Communication and Diversity challenges in the Workplace Research Paper

Correspondence and Diversity challenges in the Workplace - Research Paper Example Then again, work environment decent variety involves the scope of dissimilarities among people in an association. Assorted variety fuses foundation, race, instruction, sexual orientation, authoritative capacity, ethnic gathering, subjective style, age, residency, character, among different segments. Assorted variety likewise involves how people see themselves and others. These observations affect the connection of people. The human asset division in an association ought to enough arrangement with issues, for instance, change and versatility, and correspondence for countless laborers to work appropriately in an association. Additionally, productive associations understand the essentialness of fast activity and are happy to use assets in order to oversee assorted variety in their associations. This paper will take a gander at correspondence and decent variety challenges in the work environment. Viable and productive correspondence is amazingly basic for the achievement of associations that each individual from an association ought to be appropriate communicators. A director has an obligation to guarantee all laborers have productive relational abilities. Likewise, sufficient correspondence in an association has a critical influence in building up everlasting specialist inspiration. Associations that have entrenched correspondence profit by improved connections between people. It is basic that both administration and laborers have productive correspondence between them since this will guarantee hierarchical capacities run easily. Moreover, capable correspondence expertise will help individuals from an association improve time the board in their work environments. The capacity exists for a supervisor to regulate his own time just as keeping the laborers focused on cutoff times. Appreciating the correspondence course opens various chances to upgrade profitability (Eunson 2007, 51). Associations face various correspondence challenges in the working environment. Initi ally, language obstruction may transform into a correspondence issue. There might be language hindrance between people of various degrees of work understanding, ages, and ethnic foundation. Language hindrance may make a misconception or hinder correspondence that makes correspondence insufficient. Second, Effective and proficient correspondence in the work environment relies upon proficient association planned for aiding in the proceeded with improvement of the association or ordinary working of the association (Gerson and Gerson 2007, 78). At the point when laborers permit individual worries to affect organization correspondence, a correspondence trouble emerges and could exist for some time before being found and settled. People who decrease to convey based on close to home clashes may crush the organization’s capacity to take part in business and subsequently, slow or deflect the improvement of the association. Third, one bearing correspondence may result into a lacking me thod of trading data all around the organization. Administrative staff and laborers should give criticism without fail in order to improve the nature of data being passed on and the manner by which the data is conveyed. For example, if the human asset division every now and again conveys data in a manner that is befuddling to others in the association, at that point the human asset office should be made mindful of the correspondence issues or, more than likely the data originating from the human resourc

Abigail Williams Character Essays

Abigail Williams Character Essays Abigail Williams Character Paper Abigail Williams Character Paper People act the manner in which they do due to their past. At the point when the person is damaged or have survived hurtful occasions throughout their life, it can impact their current activities. Abigail Williams , character from The Crucible by Arthur Miller, has encountered ghastly occasions and feelings that have affected her activities. Despite the fact that the undertakings she caused were superfluous , it was not her flaw by any stretch of the imagination. She is sincerely scarred and her demonstrations were a sob for help. Abigail Williams, a poor damaged young lady, ought not be held countable for her activities. Abigail has endure one of the most upsetting disasters somebody can experience. She has seen her folks executed by the Indians before her own one of a kind eyes. Seeing this grim occasion could cause any person to go crazy and to not think normally for an amazing remainder. All the moves she had made during the witch preliminaries were brought about by her madness. She was not acting charmed for the sake of entertainment for her madness made her see black magic that didn't exist. At the point when she saw the flying winged animal in the town hall it was her brain that was deceiving her to perceive what was truly not there. Likewise, when she saw her parents’ demise, it filled her with outrage and contempt for the world. With the entirety of this resentment and disdain developed, her madness carried her to need vengeance. So during the witch preliminaries her alleged â€Å"acting† of being beguiled was brought about by her craziness. Abigail had an illegal love with John Proctor. This adoration made her connected to Proctor. At the point when Proctor was finished with her, he devastated the entire relationship. He revealed to her they were done and gave her the repulsive sentiment of being undesirable. Because he was embarrassed about what he did and didn't need any piece of it any longer . It didn't mean he needed to hurt poor Abigail. A large portion of Abigail’s life was lived without guardians to share love, yet with Proctor, she at last had somebody to cherish. At the point when he unexpectedly finished what they had so rapidly , it caused her to feel like he never truly thought about her in any case. All through her experience with John, you can see the adoration and connection she had with him. No young lady can sincerely say she faults Abigail needing Elizabeth’s place in life , she had all that she needed. Obviously without John this adoration could have never occurred, so John Proctor is to blame for causing Abigail to feel relinquished , undesirable, and not sufficient. Life as a Puritan was an existence with numerous limitations. Puritans had firm guidelines that must be obeyed by everybody consistently. Abigail experienced childhood in a Puritan time which implied she needed to adhere to the strict convictions she had since she was a little youngster. For her entire life she expected to go about as a polite and held young lady. Being so saved can be tiring sooner or later, and the revolutionary within her expected to come out . Abigail couldn't overlook the urges she needed to accomplish something defiant. The circumstance in the forested areas including her was simply for the sake of entertainment and was not as genuine as everybody took it to be. Truth be told Abigail ought to be applauded for demonstrating the puritans a method of good times for a change. The entirety of different residents of the town potentially had a similar idea as Abigail however could never need to certainty to do it. She can not be accused for following her innovative brain and needing to add all the more exuberant hood to the Puritans. People’s past can truly hugy affect the remainder of the world. More often than not their past isn't even their own shortcoming. Numerous individuals would state that Abigail Williams is to blame for the entirety of the consequences of the witch preliminaries, however in the event that you look more into her past and what she had experienced you would see her side of the story. She was only a damaged young lady attempting to repair her own difficult that were not totally her deficiency. Individuals should feel frustrated about all she needed to experience in her life. Come at the situation from her perspective and attempt to sympathize with her agony. Abigail Williams, a young lady tormented by life, ought not be held countable for her activities including the witch preliminary.

Looking Back, Looking Forward

Looking Back, Looking Forward So a couple days ago, frustrated as I was by the fact that I wasnt getting anywhere with my biochem studying, I decided to take a break and wander through the videos on my computer. Im sharing a particularly choice one with you with full knowledge of the fact that Ill probably never live it down. MIT Tech TV Oh and I also found one of Quinton, from the elephant parade last semester :) MIT Tech TV Haha, I hope that was at least mildly entertaining. I definitely needed a few laughs this past week there is sooo much going on right now: tests, problem sets, papers, C-Show dance practices (more about C-Show in a later entry), random other extracurricular stuff, ahhh. I wish there were a pause button for life. Or maybe just a fast-forward button because I cannot waittt for CPW 2011! I hope you 15s realize exactly how excited we all are to see you on campus. We get to find out which of you well be host-matched with this Sunday at a short training session, and in just a week, well finally get to meet you in person. For those of you coming to CPW be prepared for an amazing time, complete with the prospect of little to no sleep. Therell be free food everywhere, random events in the middle of the night, hundreds of people wanting to meet you, and tons of opportunities to get to know what MIT is like. I know several of you tuned into the CPW webcast two weekends ago and already have an idea of how to navigate CPW. In case you missed it though, here are some tips/general thoughts on CPW 2011: 1. Be spontaneous Youve seen the CPW schedule online, and you can tell that the 3-4 days youll be on campus will be absolutely jam-packed with events. Definitely hit up the major events (ex. Welcome Ceremony, Activities Midway (free stuff!), Closing Ceremony, Faculty Speeches, etc) but also feel free to stray a little bit. The point is to get to know other members of your class so if that means missing a dose of pancakes at 2 am in favor of staying up till 5 am just talking about life, go for it. 2. Make sure to check out all the dorms Every dorm at MIT has its own flavor: McCormick Hall (my dorm) is generally characterized as clean/friendly/quiet. Random Hall iswell, random. Burton-Conner pretty much has a different personality on every floor. Baker is almost always social and lively. Go to them all, talk to residents, and take tours make use of this chance to get a head-start on deciding where you want to live next year. 3. Visit some classes and chat with professors I know that one of my biggest concerns when deciding whether or not I should MITriculate centered around the workload here at MIT and whether or not I could handle it. During CPW, I sat in on an 8.02 (Physics II: Electricity and Magnetism) lecture as well as a 7.013 (Biology) lecture, just get an idea of what MIT classes were like. 8.02 was particularly neat because they did a ton of in-class demonstrations, in honor of CPW. I came away from those lectures feeling a lot better about the difficulty of classes at MIT theyre not quite so impossible as they seem :) 4. Speak with current students despite the rampant stereotypes, MIT students are not extreme nerds who sit around on their computers coding all day. People here come from a range of diverse backgrounds, are excited by a variety of topics, and spend their free time doing all kinds of interesting things. Chat with us! Ask us anything you like whether its about classes, student life, crazy fun times weve had on campus. Were open to any and all questions/conversations. 5. GET FREE STUFF Consider this your ultimate goal at CPW =P Get to events early so that you dont end up with 7 XXL shirts like I did and so that upperclassmen masquerading as prefrosh dont swipe the free stuff that was rightfully yours. On a related note make sure the suitcase/bag you bring to CPW has a little extra room. Youre definitely going to be going home with more than you what you came to campus with. For those of you who cant make it to CPW: dont be sad! Orientation is essentially an extended version of CPW, so you have plenty of fun heading your way in the near future. Plus, I can tell you that based on the 7 prefrosh I know/have met so far, your Class if fabulous :) I actually got a chance to host one of your classmates, Aarti 15, last night as part of the Overnight Visit program (hehe, she just called me saying shes awake =P). And Ill get to see the rest of you soon! Get pumpedddd for CPW 2011.

Definition and Examples of Verbosity in English

A Secret Weapon for Order College Research Paper Online

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Role of Ethics in the Life of an Engineering Student Free Essays

As a college student for the last 2 years, if there is one important thing that I have learned, it is to follow the ethical guidelines of your school. Moreover, maintain the ethical code throughout the semester and more specifically for every course. Now, as an engineering student at The University of Texas at Tyler, I have an Engineering Code of Ethics to follow. We will write a custom essay sample on Role of Ethics in the Life of an Engineering Student or any similar topic only for you Order Now This, in my opinion, is the closest to an actual professional code I have seen thus far. As a learned profession, engineering students are expected to show the upmost standards of integrity and honesty. Since this is the code that we will be following while providing services as an engineer, our complete honesty fairness should be dedicated to the safety and welfare of the people. As an engineer, you are required to perform under a standard of professional behavior. It requires adherence to the highest principles of ethical conduct. As students, we are to practice the Code of Ethics on both the college and the District level. Every student in the college/district is expected to represent himself respectfully, whether it is on paper or verbal. This representation calls for honesty of information on all forms, applications and official documentation. In addition, we are to behave respectfully faculty, staff, administrators, other students and visitors as we represent our college and district. Academic honesty and academic integrity are to be maintained at their highest standards. All of the student’s work should be original. No type of academic dishonesty is acceptable. This includes cheating or lying on any assignment, quiz or exam. Providing false information or making false statements is impermissible. Gaining an unfair advantage over other students by any means of cheating is also against the ethical conduct. Cheating furthermore includes plagiarism, which is when a student uses the ideas of another and declares it as his or her own. Students are required to properly cite the original source of the ideas and information used in his or her work. Students of the district are expected to adhere to the rules and regulations set by the District. Students are to be responsible for any costs of the damages resulting from their behavior. Furthermore, use of illegal drugs, prescription drugs and alcohol should be highly avoided. We shall also refrain from using language or acting in a manner that is disrespectful or inappropriate towards other students and members of college. This also includes sexual assault and harassment. Students must behave respectfully toward their peers and professors. In the classroom setting, students may not interrupt their classmates or professor, make fun of them or their expressed views, or disrupt the learning environment. It is important to maintain the best learning environment for all students and professors. The fundamental canons lay down general duties. For example, engineers are required to â€Å"hold paramount the safety, health and welfare of the public,† to â€Å"issue public statements only in an objective and truthful manner,† to â€Å"act in professional matters for each employer or client as faithful agents and trustees,† and to â€Å"avoid all conflicts of interest. † Each engineer stands to benefit from these requirements both as ordinary person and as engineer. The benefits for an engineer as ordinary person are obvious: As an ordinary person, an engineer is likely to be safer, healthier, and otherwise better off if engineers generally hold paramount the public safety, only make truthful public statements, and so on. How engineers stand to benefit as engineers is less obvious . Generally, all the ideas from the Code of Ethics for Engineers apply to an engineering student. Two fundamental canons that stand out are number 3 and 6. Number 3 states that public statements issued should be in an objective and truthful manner. This means that all reports and statements from an engineer should include all relevant and pertinent information in such reports, statements, or testimony, which should bear the date indicating when it was current. The same way an engineering student is responsible for stating correct information on his/her assignments and reports with the mention of the correct date and time of any analysis or experimentation involved. Number 6 states the engineer conduct themselves honorably, ethically, and lawfully so as to enhance the honor, reputation, and usefulness of the profession. This applies to engineering students as much because we are responsible for our own work and are expected to incorporate originality in our work. We should acknowledge our errors and shall not alter or distort the facts. We, as students, should look at the big picture and realize the long-term commitment to the field of engineering. Misrepresentation of any kind is unacceptable. A code of ethics is necessary in part because, without it, the self-interest of individual engineers, or even their selfless devotion to their employer, could lead them to harm everyone overall. The authors of a code of engineering ethics are all more or less rational persons. They differ from most other rational persons only in knowing what engineers must know in order to be engineers and in performing duties they could not perform but for that knowledge. It is therefore reasonable to suppose that their code of ethics would not require them to risk their own safety, health, or welfare, or that of anyone for whom they care, except for some substantial good. It also seems reasonable to suppose that no code they authored would include anything people generally consider immoral. Most engineers are probably morally decent people, unlikely to endorse an immoral rule. All scientific and engineering professions have a high standard of ethics. It is quite necessary, because many of the things scientists and engineers do affect both their own lives and those of the public as well. If a scientist reports a development from the laboratory incorrectly, it can even endanger someone’s life. If an engineer cheats on a design, it can also cost lives. Similarly, all of us would be concerned about driving over a bridge built by an engineer who cheated in school. We have learned of a number of situations in recent years in which people have acted unethically and the results have been very bad for the people who trusted them. This is also the reason why new disciplines of engineering ethics are emerging all over colleges and universities. Handouts and instructor’s guides in different courses in the electrical, civil and mechanical engineering departments are made mandatory to a student to have a good sense of. Understanding the Code of Ethics for Engineers as a convention between professionals, we can explain why engineers cannot depend on mere private conscience when choosing how to practice their profession, no matter how good that private conscience and why engineers should take into account what an organization of engineers has to say about what engineers should do. What conscience would tell us to do absent a certain convention is not necessarily what conscience would tell us given that convention. Insofar as a code of professional ethics is a kind of a morally permissible convention, it provides a guide to what engineers may reasonably expect of one another. It describes what the rules of the game are. Just as we must know the rules of baseball to know what to do with the ball, so we must know engineering ethics to know, for example, whether, as engineers, we should merely weigh safety against the wishes of our employer or instead give safety preference over those wishes. A code of ethics should also provide a guide to what we may expect other members of our profession to help us do The question now is why, all things considered, an engineer should obey her profession’s code. We should begin by dismissing two alternatives some people find plausible. The obligations of an engineer do not seem to rest on anything so contingent as a promise, oath, or vow. So, the convention between professionals is not a contract. It is more like an obligation resting not on an actual agreement, but on what it is fair to require of someone given what he has voluntarily done, such as accepted the benefits that go with claiming to be an engineer. One way society has of saying things is through law. No law binds all engineers to abide by their profession’s code. Of course, society has ways of saying things other than by law, for example, by public opinion. But it seems doubtful that the public knows enough about engineering to have an opinion on most matters of engineering ethics. After all, there have been both irrational laws, those requiring the use of outmoded techniques and immoral laws, those enforcing slavery. The public opinion supporting such laws could not have been much less irrational or immoral than the laws themselves. In conclusion, Engineers should not only do as their profession’s code requires, but should also support it less directly by encouraging others to do as it requires and by criticizing, ostracizing, or otherwise calling to account those who do not. They should support their profession’s code in these ways for at least four reasons: First, engineers should support their profession’s code because supporting it will help protect them and those they care about from being injured by what other engineers do. Second, supporting the code will also help assure each engineer a working environment in which it will be easier than it would otherwise be to resist pressure to do much that the engineer would rather not do. Third, engineers should support their profession’s code because supporting it helps make their profession a practice of which they need not feel morally justified embarrassment, shame, or guilt. And fourth, one has an obligation of fairness to do his part insofar as he claims to be an engineer and other engineers are doing their part in generating these benefits for all engineers. How to cite Role of Ethics in the Life of an Engineering Student, Essays

Superfund Issue Essays (1114 words) - Hazardous Waste,

Superfund Issue Overview/Analysis of Superfund Overview There have been few environmental problems that have posed the same level of concern as that of the hazardous waste issue. Similarly, few environmental laws have caused the level of frustration as that felt towards Superfund, the main legislative tool that was designed to address the public fears in regards to hazardous waste. Superfund is a law that was passed in 1980. It is formally known as the Comprehensive Environmental Response, Compensation, and Liability Act, or CERCLA. It established a special fund called the Superfund Trust Fund as a pot of money, 1.6 billion over 5 years, which was originally planned to finance the clean up of some 400 sites. Today, Superfund has grown into one of the nations largest environmental projects with over 30 billion being spent on over 1200 sites. The EPA, with the aid of state and tribal governments, is the agency charged with implementing and enforcing the Superfund Program. Since the Superfund was designed to be used for abandoned sites where the responsible parties are unknown or bankrupt, the EPA makes every effort to identify the parties responsible for the contamination so they can be held liable for the costs of the cleanup. Superfund sites are discovered by local and state agencies performing inspections, businesses, the EPA, the Coast Guard or anybody else who takes the initiative to report a potentially hazardous waste site to the National Hotline Number. When sites are identified the EPA must decide if it requires an emergency response, an early action, or a long-term action. EPA Overview/Analysis of Superfund uses a scorecard method called the Hazard Ranking System (HRS) to determine the level of danger in a hazardous waste site. If the site requires immediate action to eliminate serious risk to human health or the environment, it will be dealt with as an emergency response. If a site poses a threat in the near future, an early action will be enacted to contain the risk. Typically, Early Action goals are to; prevent direct human contact with contaminants from the site; remove hazardous materials from the site; prevent contaminants from spreading off the site; provide water to residents whose drinking water has been contaminated by the site; or temporarily or permanently evacuate and, if necessary, relocate nearby residents. Early actions can last from a few days up to 5 years. If a site has been polluted for many years, it may take a few years to decades to cleanup. For sites such as these, Long-Term Actions are taken which include restoring ground water and taking measures to protect wetlands, estuaries, and other ecological resources. The people responsible for contamination areas are referred to as Potentially Responsible Parties (PRPs). The EPA has many ways of identifying PRPs. EPA investigators review site files kept by Federal, state and local agencies, review land deeds and titles at the local courthouse, look for names on drums or other hazardous materials at the site, and interview employees, former employees or neighbors of the site. When a responsible party is found, they can be used to find other responsible parties. Once the parties are identified, the EPA generates information request letters to get further information concerning the PRPs ability to pay for the cleanup action. Overview/Analysis of Superfund Analysis The Superfund program is without question a necessity that, even if having met none of its intended goals, has managed to enhance the awareness of the responsible parties of hazardous waste sites. For that alone it as been of great value in reducing the occurrence of hazardous waste sites which would have previously developed as a result of environmental ignorance But, as an effective tool for cleanup, it's not as successful as had been hoped. The two major complaints of Superfund are the enormous costs and the long delays in processing a site for cleanup. As of 1996, only about 200 of the 1200 sites listed on the National Priority List had been completely cleaned up and with a cost average of $30 million and 12 years per site. One of the chief reasons for Superfund's exploding costs is the free-for-all pursuit of responsible parties allowed by the act. Superfund calls for retroactive liability, meaning that corporate practices that might have been perfectly legal, fully permitted and safe

Aristotles Concept of Ethical Responsibility

Aristotles Concept of Ethical Responsibility Free Online Research Papers The question of individual responsibility, in my opinion, is the most important in the field of ethics. Coming to an adequate understanding of human potential and limitation in forming the best life possible has been a prime question of the philosopher for ages, as it pertains to so many other forms of inquiry i.e. education, political formation, social justice, and knowledge. Aristotle’s Nicomachean Ethics is a work that delves into the problem of responsibility and attempts to provide an adequate outline for the development of the best human individual in relation with the best society in nature. Although his account of the topic is very brief in the Nicomachean Ethics, Aristotle gives an intelligible and valuable justification for voluntariness or free will via the notions praise and blame. As these notions are unintelligible without reference to freedom, Aristotle must explain for what we are properly praised and blamed, i.e. for what we are properly called responsible. Given his conceptualization of the conditions of virtuous action in relation to character and intelligence and the human’s responsibility for virtue, Aristotle stops the force of environment and other factors, and the extent of pardonable ignorance, in the proper place so that human freedom in decision making remains intact. Whether, as one may object, Aristotle gives significant weight to the notions of praise and blame arbitrarily so as not to fall into determinism will be considered with reference to his defense of responsibility of character and the possibility of becoming virtuous and maintaining virtue. To properly understand Aristotle’s view of responsibility it is necessary to understand what actions and character states are worthy of praise or blame, and which are worthy of pardon or pity. In book three of the Nicomachean Ethics, Aristotle provides an outline for the responsibility of human action through his notion of voluntary and involuntary action. In chapter one of book three a criteria is provided to understand the nature of each designation, as translated by Irwin, Aristotle says, â€Å"Virtue, then is about feelings and actions. These receive praise or blame if they are voluntary, but pardon, sometimes even pity, if they are involuntary† (Aristotle, 1109b). What Aristotle means is that if an action can receive praise it can also receive blame, thus the individual has a choice to do a praise or blameworthy action. The next question considered is how Aristotle delineates the difference between a voluntary and involuntary action? He continues with book three to give a description of the difference between a voluntary and involuntary action. In Ostwald’s translation of the Nicomachean Ethics Aristotle states, â€Å"It is of course generally recognized that actions done under constraint or due to ignorance are involuntary. An act is done under constraint when the initiative or source of motion comes from without† (1110a). Further provided is an example of a man being blown away by wind as a case where external force or principle could cause an individual to do an involuntary action (Ostwald, 1110a). This notion of external principle seems simple enough, but Aristotle recognizes how an ambiguous situation could arise in the form of a mixed action. He posits an example, â€Å"Suppose for instance a tyrant tells you to do something shameful, when he has control over your parents and children, and if you do it, but if you don’t they die. These cases raise dispute about whether they are voluntary or involuntary (Irwin, 1110a). A mixed action is a situation where a person is under duress and has little time to decide what to do, or has to decide between two bad options. Aristotle leans toward the fact that an action like the tyrant anecdote is more of a voluntary action because the principle of bodily movement lies within the individual. Irwin provides an interpretation that goes as such, â€Å"Actions under duress are mixed, since they have some voluntary and involuntary aspects. But, taken as a whole, they are voluntary, since their principle of action is within the agent† (Irwin, 202). Mixed action should be understood in terms of degree. Not all circumstances in life will provide one with the best option. Aristotle draws a line at individual movement, in order for the individual to take control of what she can; even if life throws her a â€Å"catch 22†, because these situations do not happen very often in people’s lives. That is why Aristotle establishes a degree of voluntariness in mixed actions to include ambiguous circumstances that could occur. There is a wider scale of responsibility that Aristotle establishes which will be declared later. Aristotle posits that the other form of involuntary action is ignorance. â€Å"Everything caused by ignorance is nonvoluntary, but what is involuntary involves pain and regret† (1110b). An ignorant action is when a person acts with knowledge of the universal but ignorance of a particular. Ostwald illuminates this point with a syllogism, â€Å"Reasoning on matters of conduct involves two premises, one major and one minor. The major premise is always universal, e.g. â€Å"to remove by stealth another person’s property is stealing,† â€Å"Jerry took the horse but did not know it belonged to another† (Ostwald, 55). Therefore; Jerry acted out of ignorance of the particular, which is pardonable according to Aristotle if he expresses guilt about the situation. An interesting question arises: why must Jerry feel regret in order for his action to be considered involuntary as opposed to nonvoluntary? Aristotle answers, â€Å"Everything caused by ignorance is nonvoluntary, but what is involuntary involves pain and regret. For if someone’s action was caused by ignorance, but he now has no objection to the action, he has done it neither willingly, since he did not know what it was, nor unwillingly, since he feels no pain† (Irwin, 1110b). Irwin provides a key interpretation of this passage, â€Å"The distinction between the nonvoluntary and the involuntary is irrelevant to the agent’s relation to his action; for in either case he is not responsible for it. But it is relevant to his character. If he is pleased at something he has done because of ignorance, he shows what sorts of actions he is willing and prepared to do, and is rightly blamed or praised for his attitude to these actions. This passage is one that shows that Aristotle is concerned with more than responsibility for actions† (203). Aristotle’s assessment for the wider range of responsibility is achieved by character formation through one’s virtuous activity and intention to constantly mold one’s character towards a virtuous state. It is shown, with his types of involuntariness, that there are situations that one can engage which reduce the individual’s freedom, but does not outright destroy it. Aristotle is providing a realistic outlook for freedom and responsibility. Aristotle recognizes man’s limitations through two forms of pardon. First, involuntariness by force recognizes the limits of the human body in the face of nature. Second, involuntariness caused by ignorance recognizes the limits of human knowledge to see all particular circumstances. In light of these presuppositions; it becomes clear that Aristotle is placing extra significance on personal responsibility in order to maintain an appropriate state and this is character virtue. Man is able to maintain freedom through the development of his character even if circumstance brings ill fortune. With terms of the nature of an involuntary action defined the notion of voluntary action is illuminated. A voluntary action is one in which the person acts with freedom of bodily movement with knowledge of a particular in relation to the universal. The universal includes both moral action and intention for virtuous character. Says Aristotle, â€Å"Hence virtue is also up to us, and so also, is vice. For when acting is up to us; so is not acting, and when no is up to us, not acting, when it is shameful, is also up to us; and if not acting, when it is fine, is up to us, then acting, when it is shameful is up to us. But if doing, and likewise not doing, fine or shameful actions is up to us, and if, as we say, doing or not doing them is what it is to be a good or bad person, being decent or base is up to us† (Irwin, 1113b). Now with an understanding of Aristotle’s concepts of voluntary and involuntariness I will provide my own example and use his method to discern where the scope of responsibility can be applied. I will also introduce Aristotle’s concept of justice as a type of virtue in order to properly elucidate the degree to which responsibility lies. In Venice, California skateboarding is incredibly popular, as well as, numerous other outdoor activities since the climate there is pristine. This area supports flocks of people who make up a bustling area of outdoor vendors, recreational athletes, and homeless wonderers, and a pantheon of other walks of life. One particular Venetian past time is roller skiing. Roller skiing involves riding on a skateboard while being pulled by a dog, most usually a pit bull. A dog is harnessed and it takes the skateboarder on a wild ride dodging in and out of traffic, vendors, and benches. One day a friend of mine, while visiting Venice, witnessed one of these roller skier’s dog crash into a man with a shopping cart full of products that were intended to be sold on the beach. The man was not injured, but some of his products were damaged during the crash. Now where does the responsibility fall in this particular case for the man’s damaged goods? At first glance of the case you see that the dog was outside the skater’s principle of action. Also, the skateboarder did not have knowledge of the particular for he did not know that the vendor would cross his path during the ride. It would seem that according to Aristotle’s delineations of involuntariness the skater would escape responsibility for the crash and not have to repay the man, but that is not the right judgment. The skater is still responsible for the virtue of his character, and the most important and difficult of all the virtues is justice, because it relates to others. Aristotle says, â€Å"Moreover, justice is complete virtue to the highest degree because it is the complete exercise of complete virtue. And it is the complete exercise because the person who has justice is able to exercise virtue in relation to another, not only in what concerns himself; for many are able to exercise virtue in their own concerns, but unable in what relates to another† (Irwin, 1130a). Would it degrade the skater’s character to not offer compensation for the vendor’s damaged goods? I believe that Aristotle would think so because the vendor put himself in a situation where it was a good possibility that his dog would run into another person. Aristotle says, â€Å"There also seems to be a difference between actions due to ignorance and acting in ignorance. A man’s action is not considered to be due to ignorance when he is drunk or angry, but due to intoxication and anger, although he does not know what he is doing and is in fact acting in ignorance† (Ostwald, 1110b). Provided with an Aristotelian prospective a judgment can be made on the roller skier’s involvement in the action. He cannot be pardoned for the action of his dog running into the vendor because he created the circumstance for which the incident happened. He acted in ignorance of where the dog would run, and is responsible for knowing that the dog could hit an innocent bystander. Because of this, and for the interest of the skater’s character virtue, it would be just of him to compensate the vendor for the damaged goods. As stated before, character is the fundamental concern of Aristotle because it is the basis for which all actions derive from in the individual. A person is not always responsible for the consequences of their actions, but is always responsible for the consequences that form his character, and in turn will make moral actions because he is concerned with his character. He is free to mold his own character because he is free to be virtuous or not. The universal principle of being virtuous is that which ought to guide a person. Aristotle provides more reasons why humans have free will to make ethical choices, which are grounded in his understanding of human nature. He postulates that all things have a telos or final purpose, and humans have a particular telos, which is to achieve eudaimonia (Bostock, 6). Eudaimonia is translated into happiness from Greek, but it considers more than just the English language rendering of feeling good (Bostock, 8). Eudaimonia is the highest good which entails being virtuous, reasoning well, and contemplation (Bostock, 9). Eudaimonia is a state of character rather than a good feeling. Virtue and good reasoning go hand in hand as the only way for a human fully complete it telos. Unlike other things and animals a human is not guaranteed to fulfill her telos by just being. Aristotle says, â€Å"Hence it is clear that none of the virtues of character arises in us naturally. For if something is by nature one condition, habituation cannot bring it into another condition. A stone, for instance, by nature moves downwards, and habituation could not make it move upwards, not even if you threw it up ten thousand times to habituate it; nor could habituation make fire move downwards, or bring anything that is one condition into another condition. And so the virtues arise in us neither by nature nor against nature. Rather, we are by nature able to acquire them, and we are completed through habit† (Irwin, 1103a). According to Aristotle, humans are not determined in our natural state to be virtuous or not. Virtue is something that we have to mold in ourselves by consistently considering it. The fact that people have the ability to choose their character state implies a significant amount of freedom in their decisions. This does not mean though that they are free of the consequence of the choices which lead to bad habits. If one acts in accordance with the highest good, then the consequence will be a character that is more in accord with virtue. However; if someone consistently acts against the highest good, then the consequence will be the formation of a bad character. A two sided objection to Aristotle’s conception of free will can be raised. One, where does Aristotle derive his universal from? Two, what if a person has been badly habituated by his parents or city to the point where he cannot have otherwise than a bad person? The answer to the first question is an inductive one. Aristotle uses a â€Å"role model† argument to describe how a person can know what being virtuous is. That is why he thinks proper habituation is important, because a young mind that is not yet adept to reason; one must first learn by imitation. He learns to imitate the virtuous man and is then able to reason it for himself when his faculties develop. Once the child becomes a man, reason for the highest good become deductive. Example; P1: To know virtue is to know the highest good. P2 Chris knows virtue. Therefore: Chris knows the highest good. Is there a universal virtue model of a person to provide the next person the model from which they can deduce the highest good from? The difficulty of justifying this proposition seems great. Says, Friedrich Nietzsche, â€Å"How naà ¯ve it is altogether to say: Man ought to be such-and-such! Reality shows us an enchanting wealth of types, the abundance of a lavish play and change of forms- and some wretched loafer of a moralist comments: No! Man ought to be different.† He even knows what man should be like, this wretched bigot and prig: he paints himself on the wall and exclaims, â€Å"Ecce homo!†(Rachels, 185) Perhaps there is not a universal type man for virtue, but from an anthropological perspective universal virtues can be posited for a functioning society. James Rachels in his Elements of Moral Philosophy provides a list of virtues that are common to any society. In this list, one is courage, because life is full of dangers and without courage we would be unable to cope with them. Two is honesty, because without it relations between people would go wrong in myriad ways (Rachels, 184). These two examples provide proof that most people in any society will be exposed at least to some types of virtue. Given that all societies follow a general similar pattern that enables them to exist on this planet, it is not ludicrous to think that once a society is formed the people will start developing more complex ideas of how to be virtuous. Aristotle’s conception of free will is not debunked just because there are different types of people who perform different functions. Another objection to Aristotle’s responsibility formation lies within his model of habituation. Can people be considered to be responsible for their characters if they have had a terrible upbringing? Aristotle says that people who are unfamiliar with the universal good are considered to be base people and thus unpardonable (1110a). Example, what if a person is locked in a room for the first ten years of their life and when they come out they have no capability of acquiring language? Can this person be held responsible for their character when they were never even given the chance to speak? Aristotle would probably offer up pity for such a person. It is important to bear in mind that Aristotle keeps consequence as an important idea in understanding his ethics. People make choices that bear consequences which affect other people to a large degree. Aristotle doesn’t mistaken voluntariness to be a type of causa sui. A man inherits what others have done before, so what he is working with is in large part a by-product of what others have given to him. That is why education is an important part to developing citizens, because he recognizes the large degree of inheritance that occurs between generations. The element of responsibility is not removed because one who has developed rationality in Aristotle’s case will realize what his limits and potentialities and develop them to the fullest extent. The brilliance of the Nicomachean Ethics lies within its flexibility to analyze the human condition without giving direct oughts for all particular cases. Says Aristotle, â€Å"We must also remember our previous remarks, so that we do not look for the same degree of exactness in all areas, but the degree that accords with the proper subject matter and is proper to a given line of inquiry. For the carpenter’s and the geometer’s inquiries about the right angle are different also; the carpenter restricts himself to what helps his work, but the geometer inquires into what, or what sort of thing, the right angle is, since he studies the truth. We must do the exact same, then, in other areas too, seeking the proper degree of exactness, so that disagreements should not overwhelm our main task† (Irwin, 1098b). Under today’s philosophical terminology Aristotle would be defined as a compatibilist, which is someone who acknowledges both the determinate conditions of man. Aristotle had a keen mind for understanding development of human nature. His awareness of the instinctual and learned elements of the human species almost causes me to believe that a lot of psychologists were just reinventing the wheel with his methods. In reference to human freedom Aristotle recognized very well what the human limitations in relation to inheritance and exterior influence from nature were. This did not cause him though to throw away important elements in striving for the good. He provides an adequate defense for the notions of human responsibility, even if all the gray areas of accountability and human development are not developed in the Nicomachean Ethics. Research Papers on Aristotle's Concept of Ethical ResponsibilityComparison: Letter from Birmingham and CritoMoral and Ethical Issues in Hiring New EmployeesEffects of Television Violence on Children19 Century Society: A Deeply Divided EraRelationship between Media Coverage and Social andResearch Process Part OneCapital PunishmentInfluences of Socio-Economic Status of Married MalesGenetic EngineeringThe Effects of Illegal Immigration

Congruent vs. Congruous

Congruent vs. Congruous Congruent vs. Congruous Congruent vs. Congruous By Mark Nichol What’s the difference between congruent and congruous? The distinction is slight, as the meanings are nearly identical. However, the former term is usually employed quantitatively, while the latter word is generally used qualitatively. The noun congruence and its adjectival form congruent refer to agreement or coincidence. In geometry, the words denote having the same size and shape as in a description of identical parallel lines or of corresponding lines in two geometrical figures that are mirror images of each other; congruence also has other applications in higher mathematics. The respective antonyms are incongruence and incongruent. Congruous also means â€Å"in agreement,† as well as â€Å"appropriate,† â€Å"corresponding,† and â€Å"harmonious.† The term is more likely to be used in an aesthetic sense. Interestingly, the former word’s antonym, incongruous, is more frequently employed than its opposite, usually to refer to something unsettlingly out of place in its surroundings. A noun related to both congruent and congruous is congruity, which refers to the state of being congruent or congruous, as well as meaning â€Å"a point of agreement.† Incongruity is the noun form of incongruous. The origin of this family of terms is the Latin word congruere. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:30 Religious Terms You Should Know20 Words Meaning "Being or Existing in the Past"Bail Out vs. Bale Out

To What Extent Might the Current Approach to International Carbon Essay

To What Extent Might the Current Approach to International Carbon Reduction be Described as Neo-liberal - Essay Example The present carbon reduction approaches cannot be regarded as purely neo-liberalism since it mostly runs under market mechanisms, but is also impacted by political aspects. â€Å"Neo-liberal† is political-economic restructuring and often is called â€Å"structural adjustment programs† (Russ, 1999). Russ (1999) mentioned that â€Å"neo-liberalism has the features that include privatization, free-market, austerity, and comparative advantage.† Specific to carbon trading aspects, the features of a neo-liberal market should be as follows. First, the transaction of carbon and its related facilities, in addition to resources, should be owned by the private sector or multinational enterprises. Secondly, neo-liberalism means that the price of all factors that are related to carbon transactions should be set by the global market. These factors include market price, salaries of employments, shipping fees, etc. Last but not least, it includes the decreasing of public spendin g. This means that all services related to carbon trading shall be under market conditions and without government â€Å"interference.† The Kyoto Protocol was created for the purpose of carbon reduction emission obligations for industrial countries (Sander, 2010, P7). All the current methods are largely based on the Kyoto Protocol. Annex I countries have a goal to control carbon emissions by a certain amount at the end of the Kyoto Protocol. Thus, it gives these Annex I countries the opportunity to engage in the market of global carbon emissions. In this case, they are able to do transactions with flexible mechanisms through the Kyoto Protocol. These mechanisms include International Emissions Trading (IET), Clean Development Mechanism (CDM), and Joint Implementation (JL) (Sander,... This essay declares that the present carbon reduction approaches cannot be regarded as purely neo-liberalism since it mostly runs under market mechanisms, but is also impacted by political aspects. â€Å"Neo-liberal† is political-economic restructuring and often is called â€Å"structural adjustment programs†. Russ mentioned that â€Å"neo-liberalism has the features that include privatization, free-market, austerity, and comparative advantage.† This paper makes a conclusion that specific to carbon trading aspects, the features of a neo-liberal market should be as follows. First, the transaction of carbon and its related facilities, in addition to resources, should be owned by the private sector or multinational enterprises. Secondly, neo-liberalism means that the price of all factors that are related to carbon transactions should be set by the global market. These factors include market price, salaries of employments, shipping fees, etc. Last but not least, it includes the decreasing of public spending. This means that all services related to carbon trading shall be under market conditions and without government â€Å"interference.† Trading among these countries is worth over $100 billion each year. The free market, private sectors, and international trading play essential roles in the global emissions trading scheme. The market of carbon trading effectively helps reduce carbon levels. Meanwhile, there were not any t argets set for developing countries. Fast growing economies in the developing world, such as China, India, Thailand, Egypt, and Iran, have increased their need for emissions trading.

Starting a small business Essay Example | Topics and Well Written Essays - 500 words

Starting a small business - Essay Example Small businesses are of advantage because they can be started on a very low cost and investment and also on a part time basis. These businesses are mostly popular in all the countries but they exceed in number in developing countries. There are many organizations which offer help while developing and starting a new business in the market. Internet businesses can very well be termed as small businesses and can be established easily because of their nature. When starting a small business, one of the major important decisions one has to take is the selection of the location. This is one of the riskiest decisions an individual takes while starting the business. Usually the trend has been observed that people prefer to install their businesses in the area of their hometown. This place is closer to their family and friends. There are many reasons for this choice. The first or the foremost is the personal reason according to which people usually don't want to leave their hometown and develop a business away from their families when they can happily to do in their own vicinity closer to people they love and care about. While taking such a crucial step in life, one needs their family the most (Perri, 2006).

Are Humans Naturally Bad Or Good Philosophy Essay

Are Humans Naturally Bad Or Good Philosophy Essay I believe that humans are naturally bad because our base mentality is one of evil. Hundreds of thousands of years ago, human beings fought unnecessary wars, tortured prisoners, raped, murdered, and pillaged. Not surprisingly, all of that still occurs in todays society. The world we live in is an essentially bad one. Radical vigilantes bomb cities, open fire in crowded places, and incite disastrous riots every day. From looking at the world around us and seeing our degeneration, it is ludicrous to believe that we are naturally good. Although the evolutionary process has instilled a modicum of civility and humanity in us, we are still naturally evil beings. Thomas Hobbes recognizes the evil nature of humans and paints a very blatant picture of it in Leviathan. He states that laws were devised for the sole purpose of keeping our evil nature in check. Without them, our base instincts would resurface and chaos would reign supreme. That is why Hobbes was in favor of authoritarian governments; they were necessary to keep us under control. Basically, they are needed to protect us from ourselves. Hobbes also states that our true natures arise in times of strife. For example, in war-torn countries, civilians kill and steal form each other in order to survive. Self-preservation is one of the most natural of human compulsions and we will do anything to survive. Hobbes also asks an interesting question to those who believe that human are good. He asks that if humans are so benevolent in nature, then why do we lock our doors at night and guard our possessions? By doing so, we are unconsciously recognizing the evil nature of humans. Hsun Tzu also maintained that mans nature is inherently evil. He believed that humans are born evil, but it is a teachers responsibility to educate them and reign in those evil instincts and eradicate them. Although he has valid points, it is still unrealistic to think that mans naturally evil instincts can be curbed so easily. Those suppressed instincts that have been stored away in the annals of the human psyche will resurface eventually. It is also unrealistic to think that one can make man good simply by means of education. If anything, education leads to evil because it has the power to corrupt. Those who oppose Hobbes and say that humans are naturally good are, frankly, idealists. The Chinese philosopher Mencius states that humans are naturally good and that ones circumstances influence their nature. The idea of ones circumstances influencing their nature is ridiculous. One may be unfortunate enough to be born into less than favorable circumstances, but it is up to that person to overcome them. Yes, one can become embittered and callous by their debilitating situation, but to say that their circumstances influence their nature is to give a justification for bad behavior. Attributed to Plato, the idea that love can make one good has become another idealistic opinion for many. Plato stated that love is one of, if not the most, natural emotions that humans have, thus we are naturally good because love itself is good. While love is a very fulfilling emotion that can lead to change within a person, that change is not always for the better. Love has led to wars, murders, and the destruction of kingdoms, throughout history. For example, Helen of Troy and the iconic war fought over her. Her love for a foreign prince led to the deaths of thousands of soldiers and civilians and the complete destruction of an empire. Another example is Henry VIII and his love for Anne Boleyn. He divorced his queen, broke with the Catholic Church, and tore his country apart in order to marry his mistress. Perhaps the most common examples of how love can change a person are domestic violence cases. In simpler terms, love often leads to recklessness, irrationality, impairment of j udgment, and, in some cases, bad behavior in an individual. In 20th century opinions, the idea of Nature vs. Nurture was believed by some. Nature meaning that we are born with whatever behavior we exhibit, and nurture meaning that our culture has the ability to mold us into what we are. The scientist Edward O. Wilson stated that if the process of natural selection has determined our biological functions, then natural selection must have determined the operations of our brains. Basically speaking, he believed that humans are born with whatever nature they possess, therefore validating my argument that we are born evil. At the opposite end of the philosophical spectrum, the anthropologist Ruth Benedict wrote that ones culture and its social norm has the ability to mold that individual into a good or bad being. Once again, the concept of ones surroundings influencing their nature is introduced. Benedict basically gives the same justification for bad behavior that Mencius gave thousands of years earlier. In conclusion, humans are inherently evil in nature because it is our base mentality. Sadly, it is a part of us that is unchangeable and, try as one might, it cannot be quelled by education or instruction, nor can it be influenced by our culture or surroundings. We are born the way we are, and we must accept it.

Theories of Development

Theories of Development There are many branches of psychology. The field of human development is divided into five theory groups. The theory groups are Psychodynamic, Cognitive, Systems, Biological and Behavioral. Each theory group has many contributing theorists. Some theories overlap while others are independent. Often theories are credible whereas others cause skepticism. There are many contributors to the world of psychology with different views and beliefs about human development. Psychodynamic Theory Sigmund Freud was one of the most influential contributors to the field of psychology.Freud was born in 1856, in Moravia. In 1881, Freud received a doctorate in medicine. Freud’s main focus of study was neurology; this led him  to begin  concentrating his research on nervous disorders. Freud’s research brought him to his psychoanalytical theory. Freud’s theory suggests that an individual’s unconscious processes or thoughts contribute to one’s personality and influences one’s behavior. Freud’s theory included the concept that personality is composed of three elements: the id (pleasure seeker), the ego (deals with reality), and the superego (one’s sense of right and wrong).Freud also believed that human development consisted of five psychosexual stages: the oral stage (birth-18 months), anal stage (18 months-3 years), phallic stage (3-6 years), latency stage (6-12 years), and the genital stage (12 years and up). The theory included the belief that if one wants to develop a healthy personality, one has to complete all five psychosexual stages successfully. Another great contributor to the Psychodynamic field of psychology is Erik Erickson. Erickson was born in 1902, in Germany. Erickson travelled around Europe and attended the Vienna Psychoanalytic Institute.Erickson was intrigued by Freud’s theory, however Erickson believed that development occurred throughout one’s lifespan and that oneà ¢â‚¬â„¢s personality is shaped consciously from social interactions. Erickson developed the psychosocial theory of personality development. The theory includes eight stages of development: Trust vs. mistrust (birth-12 months), Autonomy vs. shame and doubt (12 months-3 years), Initiative vs. guilt (3-6 years), Industry vs. inferiority (6-12 years), Ego identity vs. ego diffusion (12-18 years or older), Intimacy vs. solation (18-40 years), Generativity vs. self-absorption (40-65 years), and Integrity vs. despair (65 years and older). According to Craig and Dunn (2010),   Erickson’s theory emphasizes social interactions and argues that a distinct part of each individual is based on the culture in which the individual is raised, depending heavily on the individual’s interactions with  caregivers  during infancy. Social forces continue to shape personality throughout the lifespan as the individual experiences relationships with others (p. 13). Cognitive TheoryThe cogn itive theory attempts to explain human behavior. This theory of psychology tries to understand the thought process behind one’s personality or behavior. Two of the main cognitive theorists are Jean Piaget and Lev Vygotsky. Both theorists have come a long way to help us understand the cognitive theory. The cognitive approach to psychology has shown a lot of advancement from the contributions made by Piaget and Vygotsky. They have set the foundation for other theorists to do more research. Vygotsky and Piaget had similar thoughts on how children learn.Both theorists believed that children learn and think differently than adults and that children learn actively, through hands-on experiences. Piaget suggested that children think differently than adults. He developed this belief from observations and his stage theory of development. He was one of the first theorists to state that children are actively gaining their own knowledge of the world. Piaget often referred to children as à ¢â‚¬Å"little scientists†. The reason behind the nickname is Piaget believed that children in free play were conducting their own â€Å"experiments† in the world to gain their own knowledge from it.One way that Piaget believed that children were learning object permanence, was by rolling a ball into the other room and then going to get it. This was the natural way for children to learn from their own â€Å"experiment†. Piaget developed a theory of cognitive development, known as the Development Stage Theory. Piaget’s theory is broken into four stages. Stage one is the sensorimotor stage, which occurs from birth to two years of age. Children use their five senses and movement to experience the world. Children are completely egocentric.Stage two, Preoperational Thought Stage, occurs from 2 years of age to seven years old. They must be able to organize their own thoughts and ideas. The third stage is Concrete operations stage, from seven years old to eleven ye ars old. This stage of thinking becomes organized on a mental plane. The fourth and final stage of Piaget’s theory is formal operations. This stage occurs from age eleven to adulthood. Thinking goes into the realm of purely abstract and hypothetical (Crain, 2011). Vygotsky was a psychologist; his interest was developmental psychology, child development and education.Vygotsky also studied children’s play. Vygotsky was a Marxist; a person that believes that we can understand humans only in the context of the social-historical environment (Crain, 2011, p. 224). Vygotsky presented the zone of proximal development (ZPD). The ZPD is the range in which a child can complete tasks on their own and tasks that they can complete with guidance from adults to assist. The ZPD captures a child’s cognitive level of maturation (Crain, 2011). This method is guidance assistance; the children gain new skills with minimal assistance.This method helps each child develop equally in the classroom. Biologicial Theory Biological Foundations of Human Development influence the course of development throughout an individual’s lifetime. Some developmental processes include growth during the prenatal period, the onset of puberty, and when a person gets their first grey hair. Most development through the lifespan is a result of successive interactions between biology and experience. (Craig & Dunn, 2010, p. 4)   There are factors of biological development that considers maturation, ethology, and attachment.Jean-Jacques Rousseau introduced several keys into developmental theory and proposed a biological timetable that included these components. Maturation, a theory created by Gesell, is the development of growth and aging over time and depends heavily on biological processes. The theory states that development has a preordained sequence, that the rates vary but the sequence does not, and depends heavily on the internal make up and the environment. The theory basica lly suggests that development begins in the womb. The theory continues on to measure the development of a child in the first few years of life.Maturation definitions include reciprocal intervening, functional asymmetry, self-regulation, individuality, proximodistal, ontogeny/phylogeny, patterning and others. Ethological theories have major influences on biological development. Ethology is the study of behavior within the evolutionary framework. It is the science of animal behavior and the study of human behavior and social organization from a biological standpoint. The theory states that how a person thinks is passed down genetically. Learning has a small role in this theory.Charles Darwin, who wrote the â€Å"Theory of Evolution†, is included in this theory. Though controversial, Darwin’s theory of survival of the fittest and natural selection shows that evolution is a major factor in a person’s development. Evolution is factual and gives people the genetics th at create skin color, height, etc. Konrad Lorenz wrote, â€Å"Modern Ethology† and discovered the idea of imprinting. He showed that this is a critical bonding period when animals are born. Animals bond with the first thing they see after they are born, be it their mother or any caregiver.Lorenz studied with Nikolaas Timbergen and they won a Nobel Prize for their work with animal patterns. Ethology includes naturalistic observation, instinctive behavior, and imprinting. Systems Theory Ludwig von Bertalanffy originally proposed general systems theory, in 1928. Bertalanffy was born and grew up in a little town near Vienna. He grew up in a wealthy family and had private tutors. After Bertalanffy’s parents divorced, he found a new example to follow, Paul Kemmerer, a famous biologist. Kemmerer was Bertalanffy’s neighbor. Kemmerer soon became an example for Bertalanffy.Bertalanffy attended the University of Vienna. At this time he had to choose between studying philos ophy and science. Bertalanffy chose to become a biologist. Bertalanffy was a professor at many universities. Many early theorists that studied about system’s theory aimed their work and research to find a general system’s theory that would explain all the systems in all of the fields of science. Bertalanffy developed the â€Å"Allgemeine Systemlehre†. The â€Å"Allgemeine Systemlehre† is a German term that means a system that can be applied in a number of fields. He did not like when it translated into â€Å"General Systems Theory†.His idea cut across what is known as the Weltanschauung, or worldview that entails Epistemological (study of nature), ontological (relating to existence), and ethical implications. Systems can be controlled or uncontrolled. Today researchers are still using the studies and findings from Bertalanffy. Other researchers of the system’s theory are Barker, â€Å"Behavior Settings† and Learner who did work on lif e expectancy and environment and wrote, â€Å"Developmental Systems Theory. † A most recent theory used in social development today is the use of the four stage model of development.It is a major model used in the measurement from birth to adulthood. The four stages are co-dependant (0-8 months), counter dependant (9-36 months), independent (3-6 years), and interdependent (6-29 years). The most current happenings in system’s research include how environmental factors and culture influence adolescent development. The five theory groups of human development have led to many breakthroughs  in psychology. There are many theorists that have contributed to the five theory groups. However, there are also theorists that are considered to be the founders of each group.All of the theories are relative and may help explain human development, including one’s personality or behavior. Works Cited Crain, W. (2011). Theories of development: Concepts and applications. (6th ed. ). Upper Saddle River, NJ: Pearson Education, Inc. Craig, G. J. , & Dunn, W. L. (2010). Understanding human development. (2nd ed. ). Upper Saddle River, NJ: Pearson Education, Inc. Mike Wade (October 18, 2005) Theories used in Research General System Theories http://www. istheory. yorku. ca/generalsystemstheory. htm   Walonick, David S. (1993) General Systems Theory. http://www. statpac. org/walonick/systems-theory. htm

Collecting Used Vegetable Oil for Homemade Diesel Fuel

Finding and maintaining a good supply of quality used cooking oil for diesel fuel  is as much about fostering relationships as it is about schlepping containers of the amber elixir. The best way to approach the subject is with a friendly upbeat â€Å"we can scratch each other’s backs† demeanor. When first meeting up with restaurant staff try saying something along the lines of, â€Å"Sure we can take that oil off your hands, and it won’t cost a thing.† This puts restaurant managers at ease, making them more likely to provide you with the vegetable oil you need to  make  biodiesel. Keep the Agreement Once you’ve successfully forged an agreement about the how, when and where you’ll pick up the oil, keep it. We can’t stress enough the importance of being prompt and reliable about pick-ups. This is especially important if the restaurant staff make the kind effort to put the oil in buckets or jugs for you. Do whatever you can to score that kind of an arrangement, because it is difficult and messy when you have to pump it out of a sticky, gooey—often smelly—oil barrel out behind the building. Magnify that description by ten on a hot, humid July afternoon.   Securing Your VegetableOil When packing the vessels of oil in your vehicle, make sure the lids are  tightly secured. Take the time to strap or wedge the containers in position or place them in crates to stabilize them for the ride home.  This may seem obvious, but it only takes one loose lid to spill an entire container of smelly oil all over your car.   Always Be Communicating Before getting a restaurant’s waste oil, be sure to ask if it is vegetable oil. A lot of restaurants use liquid shortening, and although it will work, it’s much less reliable for good biodiesel reactions than pure vegetable oil. Stay away from animal fat grease as well—it’s even more difficult to work with than shortening. It’s not good for your reputation among the restaurants if you agree to take their waste vegetable oil only to find it’s shortening or animal grease that you don’t want, and then have to extricate yourself from the deal. Worse still is to just stop collecting it without a word to the manager. If you find, for any reason, that you need to discontinue collecting oil from a particular establishment, give them the courtesy of notification. If you leave them hanging, word travels fast, and you can even ruin the opportunity for other budding â€Å"biodieselists† who will follow in your footsteps.

The Mental Health Of Adolescents Essay - 1335 Words

Student’s name Instructor’s name Course Date Health Care Introduction The mental health of adolescents is fairly considered to be one of the major prerequisites of the country s sustainable development in economics, culture, and social life. Subsequently, the easy and nondiscriminatory access to the psychological treatment appears to be a matter of top priority for the federal government. Nevertheless, the recent statistical data indicates the substantial problems in terms of providing the adolescents with the necessary medical support. In accordance with the US Department of Health Human Services, in 2014, less than 50% of the country s adolescent population were provided with a required treatment (US Department of Health Human Services). Moreover, the data on the minorities access to the mental health treatment demonstrates that, for instance, African-Americans are twice as likely as whites to be prescribed a treatment from schizophrenia (American Psychological Association). Undoubtedly, such a trend may be primarily explained by the insufficient efforts of both federal and local health care institutions in terms of providing the minorities representatives with the necessary psychological treatment. Consequently, in order to understand comprehensively the problem of the adolescent mental health in the US, it is necessary to define the issue-related objective and subjective concerns as well as to analyze the peculiarities of a potential corrective to theShow MoreRelatedAdolescent : Adolescent Mental Health2010 Words   |  9 PagesAdolescent Mental Health in Australia Introduction The following essay is an overview of mental health in persons between the ages 13-18 known in human development as adolescences. This stage differs and has specific vulnerabilities as a person make their transition into adulthood and responsibilities associated with it. 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