one and see if they are available in one of the others. If all three manuals together can make one complete manual then copies can be run off of all three accordingly to be pieced together to make one manual. Once there is one complete manual then other copies can be made. If the manuals cannot be pieced together to make one then the recruiter would need to contact his or her supervisor to see how to obtain new manuals and the time frame that it would take to get them in.This would allow him to see if the orientation would need to be rescheduled or not due to the time it will take to get manuals for all the new hires. From this point on continued follow up of all the new hires paperwork and drug tests would need to be done to make sure that they will be done before the orientation is held. Following up of the co nference room schedule would also need to be done to make sure that there is nothing else newly scheduled that may have interference with the orientation.The final detail that would need to be followed up on is the status of the operations manuals being ready by the date of the orientation, such as checking with who is making them and if they are running behind or if everything is on schedule. Analysis II Proper Procedure There are many different aspects that would need to be revised in order to make sure that issues like this can be avoided in the future. Proper supervision of procedures is one the major aspects that would need to be looked at first.Since the recruiter was new and it was the first recruitment they had done another more experienced recruiter could have shadowed the process to make sure that everything is done correctly. Shadowing would allow for the new recruiter to put to the test their training and if there are points that are not done right it can be caught early . This makes for better teamwork as well as a confidence building situation for the new recruiter. During the hiring process the new hires should be given deadlines to have all of their applications and other necessary paperwork completed in order to continue processing them as a new hire.The same should also be done with the drug testing, rather than giving them till the orientation date they should have a date within 30 days to complete it so that if they don’t they can be given a little more time or there would still be ample time to hire a replacement if needed. With these deadlines in place it has the employees take the time needed to get the tasks done but also does not give them excess time to procrastinate on the getting them done. As far as the orientation paperwork situation goes the recruiter would need to check how many are available right after hiring the employees to make sure that there would be enough.With this being done early then the recruiter would be able to contact the Operations Supervisor with plenty of time to let them know that they are short on the manuals necessary for the orientation. Checking this also allows the recruiter to stay on top of ordering the manuals so that there will always be some in supply as and would only need to order more to replace the ones that are going to be used. Conclusion The best solution that was presents was from the second analysis.This solution sets the goals of the company to not only train their employees better but also to promote teamwork in order to increase accuracy in the way that jobs are done. With the shadowing being done the more experienced recruiter could have had the newer recruiter set up the deadlines for the new hires, as well as how, where and when to check on the paperwork that is needed for the orientation. The communication on how often to check the scheduling log for the conference rooms could have also been brought up. The better the training and teamwork the better the situation turns out.

Wednesday, August 28, 2019

How does the Technology of Communication Influence the Nature and Essay

How does the Technology of Communication Influence the Nature and Identity of Community - Essay Example The presence of satellite communication has made it possible for the users to communicate in the most remote areas. The vast outbreak of technology has impacted the communities across the world. The effect of technology has been so massive that the behavior and identity of a community can be determined and is influenced by the communication technology in use. Communication and Community: The interdependence of proper communication and community development has been agreed by the modernist of the 19th and the 20th century. German theories suggest that proper communication is effective in community building as communication is helpful in suppressing and ignoring individuality to a large extent. Several theories were in proposition regarding community and communication. It was claimed that communication leads to community as communication is helpful in the creation of mutual recognition and promotes mutual respect among each other. Some liberals have the idea that the communication help s the individuals to express their own ideas and their expression of ideas gives rise to competition and differentiation, which leads to the effective growth of community. The theories suggested by optimists and pessimists vary in respect of community and communication. However similar ideas were shared which included the importance of communication on community and that both are necessary for the overall growth. The pessimist held the idea that mass communication as a false mode of communication and culture. Whereas the optimist believed that the mass communication is highly important in the integration of huge number of people to form communities. They propagated the idea that interpersonal communication and the formation of social organization will not be sufficient enough to have diversified ideas and will not result in creation of a great community. It has been highlighted that the behavior of community is associated with communication. In order to increase the tie in a communi ty it is important to get involved in more participation.1 The technologies of communication in the recent years aim to serve various communities in their own unique ways. The popular modes of communication technology involve the global use of internet and its associated technologies, Satellite television, newspaper, Radio broadcast. The use of technology for communication has been differentiated in the developed and the developing nations. The improvement of information and technology communication has affected the socio economic aspects both in a good and bad manner. The benefit of the ICT network has been significant in providing of essential service to the people. The effect of technology in communication has been significant in strengthening the community and increasing the community capacity. The increased access to communication enhances the ability of a community to communicate with business and other administrative units. The participation of a greater number of people in t he community development program and in their governance also increases. The wide use of the internet helps in the transformation of the social capital and involves a considerable mass to be in contact with each other. The local group base solidarity is eliminated to a large extent by the spatial

Tuesday, August 27, 2019

Criminal justice and the crime problem Essay Example | Topics and Well Written Essays - 1500 words

Criminal justice and the crime problem - Essay Example Under the first grouping, individuals may commit crimes under direct influence of drugs. This could be violent or non-violent means of gaining goods or money. Often compulsive drug users commit crimes to buy more drugs for use, for themselves and groups. Further, drugs could be used to strengthen group relationships and to establish better member rapport. Dealing with drugs and drug taking through strong preventive and punitive measures could exacerbate the situation and lead to more complexities. Therefore, it is necessary that cases of individual committing crimes after taken drugs be established. It has been established beyond doubt that crime and drugs are interrelated since research has provide that â€Å"Criminals test positive for drug use (NEW-ADAM, Probation monitoring)† (Drugs and Crime: Criminal Justice and the criminal problem: Drugs cause crime: further evidence). However, it would be farfetched to suggest that drugs induce crimes. This because it is quite possible to carry out crimes without the use of drugs , or to use drugs without indulging in criminal activities, although using illicit drugs may be considered a type of crime. These types of crimes are carried out under influence of some psychoactive products, which could be induced through use of strong stimulants. These drug groups render the consumer aggressive and displaying high level of antisocial behaviour patterns that could culminate in to crimes, depending upon situational factors. It is also possible that the perpetrator may be in a state of mental disorientation and not having adequate control over mental faculties, or though processes while indulging in this type of drug induced crimes. Another aspect could be in terms of the fact that these drug groups could enhance performance under its influence. The economic factor underpins such drug induced crimes. Invariably, the person commits crimes to obtain funds to take care of his drug habits. His sponsors may pay him either

Strategic HRM Essay Example | Topics and Well Written Essays - 3750 words

Strategic HRM - Essay Example The only difference is that in the game of business, teams compete against one another for customers, innovations, employees, and ultimately the profit margin they are able to accrue at the end of the day. The other difference is the time frame, whereas in sports the game is over a defined period of time, in the business, the time frame is unlimited as long as the business exists. Just like in the sports, the business empires that win indicate consistency in their preparation, planning, and skills in their execution plans. These business organizations do understand best their positions, where they are aiming at, and how they want to achieve their aim. It is also important to note that these winning business firms have constant touch with the customers needs and how to comply, the technological advancement that are relevant to the business as well as the market trends and innovations that will enable them be ahead of the park compared to their competitors in the market (Wal-Mart, 2011 ). Business organization then have to keep pondering on how best the cardinal factors in the business can be best satisfied to make then take the lead in either service delivery or product delivery to the customers. In this regard, all business owes allegiance to a strategy either planned or unplanned, strategy in this case is the language that implies a game plan. A business strategy is the lifeline of a business organization that drives both the short- term and the long-term projection and determines the success of the business in an ever-changing business environment and stringent competition. Overview of Wal-Mart Company Wal-Mart boost of being one of the largest family owned multinational retail cooperation. It is an American company having been founded in 1962 by Sam Walton. Walton family is arguably the leading shareholders in the cooperation, as they own about 48% of the total share of the business empire. The incorporation of the business took place in the year 1969 and by 1972 its shares were floated in the New York Stock Exchange for public trading (Wal-Mart, 2011). The corporation was branded Wal-Mart in 2008 having relinquished its former name of Wal-Mart Stores, Inc. in pursuit of the Forbes Global 2000, Wal-Mart was ranked 18th in the perking order of the largest public corporations in the world and the leading in the US. The cooperation also employs about two million employees which makes it one of the world largest private employers. The headquarters of the business is at Bentonville, Arkansas. In the United States, it is considered one of the leading grocery retailers having in the year 2009 collected 51% of the total sales it realized in the year i.e. US$ 258 billions. This percentage sale was realized on the grocery sale alone. Wal-Mart scope of operation in the global is equally expansive, it has a total of 8,500 functioning store in 15 countries operating under different references. In the United States for instance, the company operates under the name Wal-Mart including the 50 states of the US. In India the company is called Best Price, Mexico, its called Walmex, in UK it’s referred to as Asda while in Japan, it is referred to as Seiyu. Wal-Mart has expansive and extensive operation in Canada, Brazil, and Argentina (Wal-Mart, 2011). While in the North America, the business has registered performance of varied

Monday, August 26, 2019

Comparing Two Similar Businesses Assignment Example | Topics and Well Written Essays - 1250 words

Comparing Two Similar Businesses - Assignment Example With the passage of time, it grows from just a book store to a super store that offers its customers a relaxing and comfortable environment to linger, and also provides ubiquitous espresso bars. The Borders Group expanded internationally beginning with a store in Singapore 1997, and then eventually expanded to more than 40 stores in Europe, Asia and Australia/New Zealand (About.com, 2011). With the advent of information era, things changes globally; it’s the era of internet. Many new companies emerge on the face of internet, offering products at competitive prices; present a threat to brick and mortar store. So borders recognize the need of the hour that they could not survive by just being a brick-mortar company, hence they created their online presence in 1998 (Reuters, 2011). Amazon.com is an American based e-commerce company that was pioneer in online business. The company is based in Seattle, Washington and was founded by Jeff Bezo in 1994 (web hosting report.com, 2011). The primary focus of the company is to become a leader in online bookstore and to achieve this goal, the company offers a very different experience from a regular bookstore; it allows book writers to write book reviews about their books, which greatly adds to Amazon success. And now it became the largest internet sellers of media in the world today, and has expanded its selections to include clothing, beauty products, house wares, and thousands of other items. Borders however were late in embracing e-commerce as they entered the cyber world in four years after Amazon.com; by just offering online website. It was not a success for the company as market was monopolized by the Amazon, who had been serving customers for four years and had established a trustworthy place in the consumer’s mind. Borders had been lacking skills that were required to do internet marketing i.e. it announced a deal with Amazon.com Inc to re-launch its e-commerce site. In 2008, Borders finally establishe d its own e-bookstore, and made partnership with  Kobobooks.com  to facilitate its eBooks sales. To retain its customer it further offers free Wi-Fi almost in all its stores and start providing self-publish facility to its customers (About.com, 2011). Key success factor in internet marketing and sales is attractive and user friendly interface; which amazon.com initially lack i.e. amazon start was shaky. But by injection of more capital; it offers a better looking website and hosting capabilities. Being pioneer and new entrant in the online book selling industry, Amazon demonstrated innovation, impressive management and creativity to get it registered in online business. Its company’s core business strategy to make online experience easy and user friendly and for this very purpose they introduces a very secure credit card processing system and 1-click ordering system; which proved helpful in achieving its mission. To acknowledge Amazon efforts in innovating a unique online ordering system;  the U.S. Patent Office awarded its 1 click technology Patent No. 5,960,411 on September 28, 1999 (Amazon.com, 2011). Amazon management also made some useful decisions like changing its location to avoid additional sales tax; changed headquarters that made it close to largest books wholesalers. Another unique feature that Amazon offers to its customer includes the use of personalization tool that allowed it to offer unique storefront for every individual customer, according to their needs. Amazon,

Sunday, August 25, 2019

Nursing managemnt Assignment Example | Topics and Well Written Essays - 500 words

Nursing managemnt - Assignment Example 58). As a health professional, nurses often find themselves in an ethical dilemma when administering these palliative interventions; thus, authors of the article define and differentiate palliative sedation, voluntary euthanasia, and physician-assisted death. According to Parker, Paine & Parker (2011), palliative interventions differ only in terms of the actor’s identity as palliative sedation administer sedatives to relieve intractable pain and other distressing symptoms that often accompany later stages of a terminal illness, physician-assisted death prescribes barbiturate at a dose that enables patient to immediately terminate his/her own life when he/she chooses to ingest it, and voluntary euthanasia entails an affirmative act of one person to bring about the death of another (p. 59). Differences between the palliative interventions were clearly addressed but not the boundaries between law and bioethics which has caused ambivalence among health care providers, particularly nur ses. The law grounds palliative interventions to the patient’s right to autonomy but the ethical distinction between affirmative interventions and passive decisions opposes the general application. Meanwhile, bioethics justify palliative interventions in terms of double-effect but some state laws limit application because palliative interventions might be considered as homicide subject to criminal prosecution. In line with this, commentators proposed the development of clinical guidelines that are susceptible to universal population to enhance critical thinking and analysis of nurses in palliative measures and to create a framework for a focused decision process, and should include: education of medical and nursing staff, a provision that limit and incorporate safeguards, implementation of palliative after consultation of the attending physician to the interdisciplinary team, establishment of an internal mechanism, and adopting sedation

Saturday, August 24, 2019

Bussiness research Essay Example | Topics and Well Written Essays - 3000 words

Bussiness research - Essay Example Please complete all questions by mark â€Å"√† in the ( ) or space given below in the following question. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Questionnaires are the mostly used data collection tools since they are cheap to administer as compared to other data collection methods and also because the respondents are free to air their own opinions (Freed, M. et al. 1991). In order to have a questionnaire with the required scientific rigor, the research approached its design with following in mind; The research went through the research objective; assessing the exercise behaviours and satisfaction levels of the members and came up with the important aspects which are important captured in order to aid in the achievement of the objective. Questions like gender of the member, age, member number and whether he/she was a student, member of staff or member of the public were considered as were deemed important to the study. According to the researcher, different age groups have different satisfaction levels. Also gender is an important determinant of satisfaction levels as also the primary exercises depend on ones gender. Further, it was thought that the length of stay in the USC had an important role to play in satisfaction and also recommendations. The researcher thought of the different exercises offered by USC as being important in the survey objective of assessing exercise behaviours and satisfaction levels. In this world full of competition, the researcher decided to evaluate the

Friday, August 23, 2019

Literature Review on Total Quality Management in public and private Essay

Literature Review on Total Quality Management in public and private preschools - Essay Example The use of quality management issues in public and education sector is more recent, and the interest of working with quality from a TQM point of view within the education sector has grown during the last decade (Dale, et al., nd). The use of TQM in the public sector such as education and the health sectors is deemed as part of the new public management. New public management is a general term for various change initiatives, which has been brought about by escalating requirements from different authorities. The Swedish public sector introduced an administrative law in 1987 that requires counteracting of inconveniences and enhancing accessibility among authorities. The Swedish commission on advanced vocational education necessitates that educational organizations employ quality assurance as some kind of quality evaluation. Formal definitions of total quality management preschool The external concept of quality refers to attempts to enhance the quality of the incoming product. In the ca se of schools, the product is the student or the child who is entering school for the first occasion. Industry operates with sellers who make parts, which when assembled will be the end product. Schools on the other, hand have two vendors, which are the preschool children and their parents or guardians. Schools ought to have programs for preschool and parenting. Nevertheless, this is often not possible to have preschooling as part of an ongoing program in most cases due to cost inadequacies. If possible, any school wishing to implement the external quality concept should have a preschool program. There are numerous definitions of the quality concept as put forward by different scholars (Karoly & Bigelow, 2005). There are five broad concepts of the term quality. One aspect is the transcendent concept where quality is taken as the innate excellence, which is absolute and universally acknowledgeable and long lasting. In preschooling, transcendent quality can be learned to be acknowledg ed through experience. The second approach to quality is product based, where quality reflects differences in the amount of some ingredient or factor possessed by a product. Preschool quality management concept on product based refers to attributes possessed by students. The third attribute of quality is user based, where the quality of the best satisfies clients’ preferences. Preschool quality management reflects on students meeting the requirements and needs of the employers as they look for those students with the highest quality. The fourth aspect of quality is manufacturing based, where the focus is on the supply side. Manufacturing based quality is essentially concerned with manufacturing practices and fulfilling tolerances (Bradley, 1994). The final concept of quality is value based, where quality is measured in terms of costs and price. In preschooling total quality management, the school should offer performance or conformance at an acceptable price and cost. Main co mponents of total quality management in preschool There are five main basic components in preschool total quality management that foster young children skills and abilities. These are the curriculum, the early literacy learning principles, accountability and assessment, teacher education and professional growth, as well as home-school relations (Bracken, 2004). Early literacy learning principles Developing standards for preschool is among the best

Thursday, August 22, 2019

The Rise of Vampires Essay Example for Free

The Rise of Vampires Essay Vampires have become prominent protagonists and antagonists in numerous books, poems, movies and television series. As such, their origin and basis have become quite vague. The rise of the concept of vampires is capable of many interpretations in various cultures and localities. However, this scattering of cultural roots only serves to promote the theory that vampires are real. This paper will show that vampirism is nothing more than a misunderstood medical condition manifesting in particular groups of persons. Moreover, vampirism has evolved to become simply a literary tool for creative writers and film makers. At the present time a vampire is typically characterized as a creature that feasts on the blood of humans (Barber, 6). Literature has adorned vampires with several other features other than the typical drinking of blood. From the different interpretations of authors it may be shown that a vampire was believed to have fangs, to be vulnerable to sunlight, and to be immortal (Bunson, 131). During the early descriptions of vampires they were also characterized as having purplish bruises on their skin or as having dark skin. In recent literary descriptions however the vampire has taken on a simple depiction as having pale white skin. The most popular depiction of a vampire is Bram Stoker’s Dracula. Dracula was portrayed as an antagonist in the story and he became quite feared because of his prowess in victimizing those whose blood he sought. In later years the vampire would also play the role of protagonist either fighting against its own kind, such as in the 1998 movie Blade. The vampire would also be pitted against other folklore creatures such as the werewolf, as in the 2003 movie Underworld or in the Stephenie Meyer saga Twilight. Despite the changes that vampires have undergone the literary creations have to be set aside to understand whether there is factual or historical basis to support the claims propounded. It was found that a Romanian prince, Vlad, had once used unusual methods of executing his enemies by having their heads chopped off and impaled on top of a long pole (Florescu, 148-149). The blood dripping down the pole would then be collected into goblets from which Vlad the Impaler would drink (Florescu, 149). He is said to have partly inspired the creation of the character Count Dracula. The Countess Dracula is far removed from Vlad the Impaler. Elizabeth Bathory was said to have participated in the killing of numerous virgins and women (McNally, 59). The killing of 600 women were imputed upon Bathory although she was only convicted for the killing of 80 (McNally, 59). Rumors as to her purpose for doing so grew and expanded to involve vampire-like attributions. Apart from the imputation of vampire evolution on such historic figures, vampirism has also been theorized to be related to the onset of porphyrias. This is an illness which manifests with purplish bruising on the skin and with heightened sensitivity to sunlight (Warren, Rohl, Hunt, 54). Because these symptoms were closely related and similar to the characterizations of early vampires, patients suffering from this illness were often subjected to suspicion, fear, and stigma. However, the associations between vampirism and porphyrias have been largely disqualified and greatly contested. The symptoms related to vampire characteristics are few and paint a limited picture of what porphyrias truly is. Vlad the Impaler was found to have suffered from this disease, showing why people may have established a connection between vampires and the disease. However, many historical figures were found to have suffered from the disease as well and the only attributable cause was the in-breeding practices of nobles in the old days. Porphyrias is a genetic disorder and so the probability of manifestation is increased when both parents have histories of the disease in their bloodline (McNally, 148). King George III is suspected of having suffered from this disease as evidenced by his actions evidencing delusion and insanity (Warren et al. , 294). This theory finds a stronger foothold in light of the lineage of King George III. Mary Queen of Scots, a direct ascendant of King George III was found to have had well documented attacks attributable to porphyrias, as did her father James V of Scotland (Warren et al. , 285). The above discussions show that vampirism is no more than a series of atrocities conducted by historical figures and related diseases associated with them. The misconstruing of the relations between the atrocities and diseases have led to the evolution of a mythical creature known as the vampire. However, despite the historical bases, there is no evidence to show that the vampire of lore exists or ever existed. The incontrovertible conclusion is that vampires are mere character tools in literature and filmmaking injecting mystery into a setting similar to our own surroundings. Works Cited Barber, Paul. Vampires, Burial and Death: Folklore and Reality. New York: Yale University Press, 1988. Bunson, Matthew. The Vampire Encyclopedia. London: Thames Hudson, 1993. Florescu, Radu R. , and McNally, Raymond T. In Search of Dracula. New York: Houghton Mifflin, 1994. McNally, Raymond T. Dracula Was a Woman: In Search of the Blood Countess of Transylvania. New York: McGraw Hill, 1983. Warren, Martin, Rohl, John C. G. , and Hunt, David C. Purple secret: genes, madness and the Royal houses of Europe. London: Bantam, 1998.

Wednesday, August 21, 2019

Getting Knowledge from Reading Essay Example for Free

Getting Knowledge from Reading Essay Reading is the best way to learn different kinds of things. Such as reading recipe books for making delicious dishes, or learning different kinds of language, or cultures. We are starting learning our children at the age of 1 or less. We always start from alphabets. So that, they can makes their habit to read books. I think which is really good for them. But nowadays mostly people don’t like to read books; they think that it’s very difficult to understand. Teenagers go to the library for fun, but they never read the books moreover, they think books are boring to read. However, for some people books are their life; wherever they go whether in the bus or somewhere else they start reading books, no matter what other people is going to think. Like in this book for these two authors reading is their life. They really think that books are gifts for them are Ricky Moody, who wrote, â€Å"The joy and enthusiasm of reading†, and â€Å"Alberto Manguel, who wrote, â€Å"Reading ourselves and the world around us†. Reading is become a passion for both of them. Moody talks about believes in the books and on the other hand MAnguel talks about the outside world. It gives the opportunity to think about differently and come up their conclusion. For Moody, reading is his believe he also mentioned when he first started his article that he believe in choosing difficult kinds of books so that he can come up with his own ideas. Moody also mentioned in his article that reading was not an option, â€Å"Mr.  Buxton, who probably had better things to do, nonetheless agreed to meet one night to go over the text line by line. â€Å"The first thing he did was point out the repetition of motifs. † (3) Moody did not give up for that he picks up the other book that intrigued him. Moody main motive is to teach other people that reading your own and come up with your conclusion that can give you freedom to think something bigger. You don’t need anybody to help you can explain you line by line. People should pick difficult books so that they can learn something new and challenge themselves. Furthermore, for Manguel, reading also teaches us to learn from your surroundings. In his article, Manguel states that, â€Å"The astronomer reading a map of stars that no longer exist; the Japanese architect reading the land on which a house is to be built so as to guard it from evil foces; the zoologist reading the spoor of animals in the forest†(6). Manguel means that sometime you don’t need the specific books to gain knowledge. However, sometime you can read the other person face. He also said that only mother can understand her child language when her child is hungry. Reading can gives an individual so much; books give a lot of knowledge and become us smarter, because some time we are too busy with our other works that we forget that books help us to think broader. But in these articles, for both author reading is their life and passion for them. They can come up with their conclusion; they are taking interest, sharing their view, and showing their passion so that other people can learn from them.

Tuesday, August 20, 2019

Finnis Theory Of Natural Law

Finnis Theory Of Natural Law Critically assess the success of Finnis attempt to construct a theory of natural law based on practical reason and not on a universal view of morality as traditionally contended. The Natural Law Introduction. It is possible to trace Natural Law thinking from primitive stages of simple societies where there was very little distinction between the religious and the secular the spiritual and the physical. For many of these early communities the spiritual world of gods and spirits was seen as being in control of the physical world including human society. Such communities had a variety of gods and spirits resulting in a spiritual entity associated with numerous aspects of the physical world. This gave rise to a belief that there was some higher power in control of human existence and this power was governed by a set of rules or principles which mankind could utilise in furtherance of a perfect existence. The kernel of the theory of Natural Law holds that law derives from a higher law, which is contained in certain principles of morality. These principles are sourced in either religion (through scriptures) or reason. According to theologians, these principles are under the control and governance of a God or figure of Deity and which eternally controls all of creation. Furthermore, it is their belief that all human arrangements, including law, must conform as far as possible to these principles. Secular theorists believe that such principles originate from mans conscience a conception of morality, which is inherent to all men, and part of their nature. Such principles or rules are discoverable through the application of human reason and form the genesis of law making, constituting the higher law from which all human laws must conform. St. Thomas of Aquinas 13th Century Theorists who support Natural Law guidance assume that certain facts about humans and their society provide the correct basis for laws that guide human interaction. Regardless of the theological vis-à  -vis secular opinions it is agreed between both schools of thought that real laws are those, which meet a moral standard, found by using the right facts and practical reasoning. Historically, one of the most influential natural law jurists was St. Thomas of Aquinas whose teachings form the basis of the Roman Catholic natural law traditions. Aquinas integrates the rationalist and religious approaches to Natural Law. He greatly influenced Western ideals in the area of ethics, political theory but, in particular, his teachings in the field of natural law held him in the highest of esteem within the Catholic Church, prompting Pope Benedict XV to declare The Church has declared Tomas doctrine to be her own. Aquinas believed that the eternal law of divine reason is wholly unknown to man as only God knows its full extent but that it is partially known not only through revelation (the Commandments, the scriptures) but also through the application of reason. He also contends that human law derived from divine law which governed the relationship between all things created by Him. According to Aquinas, God is the highest good and the reason all matter exists and that such creations exist together in a hierarchy known as the Principle of Subordination. Aquinas divided law into four main categories Eternal Law Such law constitutes Gods rational guidance of all created things and is derived from the divine wisdom and based on a divine plan. Man can never understand eternal law in its entirety but shall be guided by it as he moves through life. On the one hand such law resides with God alone, mysterious and inaccessible. En revanche as it is responsible for various complexities throughout nature, mankind can figure out certain aspects of it. Promulgated law, mentioned by Aquinas consists of practical reason emanating from a ruler or a figure of authority in a community. By the same rationale, he contends that God, as a ruler of the universe also has the nature of a law and as He is not subject to time such law is eternal. Divine Law Eternal law which manifests itself in the Christian scriptures the Commandments or the will of God revealed in the Old and New Testaments. Such law, according to Aquinas, was necessary as humans require require guidance on how to perform proper acts. It was also required to keep checks on the uncertainty of human judgement and to provide divine insight on issues they are not competent to judge for themselves. The Natural Law According to Aquinas, It is evident that all things partake somewhat of the eternal law, in so far as, namely, from its being imprinted on them à ¢Ã¢â€š ¬Ã‚ ¦Wherefore it (humans nature) has a share of the Eternal Reason, whereby it has a natural inclination to its proper act and end: and this participation of the eternal law in the rational creature is called the natural law From this Aquinas contends that Natural Law exists among man in the world and it is as he states à ¢Ã¢â€š ¬Ã‚ ¦as though the light of natural reason by which we discern good from Evil. From this Aquinas gives us his definition of the Natural Law (participation of humans in Eternal Law) and the first principle of Natural Law (the capacity to differentiate good from evil). Human Law Is derived a combination of both the Divine and Natural Laws and must be directed toward the common good. Such law can vary in accordance with time but its essence must be just as an unjust law is not law (lex injusta non est lex). For Aquinas an unjust human law is one that furthers the interests of the lawgiver solely; or exceeds the power of the lawgiver; or imposes unequal burdens on the society being governed. Under this rationale therefore, Aquinas held the belief that disobedience to an unjust law becomes a duty as if the law is contrary to Divine law, man is released from obedience we should obey God rather than man. However such disobedience should be avoided if it were to lead to social instability, which is a greater evil than the existence of an unjust law in the first instance. Aquinas was concerned with the nature of laws primarily rather than the nature of a legal system or how laws operate. John Finnis, as will be seen later, was concerned with both equally. Law, according to Aquinas, is the use of reason for the common good made by those that care about the community and made known to this community. Aquinas believed that God gave humans characteristics the primary of which was our capability for rationality and reason. Mankind tends to do things naturally thus mirroring God as supremely rational. Using reason and rationale we can deduce what is self-evidently good and worth pursuing or what is self-evidently bad or evil and to be avoided. In this pursuit of good things we make laws for the common good using reason and are, again according to Aquinas, participating in Gods rational world order. Aquinas believed there are numerous ways to solve a problem and acknowledges that different societies or cultures may place different restrictions on behavior following from this there is not only one way to make law. The critical point to acknowledge is that whatever means are used are accepted by rational people. When dealing with positive/mad made laws Aquinas classifies them into real or defective. The former relate to reasonable standards of conduct in the pursuit of the common good while the latter refers to laws that do not meet criteria established in natural law principle or are unjust (do not meet the requirements of justice) and so these laws can be justifiably disobeyed. The Fall and Rise of Natural Law The secularisation of Natural Law began with the advent of the Reformation in Europe and the consequent decline of the Roman Catholic Church. This essentially resulted in Protestant theorists developing their own theories on natural law that were not based on papal teachings. Natural law doctrines faced further decline throughout the 18th century and into the 19th century where emphasis was placed on the notions of State power and State coercion. This era also saw a rise in the positivists approach to jurisprudential theories which were promoted by Jeremy Bentham and John Austin. Such jurists sought to separate the notions of what law is as opposed to what the law ought to be. The concepts of morality and law should be kept apart and the principles of Natural Law should belong more to the former than the latter. The 20th century saw a rebirth of Natural Law approaches to the study of law. To the forefront was the notion that there must be a higher set of principles (as distinct from positive law) which must satisfy natural law theories if law was to be regarded as valid. This revival was the result of a number of historical occurrences Nazism (whose acts were based on Nazi laws); the development of nuclear weapons and other weapons of mass destruction; the general decline of social and economic stability worldwide. Professor John Finnis 20th Century Professor John Finnis is a contemporary defender of natural law and a supporter of its resurgence in the last century. Finnis is a strong supporter of a neo-Aquinian natural law philosophy which does not presuppose a divine being. Instead of making reference to the form of good or seeking good, as was proposed by historical jurists he speaks of mans desire to pursue basic goods in life. Finnis focuses on goods rather than a single good in what he refers to as a theory of moral action for our day or in other words he seeks a theory of how to live well. Finnis The Basic Goods of Life This theory is based on the supposition that mankind sets out to obtain things they perceive to be good for themselves. In doing so, man must exercise practical reason to obtain that good at any one time. Finnis isolates eight of these goods which, according to him, cannot be broken down any more and so refers to them as basic goods in life. These are, he says, fundamental and do not derive from other goods analogous to the moral equivalents of chemical elements. They are generally things which for most people make life worthwhile and according to Finnis are self-evident. They list as follows Life life is the first basic value stemming from the drive for self preservation. Knowledge refers to the preference of man for true fact over false belief. Finnis calls it speculative knowledge distinguishing between knowledge sought for personal sake over knowledge sought as a means of achieving power or popularity. Play relates to performance for the sake of it an act or acts done for no point but an attempt to better oneself Aesthetic Experience relates simply to the appreciation of beauty but at all levels Friendship/ Sociability acting for the well being of a friend Practical Reasonableness the main concept which relates to mankind using their own intellect to choose his paths in life Religion relates to the ability of mankind to reflect on universal origins and of human freedom and reason Marriage a recent addition to Finnis list of basic goods. Marriage, per Finnis, is that between a male and a female and any sexual activity between non-married persons that is not procreative is inherently immoral. The first three (a) to (c) above Finnis calls substantive goods, which exist prior to action. The final group of these basic goods he terms reflexive goods which depend on our choices. Finnis The Principles of Practical Reasonableness To achieve these goods Finnis also has nine principles of practical reasonableness that are what might be called methods of operation that are to be utilised in the ordering of human life and the human community and the creation of the optimum conditions to attain these basic goods such conditions equate to the common good. These basic methodological requirements when taken in part or as a whole allow us the capability of figuring out the morally correct way of acting. The first requirement of practical reasonableness is a rational plan of life. Man must have a structured set of purposes which he should commit to and which guide him through life. Despite life, being subject to many changes one should not just live from moment to moment. Any commitment to a rational life plan will require one or some of the basic goods but such commitment will only be rational if it is based on ones capacities, circumstances and tastes. Secondly, I am of no more value than others but my own well being is my concern and interest and by having a preference for my own well being I will do what is reasonable. Do unto others as you would have them done unto you; put yourself in the other mans shoes; do not condemn others for what your are willing to do yourself these are all requirements of reason and ignoring them is being arbitrary between individuals. Good is to be done and evil is to be avoided a principle taken directly from Aquinian teachings and also Aquinas basic principle of moral action. In doing so one ought to choose and will only those possibilities where willing and action are compatible with integral human fulfillment. This principle gives Finnis (as we shall see further in this essay) and others committed to global human rights the most ammunition i.e. all actions that work against such fulfillment are basically wrong. The forth and fifth principles are related to each other and that of adopting a coherent life plan. One must have a certain detachment from all specific projects that are undertakes. If failure occurs in any of these commitments or projects we must not develop an apathetic attitude thereafter to life. A healthy balance must exist between fanaticism, apathy or refusal to participate. Thus if any commitment fails or appears to be heading that direction then one must look for a more creative or rewarding way to perform same. A further principle relates to the requirement to bring good to the community by actions that are efficient for their purpose. Over a wide range of preferences, it is reasonable for such a community to seek the maximum satisfaction of these preferences. Related to this is the need to favour the common good of ones community or society on a macro scale. Penultimately, no man should choose an act that would damage or negatively affect the participation of any one or more of the basic human goods it is always necessary to weigh up ones actions. Finally the ninth requirement outlines that one should not do what one does not feel like doing so man must act in accordance with his conscience a reiteration of a belief proposed by Aquinas. The Concept of Law Focal vis-à  -vis Penumbral As discussed, Finnis outlines that the human basic goods must be utilised in a community or society, as only then will the conditions to achieve these exist in the pursuit of a common good. This common good requires a legal system but such systems can sometimes work against the common good Finnis acknowledges this and states that a ruler has the authority to act for the common good. If he acts in a way that appears to go against the common good or any of the principles of practical reasonableness such actions lack the authority that they should have had. Just as Aquinas believed, Finnis says such laws lack moral authority, they do not bind the conscience of man and one is neither morally obliged to conform nor not to conform. Or put more simply unjust laws are a perversion of law and do not bind mans moral conscience. Finnis distinguishes here the difference between the focal or core meaning of the law from the penumbral meaning. The latter relates to difficult cases and unclear meanings of law. In such cases an argument is needed to demonstrate that it is appropriate to interpret the rule of law in a particular fashion. The former relates to laws that are aimed at the realisation of the common good for a community if such are unjust they will not be regarded as laws in the focal sense. It is in the focal sense of the concept of law that we must identify as it is in this meaning that we find a direct link between the law and moral order. Finnis Distributive Justice In his book Finnis links practical reasonableness and law when discussing justice and rights. He states that the whole object of distributive justice is the common good. With regard to the basic goods, Finnis maintains that the main criteria are need followed by function and capacity. Such terms relate to roles in communal enterprise together with opportunities for advancement of the individual in society. Finis also makes mention of desert based principles which relate to claims that people deserve certain economic benefits in light of their actions making people responsible for their actions and creative in their environments. The different desert-based principles of distribution differ primarily according to what they identify as the basis for deserving. These principles can be broadly categorised as follows 1. Contribution people should be rewarded for their work activity according to the value of their contribution to the social product 2. Effort people should be rewarded according to the effort they expend in their work activity 3. Compensation people should be rewarded according to the costs they incur in their work activity Finnis further suggests a requirement for private ownership as a requirement of justice when he mentions personal autonomy in the community bolstering this by adding that rule of human experience indicates that resources are more productively exploited by private enterprise but then diluting it by referring to the fact that common ownership and enterprise would be beneficial for all. Finnis Commutative Justice Commutative justice relates to a fundamental fairness in agreements and exchanges between social groups. It demands respect for the equal human dignity of all persons in economic transactions, contracts, or promises e.g. workers owe their employers diligent work in exchange for their wages while employers are obligated to treat their employees as persons, paying them fair wages in exchange for the work done together with establishing conditions and patterns of work that are fair and equitable. The central or characteristic act of commutative justice, according to Aquinas, was Xs act of restitution for Y for losses incurred by Y. This is based on the presupposition that X has already wronged Y. Aquinas teachings did not allow for X to do wrong to Y post restitutio so in many cases the primary focus of Aquinas discussions on commutative justice is not the duty of recompense but the primary question of whether Xs act is or is not a wronging of Y. The term commutative justice for Aquinas therefore is a wide one focusing on rights and wrongs in any interaction between individuals or neighbours. Finnis contends that Aquinas classification of the types of justice as opposed to general justice is fragile. General justice, according to him, is ones orientation to act for the common good or toward a common rule according to all relevant laws, either divine or human. Following from this, all laws (that are adhered to) are made for the common good and everything required for such good of a particular grouping in society should conform to a rational standard. Aquinas however, according to Finnis, clarifies that acting for the common good [according to reasonableness] can sometimes not mean acting according to a common rule. Finnis further makes reference to occasions where it is difficult to distinguish between rules that are intended to secure either distributive justice or commutative justice. He makes reference to the classical period in the law of torts, from mid 19th century to modern day, where such rules may be interpreted either way. Where at one stage the issue was what standard of conduct is owed to a person [neighbour] is increasingly moving toward being phrased in terms of the apportionment of risk. Finnis Human Rights According to Finnis, human rights must be maintained as a fundamental component of the common good. Such rights are subject to or limited to each other and by other aspects of the common good these aspectscan be linked to issues concerning public morality, public health or public order. Finnis believes in some absolute human rights i.e. the right not to have a life taken directly as a means to further end; the right not to be deprived or to be required to deprive oneself from pro-creative activity. Finnis turns to an explicit treatment of rights but then observes that his whole book has been about human rights, which he takes to be synonymous with natural rights The modern grammar of rights provides a way of expressing virtually all the requirements of practical reasonableness, the latter phrase, as discussed above, being equivalent for Finnis to the tradition of natural law. Finnis beliefs on human rights enable him to give an alternative expression of the version of natural law he has developed in conjunction with other modern day philosophers such as Grisez and Hohfeld. In answer to the philosophical question as to what it is to have a right Finnis identifies two theories, the benefit theory and the choice theory. The choice theory arises because it regards the benefit theory as seeing rights simply as the reflex of rules which impose duties. H.L.A. Hart taught that possession of a right was to have control over other peoples freedom or, what amounts to the same thing, control over other peoples duties. (duties being limits on freedom, meaning moral freedom or what a person is morally permitted to do). He emphasised this criticising a different answer to the question what does it mean to have a right? that having a right consists in being the beneficiary of someone elses duties. Hart argued that there are some examples where a person is the beneficia ry of a duty but does not have a right. He further came to see that the choice theory was inadequate, writing that the core of the notion of rights is neither individual choice nor individual benefit but basic or fundamental individual needs. Finnis also sees this as identical with his own notion of basic aspects of human flourishing. Rights exist wherever a basic principle or requirement of practical reasonableness, or a rule derived there from, gives to X, and to each and every member of a class to which X belongs, the benefit of a positive or negative requirement or obligation imposed upon Y, or the ability to bring it about that Y is subject to such a requirement, or the immunity from being himself subject by Y to any such requirement In brief, Finnis is able to recast his whole theory into rights parlance. The benefit theory of rights has been shown by Hart to be only a special case of the choice theory, so we are prepared for Finnis steady correlation of rights and duties. His treatment of the Universal Declaration of Human Rights of 1948 provides not only a keen analysis but a general acceptance of it. His attention is drawn to the specification of what can legitimately limit the exercise of a right. To say that the exercise of human rights is subject to the common good serves no useful purpose, for the maintenance of human rights is a fundamental component of the common good. Finnis, in essence, extends his contention that natural law and natural rights can be regarded as two sides of a coin as duty on one side and the flipside as a right. The modern use of right to mean something someone has turns out to be simply a restatement of the requirements of justice from the side of the recipient. According to McIne rney, it is not simply that the old talk can be translated into the new, Finnis shows a preference for the new and praises it on occasion. Finnis A Critique of Practical Reasonableness Practical reasonableness is the key to Finniss theory of Natural Law. It is the means through which people grasp what is good and what is to be pursued, as well as being a good in itself. As discussed earlier, Finnis recognises basic forms of good, and asserts that this is an exhaustive list, suggesting that everyone who is practically reasonable will agree with it but if true must not practical reasonableness be an objective concept. Otherwise, people could discover completely different forms of good using their own subjective practical reasonableness. Finnis, however, does not agree and in his book expresses an aspect of practical reasonableness as the requirement that one should not do what one judges or thinks or feels all-in-all should not be done. This, he feels, expresses that practical reasonableness is not simply a mechanism for producing correct judgments, but an aspect of personal full-being, to be respected (like all the other aspects) in every act as well as over-all whatever the consequences How so is it possible to have a self-evident, indemonstrable good of practical reasonableness, through which all other forms of good are recognised, if it is acceptable to follow a mistaken conscience, whatever the consequences? Hitler, for example, may have genuinely felt he was doing a great service to the common good by ridding society of the curse of the Jews; and under Finniss theory, he cannot be criticised for this, because he was following his conscience, and because all of the requirements are of equal value. Ironically the prosecution of these war crimes were a principal factor that led to the Natural Law revival in which Finnis took part. Finnis regards practical reasonableness as an end in itself. He considers just that about all of the basic goods (of which practical reasonableness is just one) as being an end pre-eminently endish Reference is made however of a double duty whereby such reasonableness is a means of pursuing the ends of the other basic goods. So reasonableness is both a basic aspect of human well being and concerns ones participation in all other aspects of human well being. Can such a double-duty be performed? Is it actually a good, an end in itself or is it merely a method of attaining the other goods? Unlike knowledge for example, practical reasonableness cannot be pursued just for its own sake. Such a pursuit is necessarily contingent upon another end. When participating in it, the ultimate goal is not the attainment of practical reasonableness, but the participation in and realisation of another goal. Finnis would appear to place a higher value on the good of practical reasonableness than on the rest of the basic goods contrary to his belief that they are all equal. If it is accepted that it is both a means and an end that it does in fact do double-duty where none of the other basic goods do this would lend creedence to the suggestion that it sits atop a hierarchy à ¡ la Finnis. He suggests as much by stating that despite being free to choose which good we choose to pursue and which to ignore, we have no good reason to leave practical reasonableness out of our plan to live well. This would further introduce an Orwellian concept that the basic goods are all equal but some are more equal than others. If such a hierarchy exists should the basic good of life not outrank all others without which one could not partake in the rest of the basic goods. This, the author contends, unlike much of Finnis assertions, actually is self-evident. Next in line should then be practical reasonabl eness for reasons set out above followed by knowledge which bridges a gap between self-interest and a concern for the common good. Religion and all curiosity relating to cosmic order could come next although it could be linked to knowledge or a sub-category of it. Play is linked to sociability and friendship with aesthetic friendship linked to it as a sub-category. Finnis rates this as least important as it would appear to have the least interaction with the rest. Finnis natural law theory asserts that the values of his self-evident basic goods are the impossible to measure. Fundamental problems are created when morality is divorced from values. Finnis, as discussed above, requires a life plan based on these goods placed in a hierarchical format but does not outline how one should go about this. This places the morally right candidate in a unsure position as he may try to do what Finnis suggests but may never be able to achieve the required result as Finnis expects. Conclusion Essentially Finnis lays claim that the law is a social institution whose purpose is to regulate the affairs of people and so contribute to the creation of a community in which all people can live harmoniously while realising the fruits of the basic value system he proposes. In effect the law is a moral project where one must take the position of the person who examines the law with this person in mind. This is the practical reasonable person who grasps the basic values together with the laws purpose in helping others realise them. Whether or not a persons description of law is correct or not will depend significantly upon whether ones moral views are correct as it is these that will inform the way in which one conceives the project of law. Word Count 4,974 Footnotes 36

Society of the 60’s portrayed in Catch Me If You Can Essay -- Film Ana

Society is everything we see around us - the atmosphere we live in and the place we call home, the average people and their beliefs and what is accepted and what is not. It is in other terms, the world around us. In the film, society is represented as a gullible, and stereotypical place, as people tend to generally go with what they see, and believe everything they see. In some cases, the film is a true reflection of society in the 1960’s. However there is a vast difference between its setting and society today, hence it is arguable that it is not true reflection of today’s world and society At the beginning of the film the setting is quickly portrayed. It is set in a small America town during the Mid 1960s. At this time family was extremely important, especially communication and relationships within the family unit. The bond between Frank Jr and Mr and Mrs Abagnale appears to be very strong from the very first scene. Frank Abagnale Jr’s eyes lighten up in awe as he watches his father receiving his award. His is the hardest to clap and the last to stop clapping as his mother beamed in delighted. However, not everything is always as it seems. The family seem to have a good relationship towards one another, especially the parents as they had been dancing. Frank portrays fondness and affection towards his parents watching in admiration whilst they are dancing. Frank’s mother spills her drink and thus creating a stain on the carpet. Although they were laughing and dancing over it, the stain may symbolise a patch or a bad sign on their marriage, which was there was as we see later on in the film. Furthermore, it was the mother who .. ...anours. His life changes drastically, when he is caught as he no longer has that sense of freedom, and he finally realises that there is more to life than just fun. He accepts to work for the FBI and this proves he has now developed some maturity and a sense of responsibility. Frank’s relationship with Hanratty changes drastically in the play. They go from being enemies to being friends and become closer. They develop a trust between them and so the relationship changes, because Hanratty believes Frank will change, and so gives him a job and a new life. The film is a representation of what society was like in the 1960’s. I don’t believe it reflects what it is like now, since it is based on a true story on something which DID happen in the 1960’s, and people nowadays are not as gullible or as easily impressed.

Monday, August 19, 2019

Wal-Mart and Class Inequalities Essay -- increasing class inequality

Wal-Mart has become a staple company in many communities. It is a place where individuals can find most of their needs, and many of their wants. The appeal of Wal-Mart can be found in its slogan, â€Å"Always Low Prices.† It is the appeal of low prices during a time of economic recession that entices consumers. What many consumers do not recognize are the means by which Wal-Mart ensures these low prices. The media coverage of Wal-Mart during the recent months has not been favorable towards the company, and with lawsuits pending regarding issues such as low wages, anti-union practices, and sexual discrimination, Wal-Mart provides an avenue for examining media and alternative media depictions of the issues. This analysis will determine the extent to which media sources provide information on Wal-Mart and the allegations, and how this corporation is working to reduce class inequality. The focus will more broadly develop an argument which claims that superclass interes ts are the driving force behind our media, and therefore our exposure to critique of the system is limited. There are three articles that will be referenced during this analysis. The first article is taken from the mainstream media publication USA Today. â€Å"Wal-Mart takes hits on worker treatment: Lawsuits, unions slam megaretailer†(Armour, 2003) argues that Wal-Mart is coming under attack from critics who argue workers are underpaid, women are discriminate against, and illegal tactics are being deployed to kill unionization efforts. Armour (2003) states, â€Å"company officials say they don’t know why the attacks are coming now, and they also say the allegations are unfounded.† The next statement made during the article states that Wal-Mart employees agree with the statement. The author continues reporting on the issues at stake, but focuses mostly on how unions may be less relevant in today’s world. The article makes mention of both sides of the argument, but the rhetoric and terminology used leans towards the portrayal of Wal-Mart as a victim o f biased attacks to further union interests in the market. Perucci and Wysong (1999) would argue that this article is a perfect example of selective reporting, â€Å"unstated but routine news reporting policies and practices that produce a preponderance of flattering news media coverage of superclass-favored issues† (1999:160). It ... ...tive media portrayals of an issue. Ultimately this assignment was beneficial to my perspective on class issues. It exposed me to multitudes of informational sources ranging from mainstream to alternative. It was also interesting to see the ways in which issues are portrayed differently, and as I mentioned other the lack of blaming the system is extremely interesting. The various sources opened my eyes to the reality of media impact and control over our lives and opinions. It is difficult to see beyond the obvious appeal of corporations such as Wal-Mart, but this should be apparent to me after all these years of sociology. I think this assignment really helped me to think outside the box, and really analyze who has control; it isn’t me or you. That’s for sure. Works Cited Armour, Stephanie. 2003. â€Å"Wal-Mart Takes Hits on Worker Treatment.† USA Today. Hellerman, Caleb. 2004. â€Å"The Wal-Martization of Everywhere† & â€Å"Low Road/High Road.† Retrieved March 6, 2004 from: www.inequality.org. Olsson, Karen. 2003. â€Å"Up Against Wal-Mart.† Mother Jones. 28:2. Perrucci, Robert and Earl Wysong. 1999. The New Class Society. Lantham: Rowman & Littlefield Publishers, Inc.

Sunday, August 18, 2019

George Orwells: A Hanging Essay -- Literary Analysis

A world famous Essayist, a Novelist, and Critic, George Orwell is a name most people have heard at one point in their lives. His work continues to be used for educational purposes and held to a very high standard by many. Best remembered for his twin satires on totalitarianism, Animal Farm and Nineteen Eighty-Four, Orwell was a major participant in the British socialist movement. Although championing a radical politics of collective ownership, he extolled tradition and love of country while drawing a sharp distinction between patriotism and nationalism ("ORWELL, GEORGE." ). He was born into a poor but proud middle class family in Moti-hari, Bengal, India as Eric Arthur Blair. His surname, George Orwell, stuck with him after writing his first book Down and Out in Paris and London. This title was regarding his experiences of how his upbringing left him with feelings of great guilt, and how he then chose to live in squalor for a period of his life. With unemployment rates extremely high in the 1930’s he chose to join the labors and beggars and lived in low income lodging in London and Paris. He wondered the streets with professional vagrants and lived and learned their way of life. For Orwell this brought him closer to his roots and was an experience he has to live (â€Å"George Orwell.†). Orwell was raised in England by his mother Ida, but he was often separated from his father Richard Orwell; who spent his time working in India. His reputation among the people led him to be known as young and eccentric but withdrawn by most people who knew him. Orwell made an interesting reputation for himself, as a brilliant but poverty stricken writer. His determination led him to many good things; Orwell was awarded two scholarships to what were ... ...ell. Printer Publishers, 1991. 85-92. Rpt. In short Stories for Students. Ed. Kathleen Wilson and Marie Lazzari. Vol. 4 Detroit: Gale, 1998. Literature Resource Center. Web. 9 Feb. 2012 Orwell, George, and George Packer. Facing Unpleasant Facts: Narrative Essays. Orlando: Harcourt, 2008. 23-28. Print. "ORWELL, GEORGE." Encyclopedia of Nationalism: Leaders, Movements, and Concepts. Oxford: Elsevier Science & Technology, 2000. Credo Reference. Web. 08 April 2012. "Orwell, George (pseudonym of George Orwell) (1903 - 1950)." The Bloomsbury Dictionary of English Literature. London: Bloomsbury Publishing Ltd, 1997. Credo Reference. Web. 12 March 2012. Rodden, John. â€Å"View To A Kill.† AmGeorgean Conservative 10.9 (2011): 33. MasterFILE Premier. Web. 08 Mar. 2012 Sheldon, Michael. Orwell: The Authorized Biography. New York: Harper Collins, 1991. 53-340. Print.

Saturday, August 17, 2019

Maria Montessori

On August 31st 1870, Maria Montessori was born in Chiaravalle in the province of Alcona, Italy to father Alessandro Montessori and mother Renilde Stoppani Montessori. Her father, being a soldier, had old-fashioned ideas, conservative manners and apparent military habits. Her mother, Renilde Stoppani, was a bright well-educated woman. Being a well-read person, she also encouraged Maria to do the same. For Renilde it was important for girls to have a good education. With Renilde’s influence, Maria started to enjoy her studies and showed interest in mathematics.Renilde was always a friend and confidante who understood her daughter’s passion for education. She always supported her decisions and ambition. Between them was a special relationship, until her death in 1912. By the time Maria was twelve, her family moved to Rome for better education than what was offered in Ancona. Soon, she would be graduating from primary school and she was thinking more and more about her futu re. For most girls in Italy in the 1800’s primary school was as far as their education went, but Maria wanted to continue her studies.She entered a technical school for boys with the intention of becoming an engineer. This was unusual at the time as most girls who pursued secondary education studied the classics rather than going to technical school. Maria’s plans were always rejected by her father, being a conservative man who followed the norms of the society at that time. After a while, Maria had some change of heart regarding her studies and finally decided to become a doctor instead. She believed that her calling was medicine.Alessandro was appalled and confused by his daughter’s decision. He wanted Maria to be a teacher just like the other young women. At that time, a woman doctor was shocking and unheard of in society. Strong-willed as she was, she opposed the decision of her parents and joined the University of Rome. Once again, Renilde sided with Maria. Although Alessandro did not forbid Maria to study medicine, he never approved of it. Maria defied her father and the conservative Italian society and studied science. She knew she would be facing the biggest challenge of her life.Being the only woman in school, earning the respect of the other students was difficult but she was not about to let these men get in her way. One winter, she braved the snowstorm to attend a lecture only to find out that she was the only student there. The professor, impressed by her determination, gave the lecture anyway. Once, another student behind her kept on kicking the back of her chair, Maria gave him an angry look and said, â€Å"I must be immortal or a look like that would have killed me. † Maria was motivated most of the time but there were times when she felt discouraged by the taunting and teasing, among other things.She faced many obstacles that sometimes she wondered if it was worth it. Maria’s ordeal of dissecting human bodies made it worse for her when she had to do it alone at night. It was improper back then for a woman to study a body and it’s organs in the company of men. In 1896, after six years at the university, Maria was nearing the end of her studies. Like all medical students, Maria delivered her lecture and at the end was applauded by the entire senior class. This was the day Maria would not forget as she saw her father who stood in the audience, clapping with them.At the age of 25, Maria earned her medical degree and the title of ‘dottoressa ‘ at the University of Rome. She was the first female doctor in Italy. Dr. Maria Montessori's first appointment was as an assistant doctor in the psychiatric clinic of the University of Rome, where she worked with mentally challenged children. Dr. Montessori, with her kind heart and pity for these children, became very much involved with them. During one visit to the asylums, Maria saw that children would crawl around the floor looking for crumbs of food that had fallen there.She observed the bare walls and carefully watched the children. She came up with the thought that the children are not really looking food because they were still hungry but because they wanted something to touch or look at. Her observation and regular contact with the unfortunate children convinced her that the problem of handling these so-called defectives was as much one of instructional method as of medical treatment. She was convinced that the children in the asylum could be helped. They were educable despite of their condition.Dr. Montessori ended up educating herself to the works of two Frenchmen, Jean Itard and Edouard Seguin who believed that even the mentally challenged people could be educated. In 1898, she was appointed director of the State Orthophrenic School in Rome. Throughout this year, she continued to give lectures and wrote articles on idiocy. She continued her research and studies to help deficient children and her work paid off. The children made tremendous progress, and even passed state examinations to the surprise of all. While hese children enjoyed great success, Maria was concerned at the lack of progress of many normal children. She thought that if children with these problems had attained such a level, she felt that many normal children should be reaching higher levels. This drove her to a deeper research into the matter and she went back the University of Rome pursuing her study on psychology and philosophy. In 1904, she was appointed as professor of anthropology at the university. She was eager to try out her teaching methods on children of normal intelligence, and in 1906 she got the chance. The Italian government put Dr.Montessori in charge of a slum school in the San Lorenzo quarter of Rome which had children aged three to six from poverty-stricken families. The children were scribbling on walls in corridors and causing mischief while their parents were at work and their older siblings were at school. They needed someone to keep the children occupied and out of mischief. Maria readily gave up her job at the university and established a school on the 6th of January, 1907 and named it ‘Casa dei Bambini' meaning Children's house. She put many different activities and other materials into the children’s environment.To be able to do her other duties, Dr. Montessori hired someone to take charge of the classroom. She had carpenters build child sized school chairs and desks to make them comfortable for learning. In the room, everything was adapted to the children’s size and perspectives. She had low sinks put in so they could wash themselves. She replaced the locked cupboards with open shelves low enough for the children to reach. Dr. Montessori observed that if children have an orderly place to work and learn they take great pride in it and care well for the learning tools.They are able to sit quietly and learn for long periods of time- far longer th an in normal everyday settings. Children in a Casa dei Bambini made extraordinary progress and soon five year olds were writing and reading. Dr. Montessori’s new approach drew the whole world’s attention to Casa Dei Bambini and visitors arrived to see for themselves how she was achieving such results. The result of her work was being heard of and written in papers, first in Italy then in other countries. One of them was in the McClures Magazine in the Unites States.The millionaire, McClure even offered to put up an institution solely for Dr. Montessori’s use, but was only declined by the latter. She did not want to compromise what she had started in Italy and be tied down to other international undertakings. A conflict between Dr. Montessori and Eduardo Talamo (the director/engineer of the housing project) resulted to the former leaving the tenement which Talamo managed. Dr. Montessori got her own apartment and built two rooms for the children. She established M ontessori classrooms in her own residence. By 1909, there were five Casa dei Bambini operating.In the same year, Dr. Montessori gave her first training courses. Her notes from this period developed into The Montessori Method. In 1912, after the death Renilde, Dr. Montessori was reunited with her fifteen year-old son, Mario, who was born out of wedlock and had to be sent away at a young age. Being an unmarried mother at that time was an scandalous thing and would have ruined Dr. Montessori’s public image and career forever. From that day on, Mario went with her on most of her travels. There was a period where Dr. Montessori was occupied with travelling, public speaking and giving lectures.At this point in time, she was rubbing elbows with quite influential people in the society. In the United States she delivered twelve speeches, one of which was at Carnegie Hall. In 1915, the year of the San Francisco World Exhibition was an opportunity for Dr. Montessori to present her metho d and be well-known. A Montessori class was conducted in a room called ‘glass room’ which was specially constructed for people who wanted to view how Dr. Montessori worked with the children. Her training course for teachers in California was well attended. She was not alone.A small group of women of uncommon devotion lived with Dr. Montessori. Among them, Anna Maccheroni and Adelia Pyle were instrumental in spreading and implementing Dr. Montessori’s ideas. On the same year, the first Montessori school in Spain was established. Following the success of her first international training course, she travelled the world lecturing and training more teachers. Mario was always there to accompany her even after he married and had children. In 1929, the Association Montessori Internationale (AMI) was founded to oversee the training of teachers. Dr.Montessori and Mario embarked for India in 1939 to give a training course. They were not to return for seven years. India beca me their home until after the war ended in 1946. With the outbreak of war, as Italian citizens, Mario was detained as a prisoner and Maria was held on house arrest. Dr. Montessori’s stay in India gave birth to the idea of ‘cosmic education’ – an approach to children in the second plane of development. On her 70th birthday she requested to the Indian government that her son Mario be released and to rejoin her. This wish was granted and they were given permission to travel around India.Together they trained more teachers in India before they returned to Holland and to the grandchildren (Mario, Jr. , Renilde and Marlena) who had spent the years in the care of Ada Pierson. Ada was a special person in Mario’s life whom he had met in London in 1936. Even in her later years, Dr. Montessori continued travelling around the world writing and teaching her method with the same enthusiasm and energy, with Mario as her constant companion. What followed was a succ ession of international accomplishments: 1946 – gave courses in London and Scotland -â€Å"Education for a New World† was published 947 – Operation Montessori was established in Italy – 40th Anniversary of Casa dei Bambini was celebrated – Montessori Center was established in London – She returns to India 1948 – Publication of â€Å"Discovery of the Child†, â€Å"To Educate Human Potential† and â€Å"What You Should Know About Your Child† 1949- Dr. Montessori receives Cross of Legion of Honor in France -International Congress was held in San Remo -â€Å"Absorbent Mind† was published 1950- Dr. Montessori was nominated for Nobel Peace Prize -â€Å"Formation of Man† was published 1951- International Montessori Congress held in LondonShe died in Noordwijk-on-Sea in Holland on May 6th 1952 at the age of eighty-one. Even after her death, Mario continued what Dr. Montessori had begun. He continued conductin g the training courses. And today, schools everywhere have been influenced in some way by Dr. Maria Montessori's work. Her legacy lives on. Bibliography: †¢AMI Training Handouts †¢AMI Training Lecture 2010, MTTC of NC †¢Ã¢â‚¬Å"Education: Return of Montessori,† Time Magazine, 3 February 1930, 2 October 2010 http://www. time. com/time/magazine/article/0,9171,738569-2,00. html. †¢Standing, E. M.. Maria Montessori, Her Life and Work. New York: Penguin Group, 1998. Maria Montessori I choose Maria Montessori’s theories on education because I believe that her ideas make the most sense when it involves children learning in the classroom and at home. Her theories of observation and hands on learning were given much recognition in the twentieth century. She was recognized as one of the pioneers of early childhood education. (Kramer, Rita Marie. 1988. Maria Montessori: A Biography. Reading, MA: Addison-Wesley). Most schools today are still using several of Montessori’s theories and ideas on their younger students; especially kindergarteners.I want to be able to use many of Maria Montessori’s ideas in my kindergarten class because I believe they work. I believe it is a key element to observe small children during their play time, learning time, and when they are being interactive. Observing children gives a teacher a chance to see the child’s strong learning abilities and their weak ones. This also goes for the hands-on theory, most childre n learn much quicker when they are allowed to touch and play with objects and interact with toys and tools used in class rooms for learning.I also will be the type of teacher that does not discriminate between race, origin, religion, or disabilities, just like Maria Montessori. She did a lot of special work with the disabled children in her teachings and I plan to do the same. As did Montessori I will also make sure that the parents of my students are as involved with their child’s education as they possibly can be. Reference: 1). Kramer,Rita Marie. 1988 Maria Montessori:A Biography. Reading,MA:Addison-Wesley. Maria Montessori The Montessori method of teaching aims for the fullest possible development of the whole child, ultimately preparing him for life's many rich experiences. Complemented by her training in medicine, psychology and anthropology, Dr. Maria Montessori (1870 – 1952) developed her philosophy of education based upon actual observations of children. Children pass through sensitive periods of development early in life. Dr. Montessori described the child's mind between the time of birth and six years of age as the â€Å"absorbent mind†. It is during this stage that a child has a tremendous ability to learn and assimilate from the world around him, without conscious effort. During this time, children are particularly receptive to certain external stimuli. A Montessori teacher recognizes and takes advantage of these highly perceptive stages through the introduction of materials and activities which are specially designed to stimulate the intellect. Encouraged to focus her attention on one particular quality, the child works at her own optimum level – in an environment where beauty and orderliness are emphasized and appreciated. A spontaneous love of â€Å"work† is revealed as the child is given the freedom (within boundaries) to make her own choices. Montessori teachers are trained facilitators in the classroom, always ready to assist and direct. Their purpose is to stimulate the child's enthusiasm for learning and to guide it, without interfering with the child's natural desire to teach himself and become independent. Each child works through his individual cycle of activities, and learns to truly understand according to his own unique needs and capabilities. Everything in a Montessori classroom has a specific use or purpose. There is nothing in the prepared environment that the child cannot see or touch. All of the furniture and equipment is scaled down to the child's size and is within easy reach. A quality Montessori classroom has a busy, productive atmosphere where joy and respect abound. Within such an enriched environment, freedom, responsibility, and social and intellectual development spontaneously flourish! Interested in becoming a Montessori teacher? Find out how you can earn your Montessori diploma now without missing a minute of work. Request an Information Package Today! Maria Montessori Born Maria Montessori Chiaraville, Italy on May thirty-first eighteen seventy. She came into a very well educated Catholic family. Her mother was also very educated along with her father who was once a in the military but found his calling as a financial advisor in the tobacco company. Maria's father was to be seen as a very traditional but firm peremptory man, while her mother had her own down to earth ideas when she was part of liberating Italy. It as Maria's mother that supported her in all here endeavors. Her family moved to Rome so Maria could better her education and her father could follow his company. She attended a mostly all boy technical school. Where she got her degree to be in engineering, spite what her father wanted. But after attending high school she studied to become a engineer but veered from that into the medical field. But due to her father disliking her university studies could be seen as a bit strained. But Maria was strong and overcome difficulties to even study about the human body. At times she had to have special sessions to perform autopsies because it was frowned down on that women were not to study or perform autopsies in front of men. But Maria held onto her dream and became the first female physician in 1896 (Hainstock,1997). Maria first came in contact with children when she had to attend a school for special needs children. As she studied these children she convinced herself into realizing that the kids issues were not medical but educational: by that she could see that if the children were made more stimulated the children were more acceptable to the learning process. Maria wanted more education so went back to school to study anthropology, psychology. So in 1904 Maria gained the position of Lecturer in Pedagogical Anthropology. While studying Maria fell in love with a colleague that she worked with, she had one child a son. She sent her son to live with a foster family, so she would not be shunned at because she was a unwed and single parent at that time. Even after her death her son new his mother well and knew that he was in safe family ways and that she did what she had to do at that time, and provide her son with a great life. Dr. Maria Montessori became a pivotal standard when it came to early childhood education. Her theory that all children are highly motivated to learn. They are like sponges the more information they receive the more they will take what is said and learn from it easily and naturally. Maria felt that formation of life begins at birth and until young adulthood. She felt that as a human infant we are born incomplete person and it is up to the child to complete the transformation (Lillard & Jessen 2003). Montessori studied at the children asylums she learned that a child's development was developed through the senses or â€Å"sensorial exploration† and hand to brain coordination (Lillard,1996 Lillard & Jessen, 2003). She felt that children needed to learn from their senses of touch, feel, smell, and seeing and hearing. Montessori used stages to help children guide themselves through adulthood: the first stage was the Period of Transformation. This usually started from age zero to age six years. In the stage children we somewhat self centered to eve a bit egotistical at time s that lead these children to know the ways of nature which gave them children the drive and the core of self development. This is also where the sponge or absorption of language, walking and talking came it into self development (Lillard &, 2003). These sessions were referred to as the Sensitive Period. At this time it shows that children work on only one area of education while ignoring the other areas. At the age of zero to three a child has a secondary division of the Unconscious Absorbent Mind, at this stage the child is absorbing all he or she can with the environment around him/her, using what they learn to gain a grasp on the their future. (Standing,1957). The second sub division is when the Conscious Absorbent Mind this is between the ages of three to six year olds. This stage is used from taking what the child leaned from the Unconscious Absorbent Mind and using it to understand and placing what he/she learned into categories that well be used later in the learning process. The Sensitive Period and Absorbent mind work together to mold a child's personality. This shows the â€Å"sensorial explorers† so it comes the focus to become oneself. Montessori called these the beginnings years for a child first recollection into a child development. Maria believed that a child's environment was built around a child's needs and wants in order for the child to be able to pass through each stage comfortably. Montessori used Auto Education along with didactic material, individual or on one on one teaching to give the child individualism in teaching in a prepared environment. Within the Montessori Auto-Education she built this theory on that a child learn though what they experience throughout the environment . This can be seen though the sensory, education and muscular coordination using Montessori didactic materials. These supped the use of one's language development(Orem, 1971). This also gave the child the development of right and wrong. This was taught by showing the child two different materials that is not in any way represented of each other, giving the child a connection to the right and wrong. Montessori control of error gave children a constant time of playing while the child had to keep his or her pace not being designated into a certain time to quit the activity so the child could learn at his or her on speed. This showed teachers that a child could learn and do things on their own pace without being told what to do, they took it upon themselves to teach themselves. The next concept was Individual Education, giving the child his or her own space and interests, giving the children the drive to always want more. But learn with space and freedom, individualism while still giving the respect and consideration to the other kids. So not engaging or interfering in other children's work. Giving a child the space and opportunity to learn about the environment around then with hands on techniques or through movement. This gives the child the use of hand eye coordination along with motor skills development. Montessori believes that children learn from experiences through learning when it is their choice other than being forced into learning (Orem, 1971). One more of Montessori's concepts was the one on Independence and Prepared Environment. This was where individuals worked in a block of time without being interrupted . It gave the child the since of peace and accomplishment. But always knowing that others were around to help out. The individual time that child worked alone was his or hers, so that whatever that child or individual was doing was still being observed to a degree but also left alone to tend to the matter at hand. Montessori also felt that breaking children up into groups or sections gave a more one on one chance the teacher and other kids. Plus it gave them the chance to come into contact or meshing with the older students and together they could learn from each other. This gave the prestige of mentoring the younger kids with a older child. The older child got to learn patients, cooperation and mentoring which was great for both kids. Maria Montessori theory brought her great strides to the education of many children from yesteryear to today, but it was also criticized by other too. Some researchers look at the way Montessori teaches and says that there is way too much leniency, in the supervision of the children in the classroom, which in return can turn the children into egomaniacs. Her teaching credentials with researchers saying that her books were expensive and not within reach for the everyday family to teach their child (Faryadi, 2007). Some see her methods and theory are geared only towards lower class families, or for families that had a lower economic status. They also felt that the kids are being put into a hostile and not caring environment where they is not structure of adult supervision. Montessori most well known critic was William Head Kilpatrick. A teacher in his own time, his approach to teaching became the Project Method of Education. This method closely resembled Montessori's ways too. This was where the children learned without the use of a teacher yes, no teacher. He looked at teaching education is like to creating a group of children to take control of work with each other without the confrontations, which could have the children become more independently driven as a single learners. Kilpatrick went back to school and once he did that he had a different approach to education and more progressive outlook. When Montessori's popularity hit the United States, Kilpatrick hired lectures to critique that teaching of Montessori. HE saw her way of teaching was becoming way to lax in the way of play too (Shortridge, 2007). He shunned her for the lack her for the lack of discipline, her theories were way to narrow and the way she ran her school was ways to lenient to his liking. With all this Montessori credibility was diminished. Montessori was becoming more criticized by American schools and some even stopped teaching the Montessori way. But to this day there are still schools that practice or teach the Montessori method and with the theory Maria Montessori lives by to this day. * I am proud to say that I was welcomed into one of the Montessori schools here in my town. I got to observe the methods and teaching for a day. I was so humbled and honored to be in the presents of such wonderful little kids. got to play and talk to them about their school, one little girl Jenny said † I love my school and I learn allot each day†. Jenny was so courteous and so sweet. She showed me around the classroom and the different stations too. It was so rewarding to see this little girl guide me through her classroom not her teacher. Even though her teacher was there it was just a great day spent observing a Maria Montessori class in my town. I relate to Montessori theory, because I feel that children deserve to learn in a classroom that envelops the well being and knowledge that the kids provide along with what I can teach them as the year goes on. My overall teaching would abide by the standards that my state has and make my classroom not only my classroom but the kids that I teach also. Everyone would be welcomed and I would always want to learn from my kids and become not only their teacher but a friend to them. My life and career will revolve around not only my kids but also the kids that I hold dear to me as my class. Each day that passes will bring new horizons for all of us. I will look back on what Maria Montessori has tough me through all the ligature that I have read over the last free weeks. There were many great theorists in the field of Early Childhood Education but I think I have found a new profound outlook on the whole process of teaching and learning. Thanks to a woman like Maria Montessori that started out as a physician and then turned her ideas and teaching into a theory that to this day some schools hold dear. In my future class I would make everyday a learning experience with a standard to the highest, along with the drive and determination to always want to come back and learn more as the days and months pass on.