Webster Case

The case suggests that the performance evaluation data (PAS, personnel audit, and the impressions and opinions of the group members) had several problems. From the perspective of the decision-making biases, analyze how the characteristics of the performance data were likely to affect the decisions made by the Carter group. In your analysis, cite specific problems with the data and how they relate to the decision-making biases that we discussed in class.PAS†¢Loss aversion: Webster had a culture that promoted employee loyalty at all costs. â€Å"In more than one instance, Webster had kept an employee long after alcoholism had impaired his or her effectiveness, primarily because of top management’s feeling that the person had no other place to go.† This culture affected the type of feedback granted in the PAS process and skewed the data to show better employee performance on the evaluations than Webster was actually experiencing.†¢Illusion of transparency: Take R ay Pearson as an example, â€Å"Though is performance had been unsatisfactory for at least the last 10 years, he was not given any negative feedback unit the fall of 1974.†Ã¢â‚¬ ¢Anchoring: Webster rank and file suffered from anchoring in the inflated results of their evaluations. Imagine how Ray Pearson’s would have assessed himself he were not overconfident in his performance (which, unfortunately for Ray, was likely a result of his managers’ unwillingness to give truthful feedback).†¢Sampling on the dependent variable: the participation in the PAS evaluation process is poor at best. It could be possible that – notwithstanding the transparency issues – only the good performers submitted evaluations and the poor performers avoided the process altogether.Personnel audit†¢Illusion of transparency bias: while the audit doesn’t create this bias, Jack Bryant’s process fails to effectively resolve discrepancies between a subordin ate’s perceptions of her performance and her manager’s evaluation of performance.Group opinions†¢Confirmation bias: Again, the group has been immersed in a culture that prioritizes years of service over performance. Cecil Stevens leads the discussion with using seniority as the first criteria to make separation decisions. The group likely confronted confirmation bias towards weighting that criterion more heavily when weighting the other criteria (e.g. performance, potential, etc.).†¢Escalation of commitment: Take for example the counter-intuitive message given to Bob Carter by Ike Davis (superior). â€Å"These men have too much service to be treated as you have proposed.† It seems to me that despite Carter’s reasoned desire to demote individuals, the organization â€Å"doubled-down† on its message of loyalty as the most important consideration in making personnel decisions.

The Fisherman

He opens the poem using a first person narrative, mixed with a simple monosyllabic dialogue â€Å"Although can see him till†, in order to emphasis the simplistic nature of the fisherman, and Yeats adds to this effect by using a very regular rhyming pattern (ABA), and enjambment of the line in order to add a harmony and fluidity to the poem. As you carry on Yeats describes a lot of rural and naturalistic imagery ‘the freckled man†Ã¢â‚¬ ¦ Ere Condemner clothes† emphasizing the typical old simple, and hard working Irish man, and this could in fact be compared to the ‘Irish Airman'. Because both poems are connected to a specific place in Ireland, in The Fisherman', it is Condemner, when in the ‘Irish Airman' it is â€Å"Kiloton Cross†, also in ‘The Fisherman', notice how the man seems to form as part of the landscape â€Å"grey place on a hill in grey', which shows how, not only is he wearing Condemner clothes, a local material, but seem s to merge with the natural environment.Yeats also uses a variety of different syntax's, in order to present the Irish people, and to present their different attitudes. From the simple syntax of the fisherman, â€Å"cast his flies â€Å"reflecting the quite, simple aspects of Ireland to here people live off the land, to which in Yeats' eyes is the perfect audience for him to write to. However the complex syntax â€Å"craven man† which is used, reflects the confusion almost, on how Yeats is traveling from his ideal reality, then arriving upon the actual reality, to which he detests.From lines eight to twenty-five, it shows Yeats bitter attack and viewpoint towards contemporary Ireland, showing a huge change in tone, and truly contrasting the old Ireland with the new. It opens with some antithesis â€Å"wise and simple. , really summing up the fisherman and Yeats' views on the old Ireland, using a full stop to allow the reader to reflect and almost proving how wisdom and sim plicity can sometimes go together.Carrying on there is another piece of alliteration â€Å"my own race And the reality' which creates another piece of contrasting imagery, setting up Yeats for his rant against the real contemporary Ireland, â€Å"the living men that I hate†, that quote referring to the greedy, UN cultured Dublin businessmen, to which Yeats' goes on listing all the types of people he dislikes, however cleverly juxtaposes these thoughts with â€Å"the dead man that I loved† who by many is Hough to be J. M Singe, although could be John O'Leary and therefore this poem could be compared to ‘September 191 3' â€Å"O'Leary in the grave†.Arriving at the end of that paragraph, Yeats sums up how he truly feels, â€Å"beating down of the wise And great Art beaten down†, using repetition of the word beaten, to portray the brutality of the Irish people. He describes some of the appalled types of the Irish public, â€Å"the clever man who cries † using harsh alliteration in order to show his absolute contempt, which cuts into the lines, so Yeats really believes that the people he doesn't admire, are somehow overcoming the wisdom of who Yeats does admire, and again this could be compared to the ‘Irish Airman' due to the inverted line.Yeats however in the last stanza, goes back to the idea of the perfect audience and old rural Ireland, going into further detail about the fisherman â€Å"sun freckled face† and differs from the early part, which describes him, to be more Of a memory, rather than a pigment of Yeats imagination â€Å"a man who is but a dream†. Yeats uses monosyllabic wording there and anaphora's to strengthen the line and to create an idea of nostalgia.Yeats finally ends the poem with a very interesting few lines â€Å"l shall have written him one†¦ As cold and passionate as the dawn†, Showing how he wants to write a poem for the perfect audience, using antithesis of cold an d passionate, to show in my opinion how the poem is full of passion, yet tightly controlled, therefore making it enduring. That last line could also be compared to the ‘Cold Heaven', as in the cold heaven there is a similar juxtaposition, between the cold sky and the rush of emotions.

Administrative Matrix

Associate Level Material Appendix C: Administrative Matrix Instructions: Complete the Administrative Matrix located below. You are expected to identify and explain the functions and roles of management. This information is based on the four functions of management. By providing an example, you demonstrate an understanding of each management function. | | | |Function |Role of Management |Example | |Leading |This includes interpersonal roles, subordinates within the |A manager has the responsibility to lead by example within the | | |organization, and persons external to the organization. Three |organization.It is important to model the behavior subordinates| | |interpersonal roles include figurehead, leader, and liaison |are expected to fulfill | |Top managers |Individuals who are responsible for making |In my company these are 7s they make sure that all policies are | | |decisions about the direction of the |signed by staff and that everyone knows what is going on in the | | |organiz ation and establishing policies that |company. They are rarely ever seen unless a situation needs | | |affect all organizational members. addressing and they are normally the voice of the HR department | |Middle Managers |Individuals who are typically responsible for |In my company these are called 6s they usually are in an office | | |translating goals set by top managers into |setting and do not have to take care of the individuals, but | | |specific details that lower-level managers will |they do make schedules, make sure everyone shows up for work and| | |see get done. also make sure that when overtime is available everyone works | | | |accordingly | |First line managers |Supervisors responsible for directing the day-today |In my company these are established by numbers they would be a 5| | |activities of nonmanagerial employees |someone who works directly with us doing the same work, but also| | | |overseeing what we do and doing all the daily paperwork to make | | | |sure we d o what is best for our individuals |

Leaman brother Research Paper Example | Topics and Well Written Essays - 500 words

Leaman brother - Research Paper Example ublish its financial statement so when the financial statements were released to the public, the financial statements may depict that the bank had money and was paying its debtors (Hallman 1). Once a period of seven or less days had passed and the account statements were published, the bank repurchased sold assets. Anton Valukas was assigned the duty of look into the matter of Lehman Brother and unearth the reasons for its fall down. Valukas states that the Repo 105 transaction was first reported by Mathew Lee who was an employee of Lehman. Lee started by reporting the transactions to the management of Lehman and later reported the findings to the organization’s auditing firm, Ernst & Young and no actions were taken (Hallman 1). Once the firm could no longer indulge in Repo 105, it had to start depicting that it was highly leveraged and did not have money to pay off its debt and ultimately the bank filed for bankruptcy. Due to this several stakeholders had to experience material as well as emotional losses. The main stakeholders who were negatively impacted included the companies that had lent money to the bank, the shareholders of the bank and its employees. When the company went bankrupt there were more than 25000 employees working for them and a major percentage of them had to experience unemployment and social and psychological associated with it (Corelli 326). Furthermore, the shareholders had to lose their money since the company was not performing well and it has been recorded that due to the fall down of the company around $10 trillion funds were injected out of the equity markets (Corelli 326). It is believed but not yet proven that the CPA firm called Ernst & Young (E&Y) was involved in the financial fraud conducted by Lehman Brother. They are said to have been involved in the cover-up of this fraud. Due to these allegations against the CPA firm several civil lawsuits were filed against the firm after the collapse of Lehman Brothers. These lawsuits

Report Plan Essay Example | Topics and Well Written Essays - 750 words

Report Plan - Essay Example (What product, service, or program will you recommend?) The topic of the report would be improvement in the providing financial aid to poor but deserving students. The current financial aid process requires students to apply a Free Application for Federal Student Aid (FAFSA) form which would be forwarded to the Federal Student Aid Programs (U.S. Department of Education, 2013). As disclosed, the receipt of the FAFSA by the Federal Student Aid Programs will prompt the Department of Education to issue an official Student Aid Report (SAR) to the applicant. After which, the educational facility would be provided with a copy of the SAR electronically. The processing normally takes four to six weeks and there is difficulty in following up the status of the student’s application after the FAFSA has been forwarded to the Federal Student Aid Program due to the volume of applications received. As such, the student who applied for financial aid has little recourse if the application is de nied at the last moment and thereby, provides the student with virtually no alternative courses to seek financial assistance and enroll in graduate programs, as planned. 3. Identify the purpose of the report. (What need or problem will the product, service, or program resolve?) The purpose of the report, therefore, is to provide students applying for financial aid under the graduate services program with other alternative courses for financial assistance; in addition , or in lieu of the application with FAFSA. Hopefully, educational institutions should have their specific financial aid program to support the academic needs of deserving students and which could be processed on a shorter time frame to enable incoming graduate students to plan for the academic endeavor prior to formal school opening. 4. Identify potential resources that will be needed for support. To support the report, the potential resources that could be researched are: (1) private institutions that provide educatio nal support and financial aid which could be tapped by incoming graduate students; (2) some form of promissory note agreement could be forged between the student and the graduate studies administrator to determine the fees for a particular semester and accommodate the minimum fee that could enroll the student on a lay-away or down payment scheme; and (3) provision of greater opportunities to be accepted to the graduate assistantship program (Graduate Assistantships, 2013). 5. Identify methods to be used to gather information. To gather pertinent information on the abovementioned resources, the following data could be researched: (1) secondary sources of information of private scholarships being provided; (2) pros and cons of promissory note methods; and (3) weighing pros and cons of being admitted to the graduate assistantship program as students are pursuing their master’s degrees. Likewise, other previous secondary sources of information conducted by authoritative authors o n the subject could provide needed support. If time would allow, other sources of gathering information could be through survey or questionnaire method, interviews, or through primary method of research. 6. Identify criteria to be used to evaluate the information collected. (What factors will you consider to make your recommendation?) To evaluate the information collected, the factors that would be considered are as follows: To apply for

How I Dress and Customize Myself Essay Example | Topics and Well Written Essays - 750 words

How I Dress and Customize Myself - Essay Example My dressing manifests the decency, the body exposure, and the minimum dressing requirements that my religion and culture accepts. Indeed, my personal beliefs and values also define the tightness and type of clothes that I should put on. Actually, I put on clothes that will not expose or outline my body since that is against my personal beliefs and values. I dress to achieve and maintain my dignity and to respect mu cultural values. I also dress to support my personal belief of being joyful every day since that gives me energy for the day. I also dress to express my love for style. Personally, I do not envy body adornment like tattoos because I have a personal belief that they do not reflect decency, they are against my cultural values, and are equally painful. Nevertheless, I put on watches to support my personal belief of keeping time. I also have a personal belief of drawing attention and hence I dress to be stylish and attract attention. RESPONSE 2 I make these dressing and body a dornment to express my emotions. Moreover, my dressing decisions and choices seek to justify my beliefs and values. At the same time, I make these choices to abide by the lessons that my parents have taught me for years. Indeed, I seek to copy my parents’ dressing tastes as they reflect our cultural values. I also make these choices to avoid the recurrence of my own life experiences where my dressing embarrassed me. Additionally, in my dressing I present my class and respect for others. My choices also seek to dress appropriately for the occasion and venue where places like class, church, workplace, and sports ground require different clothing choices. Moreover, I make these choices for the sake of my health and manners where body adornments like tattoos maybe unhealthy and undignified. I also dress to achieve my professional requirement of decency. RESPONSE 3 Indeed, my dressing and body adornment have changed over the years. The surrounding, my parents, and peers influenced my dressing and body adornment choices. As I moved from one college to another, this changed my environment as well as my experiences on dressing. Indeed, I moved to a place where the dressing was more liberal than my hometown and I had to adapt to that norm. My experience of people who are no afraid to express their beliefs through dressing also motivated me to change my dressing for purposes of expressing my personal beliefs and values. As such, I have changed my dressing to reflect the local dressing ways. My peers have also changed my way of dressing as I sought to identify with them. Indeed, over the years I have had different peers with different dressing styles, which I have respectively adopted. I have also been copying my parents dressing which have changed overtime but remained decent. Moreover, as l grow and mature I gained the capacity to make my own dressing decisions, which manifest in the changes in my dressing. Ultimately, when I got a corporate job, I had to change my dressing choices thus reflecting how my dressing has changed over the years. RESPONSE 4 The core beliefs and values in my family were dignity, professionalism, decency, and emphasis on respectable and appropriate dressing. Ideally, dressing and body customization communicated these beliefs and values. My parents wore nice and decent clothes to work which reflected their professionalism and respect for others. They put on shirts, trousers, and skirts that reflected their decency and dignity. Moreover, even during holidays and outings, my parents always dressed appropriately and I had to adopt their dressing behavior as it maintained our core beliefs and values. Additionally, my parents never had tattoos because they believed that tattoos did not reflect

How newspaper work Essay Example | Topics and Well Written Essays - 1500 words

How newspaper work - Essay Example The article by Michael D. Shear and Peter Baker talks of the political hullabaloo around the increase in restrictions revolving the use of firearms in America. While doing so, it also takes into account several of the problems that affect legislation in this regard. This includes the lobbying that is done by many people who are a part of the firearms industry. This article explores the legal aspects of the problem that affects many parts of the United States of America (2013). Another aspect that the article explores is that of the immediate provocation for the government to initiate these proceedings. This is the shooting that took place in Connecticut recently. This took the lives of many young people as a result of the lax laws related to the possession of firearms within America (Aarthun and Candiotti, 2012). These laws have then to be looked into in a more serious and critical way and new methods have to be found out so as to deal with these problems. The article also talks abou t the problems that the government is likely to run into with the companies that manufacture firearms. Such companies would be hit hard due to the problems associated with that of the reduction of the use of firearms (Holland, 2013). This would then lead to problems where lobbying has to be dealt with in a firm manner since lax laws have led to high rates of violence within America. (Warning shot: Gun violence lands US lowest life expectancy among rich nations, 2013). One of the most important

How Things Have Changed Essay Example | Topics and Well Written Essays - 750 words

How Things Have Changed - Essay Example As a result, this prompts them to identify affordable public housing that can accommodate their social-cultural and economic conditions and realities such as low income and the need for a better job. Alternatively, the provision of healthcare is an illustration of how things have changed for most NYC people as compared to the Working-class New York era. By agitating for the improved health care services especially the adequate distribution of welfare amenities in different cities spread across the state, the labor force demonstrates the need for consulted dialogue (Wilentz 122). However, these goals and objectives are only obtainable through the development and integration of liberal attitudes that have hugely influenced most of the working people around NYC. Change has also permeated into people in terms of the demoralization of vital ideas that enabled others to question the poor urban planning that has caused the increase of ghettos and collapse of moral values. The illusion is eq ually a critical element in the overall transformation of working people in NYC. It is because it has hindered them from projecting their future and setting a moral benchmark of achieving certain goals and objectives. Studies affirm this to the shifting demographics of age and technology that continues to ravage the fabric of New York State Society. Age, for example, causes an imbalance in the working people of this state because the elders, middle age, and the youth hold varying moral and social aspirations in life.

The role of the law in guaranteeing equality and justice for all Essay

The role of the law in guaranteeing equality and justice for all extends far beyond the narrow scope of the Equality Act 2010.Discuss with reference to the following area.Hate crime - Essay Example Laws are universal and apply to people of different spheres of lives, across gender, races, etc. The law of equality and justice influence individuals’ ability to amass endowments and enjoy proceeds from such endowments, right to access resources, and enjoy liberty as free agents in the social order. In UK, the law recognizes that equality may occur in many ways.2 The equality principle might impose duties that might be focused on eliminating stigma, redistribution, and accommodation. These duties may include â€Å"formal equality, equality of outcome and equality of opportunity.3† The equality of process involves ensuring uniform treatment for all persons in any given situation. Equality of worth is about giving each the same respect. Equality of outcome entails focusing on similar wealth and educational achievement.4 Finally, equality of opportunity ensures that persons should not be limited from achieving their goals by the circumstances beyond their control. The observation is that in an ideal situation the outcomes are dependent on available opportunities and opportunities for the outcome.5 For example, if a person is from poor a family they are unlikely to realize educational potentials, and because of lower educational achievement the potential for earning better salaries or wages is low.6 Therefore, laws on equality and justice aim at minimizing the gaps between those who are well of and those likely to suffer the worst. The rules of equality and justice are broader than the requirements of Equality Act 2010. Hate crime is a violent crime inspired by biases as a result of group affiliation of the victim.7 These crimes vary in magnitude and may include damages to property, physical assaults, harassment, insults, bullying, offensive graffiti, verbal abuse, etc. The hate crime laws aim at preventing crimes based on bias and protecting the innocent persons from any harm cause by the perpetrators of the crime. Hate crime is harmful

Paper 4 Term Example | Topics and Well Written Essays - 250 words

4 - Term Paper Example The magazine empowers its female readers by encouraging them to use their minds to analyze and reflect upon world issues, national concerns, and even local politics if the article permits. The advertising in the magazine evokes the sexiness that women look for in their product ads but also encourages them to reach for a higher potential. Cosmopolitan magazine on the other hand lives up to its name as being the sexy magazine for the urban woman. Its cover alone promotes the sensuality of women and advertises ways and means that women can make themselves more sexually appealing to men. The concerns of the magazine are not as deep as that of Ms as Cosmopolitan contains mostly articles that promote the sexuality of women. However, Cosmopolitan is similar to Ms in the sense that they both promote female empowerment. Just in highly different terms. Cosmopolitan advises that women sell their sex, even in their advertising. Ms decided to market itself as the thinking womans magazine instead by promoting female empowerment through equality of the genders and discussing issues that are important to the feminist cause. That said, both magazine serve a solid and clear purpose in promoting their own female causes. Neither magazine can really be called better than the other. Instead, they are equal and relevant to the female cause in their own

PROJECT 1 Essay Example | Topics and Well Written Essays - 2500 words - 1

PROJECT 1 - Essay Example Commercial culture tends to create compromises that affect education in a negative manner. There is an increase in the level of secrecy that concerns research. The reason is that the corporate world tends to give sponsorship to study. The secrecy creates room for profits. The author argues that entrepreneurial learning tends to be a success in the short term. However, the institutions that have a chief focus on the academic values tend to emerge as the success, in the long run. The systems also tend to attain public trust that is a basis of the ability to overcome basic lucrative ventures. As a result, despite the desire to earn profits, the academic excellence is the independent variable for any educational institution. Any other experiments raise the level that results in the collision of interests. For instance, most entrepreneurial systems have difficulties in allocating funds for research in the different study fields. The case may lead to collapse of such establishments, in the long run. The publication focuses on the negative impact of commercializing education. The book outlines the shift in focus from viewing students as typical consumers whole school has the opinion of a commodity. The tutors in the class have a view of being service providers rather than being guides to the entire training process. The author points out that commercialization of education are dependent on globalization. The other aspect that causes commercialization is the rise of sound technology. The issue of unemployment and the gap between the well-off in the economy and those who do not have also acts as a creator of commercial education. Commercialization of education has made the real aspect of learning to change. The schools tend to employ hard terms of the students in a bid to win new customers. The students, on the other hand, learn with a view to passing the exam instead of gaining new knowledge. In other words, education is the acquisition of

Impact of Columbus Voyages on the Indigenous People Essay Example for Free

Impact of Columbus Voyages on the Indigenous People Essay The indigenous people were accustomed to sicknesses of their own but none like the ones brought by the Spanish. With the coming of these diseases many of the indigenous people died from small pox and chicken pox. Realizing this effect the diseases had on them many might have committed suicide and led up to other ways in which the indigenous people died out. After Columbus had left for the first time his men became lazy and put the indigenous people to work and as a result these people attacked but it was futile and many of them died. This was because the Spanish men were better armed with steal and metal weapons, powerful crossbows unlike the simple arrows and bows of the indigenous people. As taken from Caribbean History: Foundations Book 1 written by William Claypole and John Robottom it says ‘The Spaniards used horses for quick attacks and retreats, while the Tainos suffered dreadful casualties by rushing headlong at the enemy. In a very short time, tens of thousands were killed’. Afterwards the people were forced to pay taxes of gold and cotton or they were forced to give several weeks of free labour. The way in which the indigenous people were killed also known as genocide happened under the Spanish rule and decreased the population of these people. Indigenous people were polytheistic and their God’s were known as Zemis that they represented with wood, bone and stone carvings. Their Gods gave them good crops, sun, rain and corn. They believed deeply in these Gods and so when the Spanish tried to change their belief to that a foreign one with one God it was very difficult for them also because they were not interested in Christian learning. This made them see that there will no longer be the sun, rain and corn. Their religious practices were changed because of forced conversion to what the Spanish referred to ask Christianity. The Spanish saw the indigenous people as ‘heathens’ and wanting to please their country tried very hard to force their region on these people. Family was a big part of the indigenous society even in those where they were not a formed community like the Kalinagos who moved around and did not stay in one place. The breaking up of families made it difficult for the people to feel the togetherness of a community again. The adult males were taken away and moved around, the Kalinagos because of their war-type behavior rebelled and were killed by in the Spaniards in the wars they became part of. After so many years of fighting and trying so very hard to defend themselves, it eventually turned them into warriors which in the beginning they were not. Even if at first they were not accustomed to the fighting, suicide, killing and raids they now had to deal with these many things. Some of these indigenous people fled to the mountains and became maroon .As extracted from Karifuna/Kalinago of Dominica by Sidney Mejia ‘Indigenous people were thus being regularly displaced or exiled (to make way for plantations) to areas that were less fertile.’ They did things like destroying crops, refusing to work, poisoning the water supply and burning the food stores trying to succeed in getting back what they were before.

The Golden Age Of Athens

The Golden Age Of Athens The Golden Age of Athens, the Age of Pericles, and Pentekontaetia are all names for the time period when Athens reached its height of power and prosperity. It began in 478 B.C. and lasted for approximately fifty years until 431 B.C. In the beginning of its so-called Golden Age, Athens was just coming out of the Persian Wars as leader of the Delian League, and they were beginning their rise to power. At the end of this prosperous era, Athens had made huge advancements in their government, architecture, art, literature, science, and philosophy. Their accomplishments in these areas influence essentially every aspect of society today. Before the Golden Age, Athens was like other city-states in Greece. They were not the superpower of the country; in fact, they were not very significant at all during this time. Athens was located on the peninsula of Attica, and it was the only part of mainland Greece that remained Ionian and did not submit to the Dorian invasion. After the Dorian invasion, Athens did not have a Democracy; they had an oligarchy like many of the other city-states in Greece. In Athens, the Acropolis which was the highest part of the city, was the first site of settlement because it was easily defendable with its steep slopes. Eventually, a central fortress was built, and it encompassed the city. The first law code of Athens was created in 621 B.C. by Athenian nobleman Draco. However, this law code was harsh and only favored the oligarchs, and there were rules such as: a creditor could enslave a debtor if they didnt repay the debt, and the death penalty was given for the smallest crimes. Eventually, in 594 B.C., Solon changes Athens laws. He abolished all of Dracos harsh rules, and he gave citizens a larger voice. Solon created the first Assembly; however, poor citizens were not allowed to hold government jobs. He also helped establish the idea of Democracy, although Athens would not become a full Democracy until 5th Century B.C. The Greeks fell under Persian rule, but although they were not enslaved, they had to pay taxes and annual tributes to the Persians. In 499 B.C, the Ionian Greeks, led by Aristagoras, revolted against Persian rule. There were several battles between the Greeks and the Persians before they were independent once again. The first major battle was the Battle of Marathon fought in 490 B.C, and it was essentially between Athens and Persia. At this time, Athens did not have the strong fleet that it had during its Golden Age. The Athenians needed help, so they sent Phidippides, a professional runner, to ask Sparta for help. Yet, the Spartans did not send soldiers until well into the war, and the battles outcome looked bleak for the Greeks. However, hope was not lost for the Athenians; they received help from Plataea, who sent 9,000 men to join the Athenians at Marathon. The Greeks used the hoplite formation to defeat the Persians. At the end of the battle, 6,400 Persians died, whereas the Athenians only lost 192 men. Phidippides was then sent from Marathon to Athens to alert the Athenians of their victory. The run was a little over twenty-six miles long, and he died immediately after giving the good news. Today, the marathon races run today represent Phidippides journey and they are held in honor of him. It was David versus Goliath, with little David winning. Furthermore, for the first time, a battle was fought on which our whole modern way of life seemed to dependà ¢Ã¢â€š ¬Ã‚ ¦ If the Athenians had lost at Marathon, Athens would have been destroyed, and then (many people think) Greece might never have gone on to develop the peak of its civilization, a peak whose fruits we moderns have inherited [Isaac Asimov, pg. 104 ]. Another important battle of the Persian Wars was the Battle of Thermopylae, which was fought in 480 B.C. 7,000 men were led by King Leonidas of Sparta, and his 300 Spartans were the backbone of the army. This battle was mostly between the Greeks (led by Sparta) and Xerxes, the Persian leader. The Greeks lost the battle because of a Phocian traitor that told Xerxes a way around the mountain pass they were stuck in. Although every soldier died fighting, their valiant battle inspired the Greek lovers of freedom, who continued fighting against the Persians. There were other battles like Salamis, Himera, Mycale, and Plataea, and all of these were victories for the Greeks. Finally, in 478 B.C, the Persian War ended, and the Greeks were free from Persian rule. After the Persian War, Sparta and Athens emerged as the two most powerful city-states in Ancient Greece. However, Sparta became extremely jealous of Athens because the Athenians had received most of the credit for the victory against the Persians. The Confederacy of Delos, or the Delian League, was an alliance of Greek city-states formed during the Persian War that was headed by Athens. Yet, although many of the city-states were involved in the alliance, most of the money from the Delian League was used to glorify Athens. The Spartans were upset that Athens was using all of the money, and also because of the fact that they were not the head of the League, so they formed their own alliance called the Peloponnesian League. In time, Spartas jealousy and growing dislike of Athens became so great that a civil war broke out, which led to the downfall of Athens Golden Age. Athens great Golden Age began in 478 B.C. and lasted for Fifty Years. This period of peace, prosperity, and progress in every aspect of culture and science flourished under the leadership of Pericles. Pericles was an aristocrat from a pro-democratic family, so it was natural that he believed in and supported democracy. He was a good speaker and planner of Athens policies. He commanded the military and carried out foreign policies of the people; he was not only respected by the people, but also by his colleagues. Pericles encouraged the arts and built great public buildings, such as the Parthenon. The Greeks, specifically the Athenians, were happy with what Pericles was doing with Athens. By making Athens seem more beautiful to other countries, Greece seemed to be more respected by the world. Pericles seemed like somebody who would be comfortable around others, especially because he was such a charismatic figure. However, he avoided social activities and had very few friends. His one passion in life was for politics; he never mentioned gods or any sort of piety. Pericles was a well-educated and honest man that did not accept bribes or abuse his power. This led the Athenians to like him even more, and he had more power than a king or a tyrant would have had. It was this power that allowed him to bring Athens to its height and turn it into the foundation of Western Civilization. Pericles favored equality for all in Athens, excluding women of course. He passed a bill that gave a salary to jurors, which allowed the poor to serve. He also eliminated laws that allowed only the rich to hold a high office and paid officials, which permitted all citizens of all social classes to participate in the government. Pericles strengthened Athens by building walls from the city to Piraeus in order to safely move food and supplies. These walls became known as the Long Walls, and it was completed in 458 B.C. He was the very basis of Athens Golden Age and after his passing, life in Greece would never be the same. Their most glorious age had reached a sudden end, and their most terrible ordeal was about to begin [Don Nardo, pg.]. While leading Athens during its Golden Age, architecture was very important to the Greeks. Pericles believed the citys greatness should be seen by the world, so he supported major construction of great structures. He had the Acropolis built, and its buildings contained Doric and Ionic columns. These were made of marble, and they represented the strength and grace of the Athenians. On top of the Acropolis was the Propylaea, or entrance way. The Propylaea incorporated traditional, Doric, and Ionic styles. It was designed by architect Mensicles circa 437 B.C. Another structure on top of the Acropolis is the Erechthium, which is the Temple of wingless victory. Perhaps the most famous building from the Golden Age was the Parthenon. This structure was built in 447 B.C., and was the spiritual center of Athens. It was designed and built by architect Ictinus, Callicrates, and sculptor Phidias. The Parthenon was a temple dedicated to Athena, Goddess of Wisdom, and it was Doric in style. The building was a symbol of Athens power, and demonstrated the blessing the city received from the Gods. It is 237 feet long, 110 feet wide and 60 feet tall. It denotes harmony and symmetry in the way that the building is completely symmetrical. According to Greek Scholar John Miliadis, the Parthenon is more the work of inspiration than of calculation. It is a new vision of life, the vision of classical Athenians. Phidias was a friend of Pericles, and died in prison because of the aristocrats of Greece that disliked him. He was believed to be the greatest sculptor during Pericless Age. He carved a 525 foot frieze, which is a band of sculptured figures, around the perimeter of the Parthenon. He also sculpted a statue of Athena Parthenos, which stood 40 feet tall, and was composed of wood, ivory, and over 2,500 pounds of gold. The appearance of Athens was extremely important to its people, and this was clearly displayed through its architectural projects. The Parthenon, the Erechthium, and the Propylaea were all clear examples of Athens power and greatness. Pericles believed that Athens was the leader of the Greek World, and therefore, they had the responsibility of showing the world how cultured they were. Much of the money from the Delian League went into the building projects of Athens. Most members of the League were not upset about this however; on the contrary, they were somewhat glad that Athens was representing Greece well. Art was also a significant part of Athens Golden Age. The purpose of their art was to preserve something visible, such as an idea or a feeling, by revealing its most prominent component. Greek sculpture was intended to be displayed in public places, which meant that it had to be worthy of the gods. The style of art shifted from Archaic to Classical. The most important change in the art style may have been in the poses of the sculptures. Before, the sculptures were a bit in stiff, unrealistic poses, and the faces of the people always seemed very calm. However, in Classical art, the poses of the sculptures were much more natural, and their faces depicted various kinds of emotion. This style of art focused on balance, completeness, proportions, and realism. Sculptors would try to create the perfect person that would be almost god-like. The ancient Greeks believed that the closest thing to perfection was the young athletic human body of a male. There were fewer structures of women than men, and their bodies would always be clothed. The mindset of the average Greek from this time period was: women are not equal to men; therefore, women cannot be anywhere near perfection. This kind of attitude was the reason why there were fewer works of art of women. Like architecture, Greek art during the Golden Age was very important in representing their country to the world. The phenomenal artwork heightened the worlds respect for the Greeks, which was what any country wanted. The Greeks, particularly the Athenians, believed that is they showed the world how cultured and sophisticated they were, their country would be seen as superior and more powerful. The sculptures of Athens Golden Age also captured the beliefs and ideas that people had at the time. They believed in beauty, balance, and harmony, which were clearly depicted in their art. Drama and literature was another area that flourished during the Golden Age. During this time, tragedies and comedies emerged, along with poems and epics. Poetry was regarded as almost a second religion, in the way that many people respected this type of literature. Poets would write about anything that they believed was appropriate to write about. The epics usually featured a hero, and its plot was both exciting and tragic. Famous epics include The Iliad and The Odyssey which were written by the blind poet, Homer. Two of the most prominent types of ancient Greek plays were tragedies and comedies. Tragedies were very serious and intense, and they often showed man as uncertain, fragile, and dangerous. The relationship between God and mans relationship was often seen in tragedies. These tragic plays were based on serious themes which came from history and mythology, such as Aeschyluss The Persians. The greatest writers of tragedies were Aeschylus, Sophocles, and Euripides. Aeschylus lived around 525 B.C., and he fought at the Battle of Marathon, Salamis, and Plataea during the Persian War. He was the first person to use dialogue in plays, and he was also the first to use costumes, high shoes, and masks. Aeschylus wrote well over 90 plays, however only seven of them have survived. It was through his experience in the Persian Wars that he was able to write The Persians. Sophocles lived around 495 B.C., and his most famous play was called Oedipus Rex. He wrote over 100 plays, but like Aeschylus, only seven of them exist today. Euripides lived circa 484 B.C., and he was interested in human psychology. He had his characters talk in everyday language unlike Aeschylus and Sophocles. Although he wrote over 92 plays, only 18 of them have survived. Tragedies usually had very dreadful endings, with the main characters punished for any action they choose. These plays were performed in an amphitheater, where the acoustics amplified the actors voices. They used masks not only to portray their expressions, but because the mouthpiece of the mask was shaped like a megaphone, which further magnified their voices. More tragedies have survived than comedies, and they all contain universal themes such as love, hatred, revenge, duty, and morality. On the other hand, comedies were optimistic plays that usually focused on human flaws and allowed the audience to laugh at their own mistakes. They were full of slapstick gags, and they lacked cultivation by todays standards [Don Nardo, pg. 75]. Comedies usually involved music and dancing, and they would often include current events. Comedies were also performed in amphitheaters, and they would also be performed at festivals celebrating Dionysus, God of Wine, along with several tragedies. Aristophanes lived in roughly 448 B.C., and he wrote most of the surviving Greek comedies. His weapon was biting wit and sharp satire against the weaknesses of the time and against individuals of whom he disapprovedà ¢Ã¢â€š ¬Ã‚ ¦ [Isaac Asimov, pg. 135]. These individuals included everybody from rich people to poor people, and even extended to politicians as well. He wrote approximately 40 to 50 comedies, but unfortunately, like all of the other Greek dramatists works, only a number of them have not perished; 11 to be exact. Greek drama was the main form of entertainment for the ancient Greeks. They had no televisions or movie theaters to go to, so they watched plays instead. Not only were these dramas entertaining, they were both informative and a way for people to express themselves. Greek drama taught valuable lessons such as what the most important things in life really are, and they also taught people about human flaws. Ancient Greeks also learned to have a voice because of drama, which correlates to the type of government they had. The Golden Age of Greece also brought the first known historian in the world, besides its other accomplishments. This man is also referred to as the father of history, and his name is Herodotus. Herodotus began the system of writing down history texts, and if it were not for this historian, much of ancient Greeces history may not be known. Herodotus goal was to preserve the memory of the past by putting on record the astonishing achievements both of our own and of other peoples; and more particularly, to show how they came into conflict [Don Nardo, pg. 76]. Science made great advances during the Athens Golden Age. The progressions in science provided a hypothetical basis for all happenings. Science was necessary for many things such as architecture; matter, space, and motion; math-specifically geometry; and even music. Scientists and mathematicians were the first Greeks to not rely on Mythology to explain the happenings of the world, and they used information from ancient Egyptians and Mesopotamians to help them. However, the Greeks did not use experiments to find out how things work. Rather, they investigated the world around them and observed, guessed, and discussed their ideas with each other in order to reach a conclusion. One of the most famous scientists was Hippocrates of Cos. He lived in 460 B.C. and introduced medicine into 5th Century B.C. Hippocrates collected data and made inferences. He also experimented on animals to learn physiology, which helped the Greeks deal with fractures and head wounds that resulted from wars. Hippocrates founded the first rational theory of medicine, one that did not depend on gods and demons. It is for this reason that he is often called the father of medicine. [Isaac Asimov, pg. 136]. He believed that illnesses were not caused by gods, but that these were excuses doctors used when they were too embarrassed to admit that they didnt know the cause of a disorder such as epilepsy. There were also many other scientists and mathematicians of ancient Greece that accomplished many things. One of them, Leucippus, believed that matter was composed of tiny particles, and not substances that could be divided infinitely. He was the first person to ever suggest this, and his views were carried on by his student, Democritus. Democritus then began to call these tiny particles atoms, and his views on atoms were very similar to modern views on them. However, other Greek scientists were not yet ready to accept his ideas, so naturally, they shot them down. There was also Eudoxus, who established that a year was not exactly 365 days long, but was six hours longer. Heraclides, a Greek astronomer, was a student of Plato that was the first person to believe in the rotation of the Earth. Aristarchus was also another astronomer, and he suggested that Earth and all other planets revolved around the Sun, but this too, like Leucippus and Democritus views, was unaccepted by other astronomers. Pythagoras was a mathematician that lived in the 6th Century B.C. He introduced the Pythagorean Theorem, which is used to find the length of a side of a right triangle if two lengths are given. He also believed that what separated humans from animals was reason. Science changed Athens and the Greek world by allowing people, for the first time, to realize that not everything depended on the gods and goddesses of their myths. People began to question everything around them, instead of leaving everything up to the will of the gods; and this would eventually reach out to other parts of the world. As a result, of science becoming more prominent in Athens, people were more educated about themselves and the world that they lived in. One of the most important achievements Athens made during its Golden Age was in its government. Athens created the first democratic government the world had ever seen. Meanwhile, other Greek city-states such as Sparta had an oligarchy. Their oligarchy consisted of a small group of aristocrats that made important decisions for Sparta, and the rest of the citizens were equal. The main difference between these two types of government was that in Athens democracy, all citizens had the right to vote, and each vote counted as much as anybody elses vote. Athens democracy was a direct democracy, meaning that its citizens spoke for themselves and not through representatives. Their type of government valued law, order, and freedom. Every citizen, from the poorest man to the richest one, was allowed to hold office. All decisions were made by the Assembly, which consisted of any Athenian citizen that wished to participate. This group met 40 times a year, and they made decisions like fees for public service, which allowed the poor to hold office. There was also the Boule, which was a 500 man council that met daily to discuss issues that were urgent, and they also prepared the Agenda for the Assembly. As a result of Athens change in government to democracy, more Athenians gained equal rights-besides women and slaves, though, they were not considered citizens of Athens. The differences in rights between the social classes in Athens grew very small, which naturally angered those in the upper class. The important matters of the city were decided by its people; however, some people doubted the judgment of those who were less educated. Nonetheless, Athens democracy continued to expand and strengthen as the Golden Age went on. The Greeks idea of liberty was the freedom to do or realize his full potential, speak freely, and make decisions without interference [C.M. Bowra, pg. 12]. However, the beginning of the Peloponnesian War brought an abrupt end to the Golden Age. It began with Sparta declaring war on Athens in 431 B.C. and ended with Athens surrender in 404 B.C. Spartas hatred towards Athens increased over time, until finally; they could not contain their animosity anymore. Greek city-states did not get along very well; they were separated by their mountainous geography, which resulted in different governments, cultures, and customs. The difference was particularly great between Athens and Sparta in everything from their government to what they valued the most. What angered Sparta the most was that Athens received all the credit for defeating the Persians during the Persian War; and this further increased tensions between the two city-states. The war began when Athens imposed a trade embargo on Megara, an ally of Sparta. They refused to let any Spartan ally trade in any ports belonging to the Delian League. Most of the ports were controlled by the Delian League, which meant that Spartan allies essentially had nobody to trade with. The Megarians began to starve as a result of this embargo. Pericles goal when imposing the trade embargo was to discourage the Spartans from war. However, his plan was disastrous, and resulted in Sparta declaring war on Athens. Sparta was in control of the greatest army in Greece, and they decided to use this to their advantage. The Spartans did not want a long and drawn-out war because that would result in many casualties and put a great strain on their city-state. They marched an army of 35,000 hoplites into Attica, and destroyed the entire countryside, leaving people in fear and chaos. Sparta cut off Athens grain supply, hoping to force them to surrender, but the Athenians were well supplied behind the Long Walls. The Spartans wanted to keep the war on land because of their strong military, and they continued to attack Attica relentlessly every year. Athens, meanwhile, had a better navy and treasury than Sparta. While Pericles was in charge during the Peloponnesian War, he ordered all people to retreat behind the Long Walls. He was aware that trying to defeat Sparta on land was near impossible, so he planned to fight on the water. By having all of the Athenians behind the Long Walls, they would be able to receive supplies from cargo ships and hopefully tire out the Spartan army. Pericles plan worked throughout the first summer of the war, and when the Spartans left in the winter, the Athenians went back to their homes. The enemy attacked in the spring of 430 B.C., and the Athenians were forced to retreat behind the Long Walls once again. However, this time, there was something far more dangerous than the Spartan army that was attacking Attica; and this was disease. A fast-spreading plague struck the Athenians and killed approximately 20% of the population. The plague lasted for four years, and after many people had died, the Athenians decided to leave the protection of the Long Walls and fight the Spartans. Unfortunately, Pericles was a victim of the plague as well, and his death in 429 B.C. left Athens weak and divided. Pericles death left several people vying for power over Athens. Among these people were Cleon and Nicias. Cleon wanted to fight Sparta until the Athenians reached a total victory. Nicias, on the other hand, favored peace. Cleon won power over Athens, but soon died in battle. Nicias saw this opportunity to influence Athens to make peace, but Sparta and its allies refused peace and they continued to fight Athens without mercy. Eventually, Athens surrendered to Sparta in 404 B.C. after its fleet was destroyed at Thrace. The Spartan fleet cut off Athens remaining lifeline, which forced the Athenians to put an end to the war. The Spartans were not happy with just winning the war, though. They forced Athens to give up its fleet and foreign possession, take down the Long Walls, and change their cherished democracy into an oligarchy. After a while, the Athenians were allowed to restore their democracy, but the damage was done-their Golden Age came to an end. The Peloponnesian War left Athens devastated; the land was completely destroyed, the food supply was scarce; and the physical resources were nearly completely gone. The war is best known through Thucydides, an Athenian general. He wrote about the war in great detail, and was not biased; he wrote only about the facts of the war. No one could have guessed that the conflict would bring about Pericles downfall, the end of the Fifty Years, and the exhaustion and cultural decline of all the city-states, [Don Nardo, pg. 80]. The Peloponnesian War stripped Athens of its power and greatness, and left Greece vulnerable to any foreign invasions. With the end of the Peloponnesian War, the Athenians were faced with the grueling task of rebuilding their city-state. People began to look for a principle that explained why things are the way they are, which began the rise of philosophy. The ancient Greeks believed that philosophy and science came from the same branch of study; which is why scientists proved things using logic and reason. Philosophers were travelling teachers that wanted to learn the truth and sought wisdom through different methods. The three most famous philosophers of ancient Greece were Socrates, Plato, and Aristotle. Socrates was the earliest of the Greek philosophers, and participated in the Peloponnesian War. He was born in 469 B.C. and he lived as a very plain and poor man. During the Peloponnesian War, he came to the conclusion that Man-not the universe-was the enemy of man. He believed that everybody knew more than they thought they knew, and he also believed that mans conscience was a better guide to right conduct than what society said. His method of teaching was by asking questions, and has come to be known as the Socratic Method. Socrates was proclaimed the wisest man in Greece by the Oracle of Delphi after stating, All I know is that I know nothing. Despite being the wisest man, he was unpopular among the Athenians. He was arrested on three charges at the age of 70. The first charge was for corrupting the youth; the second charge was for not believing in the citys gods; and the third was for introducing new deities to society. He was brought before a 501-man jury in 399 B.C., convicted of corrupting the youth, and then sentenced to death. He was convicted by the slim majority of 281 to 220 Athenians. Socrates had several opportunities to break out of jail, and yet, he refused to do so. He did not want to break the law by breaking out of jail, so he stayed in his cell, drank the poison hemlock, and died. Many people today believe that the unjust death of this wise philosopher, which was the result of a vote of the people, is an example of the dangers of a direct democracy. Plato was another famous philosopher of Greece. He was Socrates student, and wrote down all of his teachings, for Socrates did not record anything. Plato believed that all souls were immortal and knew all truths, but as they grew up, they forgot everything. He believed that it was his job to help students remember these truths through the power of logic and reason. In 387 B.C., he founded the Academy, the first school for higher education in Athens, and he also wrote a book called The Republic. The Republic describes his Utopia which was a state ruled by philosophers. In this ideal state there were three classes: the Guardians who governed the state, the Auxiliaries who were the military, and everybody else. In his book, he expressed his strong dislike for democracy, which he believed was the reason why his teacher, Socrates, had died. Plato also wrote The Dialogues, which displayed Socrates ideas along with his own. The Dialogues were composed of discussions that Socrates would have with other students while he was alive. In Platos eyes, Socrates was the wisest and most just and best man [C.M. Bowra, pg. 138]. So naturally, his death was an extreme loss to Plato. One of his philosophies, Platonism, stated that physical beings were imperfect, and that the spirit, soul, and body of a person were separated. These ideas passed into Christianity later on, where they influenced certain beliefs. Platos philosophical system and marvelous language make him one of the most gifted men who ever lived, [C.M. Bowra, pg. 140]. Over time, his ideas spread over Europe, and they eventually reached across the Atlantic Ocean, where it helped form the basis of Western Philosophy. Aristotle was the last, and perhaps the most influential, philosopher from the ancient Greek world. He attended Platos Academy at the age of 17, and he studied there for 20 years. He was born in 384 B.C., and he travelled to Athens to attend the Academy. There, he studied science, ethics, politics, and mathematics. Aristotle, unlike his teacher Plato, believed that research was the method people should use to investigate the world. His philosophy consisted of the power of direct observation to draw conclusions. He relied on the five senses, while Plato believed that they were not reliable. Evidently, these two philosophers did not agree with each other, yet they respected each others ideas. Aristotle was particularly interested in natural philosophy which was the study of natural phenomena in the world, which includes many fields of science. Here, he made great advances, and was the most successful in his studies of biology. He classified animal species, and also concluded that dolphins were not fish, which proved that he was a full 2000 years ahead of his time. Aristotle also ways of observation to find a solution influenced Francis Bacon, who founded the scientific method. Socrates, Plato, and Aristotle were all famed philosophers that changed their times. Their philosophies helped the Greek population to become more educated, and their ideas provided some guidance in rebuilding Athens after the Peloponnesian War. However, despite their great efforts to revive Athens former state of glory, the Peloponnesian War had indeed brought the end of the Golden Age of Athens. Their ideas and philosophies, although taught in vain, have become a great addition to Western Philosophy. The achievements that occurred during the Golden Age of Athens continue to affect the modern world. Although most people do not realize it, more than half of what is taken for granted, can be attributed to the Athenians. Pierre Leveque stated, One need only to look closely at our own language, our political institutions, and our culture, to discover to what extent the Greek experience lives on. Despite the fact that Athens Golden Age was over 2000 years ago, all of its accomplishments have not been forgotten, and they are being lived through Western Civilizat

Nature Vs Nurture Philosophy

Nature Vs Nurture Philosophy There is an issue that has been debated upon by philosophers in the past and still so by scientists today. This issue is whether heredity or environment plays a greater role in the determining or shaping of an individuals behavior. It is known as the nature versus nurture debate. Numerous generations before us have deliberated on the reasons behind the development of human behavior. There have been many theories formulated to explain why humans behave the way they do. The surviving theories for behavior derive from physiological and sociological explanations, however, the two explanations have not always been compatible with each other. The famous nature vs. nurture debate over human behavior resulted from conflicting views between proponents of the physiological (nature) and sociological (nurture) explanations. Throughout history, research has swayed popularity back and forth between the theories. Yet, theorists have broken down the line separating nature and nurture.* As of today, people utilize both explanations to explore human behavior. Considerably before our time, early philosophers endeavored to understand the human behavior. As early as 350 BC, such philosophers as Plato and Aristotle tried to understand behavior. *The question of nature or nurture as the primary drive can be traced to these times. Plato believed behavior and knowledge was due to innate factors. Author Fiona Cowie states, The claim that the character of our mental furniture is to a large extent internally rather than environmentally determined found its first substantive defense in the works of Plato (Cowie, ). Plato theorized that all knowledge is present at birth. Plato also believed that the environment played a part in human processes, but he thought it had a unique role. He believed the environment did not teach people anything new, but its purpose was to remind people of information they already knew (Cowie, 1999). Although Platos views are not supported today, he laid the groundwork for other researchers to follow. Alternatively, philosopher Aristotle theorized a different idea about human behavior. He presented the idea that humans are born into the world with a blank slate and peoples behavior and thoughts are due to experience (Ashcraft, 1998). Unlike Plato, Aristotle hypothesized that humans were not born with knowledge, but they acquire it through experience (Ashcraft, 1998). Aristotles idea of the tabula rasa is not believed today. Nevertheless, his belief that the environment was a vital factor in behavior influenced many empiricists throughout history. During the late 1700s, the nature vs. nurture debate began to heat up between philosophers. Internalists (nature) and empiricists (nurture) wrote literature back and forth trying to prove their beliefs and disprove the other theories. Two philosophers, G.W. Leibniz and John Locke, were the main representatives of their respected explanations. Leibniz promoted the externalism point of view. Cowie states, Leibnizs position on this issue is, of course, that the tabula is far from rasa: The soul inherently contains the sources of various notions and doctrines, which external objects merely rouse up (Cowie, 1999). Leibniz argued against Locke and other empiricists stated that there is no way ideas which come into the mind from outside can be formed into beliefs and judgments without the operation of specific internal mechanisms (Cowie, 1999). Simultaneously, John Locke and his fellow philosophers campaigned for empiricism. Like Aristotle, the philosophers believed that humans thoughts and actions were determined not by innate factors, but by their unique experiences (Ashcraft, 1998). Locke argued against the internalists by tentatively examining different human processes such as logic and reasoning. He would ask how it was possible to use logic and reasoning if people were born with all of the knowledge they would ever acquire (Cowie 1999). The contrasting views of the two groups had begun the nature vs. nurture debate, which would linger in the fields of philosophy and psychology for decades. A key point should be made that even though the literalists and empiricists felt strongly about their theories, the explanations were not entirely opposite of each other. Cowie explains, rhetoric aside, both empiricists and nativists are both internalist and externalists about the origin of what is in our minds (Cowie, 1999). Even Leibniz and Locke stated that the philosophies sometimes were only different by the choices of words they used to describe their theories. Leibniz once wrote that fundamentally their views were the same about the nature vs. nurture question (Cowie, 1999). The most recent studies that have been done on twins and adoption use both identical and fraternal twins. This consists in the studying of twins that were separated at birth and grew up in separate homes. Identical twins are 100% genetically similar and offer exact genetic replicas to study, where fraternal twins are the same as any other siblings at 50% similar (Vanderbilt). Some of the final results of these studies show astonishing similarities between identical twins, yet others show little evidence of these similarities. With fraternal twins there is some similarities but none that are complete evidence of the nature theory. These studies fuel the pot for both the nature and the nurture ideas. The nature vs. nurture debate over the last forty years has reached an agreement that they both influence the development of human behavior. In the 1960s, researchers from both theories began to study the interaction of the genes and the environment (Devlin, 1997). Dr. Ann Barnet explains, Even in an unborn baby, genes and environment interact almost from the moment of conception(Barnet, 1998). The statements of Dr. Fausto-Sterling and Dr. Evan Balaban can sum up the interaction between nature and nurture. Fausto-Sterling states, People want simple explanations for hard-core problems. If there was an anti-testosterone drug that we could to inject to make young boys niceit would be easier and cheaper than transforming schoolsor whatever is at the heart of the problem (Barnet, 1998). However, Balaban replies, dont hold your breath if you think looking for genes to help you understand violence. I would put my money on some clever environmental manipulations, because in the end youre goi ng there anyway (Barnet, 1998). The nature vs. nurture debate has produced many research advances in the area of human development. Even though evidence proves that there is an interaction between genes and the environment, people will continue to study the effects of each in development. In these future studies, I hope more groundbreaking advances will be made to aid humans in better understanding human behavior. In the end, that is what both sides of the nature vs. nurture debate intended to accomplish. Works Cited Ashcraft, M. (1998). Fundamentals of Cognition. New York, NY: Longman. Brooks, J. (2004). The process of parenting. (6th ed). Toronto, ON: McGraw-Hill. Cowie, F. (1999). Whats Within?. Oxford: Oxford University Press. Devlin, B. (1997). Intelligence, Genes, and Success. New York, NY: Copernicus. Deutschmann, Linda B. (2002). Deviance and Social Control Third Edition. Scarborough, ON: Nelson Thomson Learning. Fujita, Frank. (2000). Nature vs. Nurture. 3/15/2002 from: http://folk.uio.no/roffe/faq/node11.html Hockenbury&Hockenburry. (2003). Discovering Psychology Third Edition. New York, NY: Worth Publishers

Hemingway And nada :: essays research papers

Hemingway and "Nada" In "The light of the world" written by Ernest Hemingway Steve Ketchel, a boxer symbolizes a Jesus figure for a woman called Alice. Alice, a 350 pound, unpleasant prostitute struggles with her current life. Her central being focuses at the belief that she had a sexual relationship with Steve Ketchel. This wishful illusion arises from a complex she has because of her ugly and unpleasant appearance. Nick Adams, the main Hemingway character, believes that Alice, although she has really given up her life, still has the chance to change and live a happy life. Steven K. Hoffman would call this belief Alice has "nada". Nada is a term used in Hemingways story "A clean well lighted place". Steven K. Hoffman interpreted the word in an Essay he wrote. The word nada translated to English, basically means "nothing". But further it means much more than the simple word nothing. Nada from the point of Alice's view means that there is nothing behind of her belief. That means that her life is not based on a concrete belief. She does not believe in any religion; her religion is Ketchel. That arises from her place in society. In society she is ranked very low. A prostitute has nothing to say in our society. And since she is that low she cant set her goals higher. Her goals could be the goals Jesus talks about. Her goal in life was and still is to sleep with more and more guys. Back to nada it means that she has nothing; nothing to believe in and nothing to live for. Alice lives in an illusion. It seems that she suppresses the fact that she is a fat prostitute. How much lower can you get? She suppresses her problems with her dreams and illusions. The most important belief is that she had a sexual relationship with Ketchel. That is her main belief. For a normal American, Jesus would the most important belief. Ketchel gives her the strength to withstand her complexes. Ketchel in other words symbolizes Jesus. That is of course very sad. When comparing Jesus with Ketchel, you will not find any connecting. Ketchel is just a popular boxer among her friends and she knows nothing more of him. For her Ketchel is more than just a man to have sex with. As said, for her Ketchel is Jesus. "There was never a man like that.", said Alice. Alice did not succeed in her life. Not that it is over, but till now she did not make herself happy. She is unhappy, she is a prostitute and the most

Parallels Between The Truman Show and Platos Allegory of the Cave Essa

Parallels Between The Truman Show and Plato's Allegory of the Cave The movie, 'The Truman Show' is about a reality television show that has been created to document the life of a man who, adopted at birth by a television network, is tricked into believing that his life, his reality, is normal and the environment that he lives is real. It is set in a town called Seahaven, which is essentially a simulation of the real world similar enough to the outside world that the viewing audience can relate to it. The town is a television studio inside an enormous dome in which the weather, the sun, the sky, and all the actions of the citizens are directed by a team of special effects people. The entire show is directed and produced by the creator of the show, Christof. Truman Burbank, the star of the show, is the only one who doesn't know that he lives in a giant studio and is surrounded by an illusion of reality. The entire world watches Truman's movements twenty four hours a day, seven days a week through the use of thousands of miniature hidden cameras. The Truman Show closely parallels Plato's Allegory of the Cave. Initially, Truman is trapped in his own 'cave'; a film set or fictional island known as Seahaven. Truman?s journey or ascension into the real world and into knowledge is similar to that of Plato?s cave dweller. Truman, much like the prisoners in the cave, would know no difference then what they have been taught or shown to be the real world their whole lives. If T...

Night World : The Chosen Chapter 1

It happened at Rashel's birthday party, the day she turned five years old. â€Å"Can we go in the tubes?† She was having her birthday at a carnival and it had the biggest climbing structure of tubes and slides she had ever seen. Her mother smiled. â€Å"Okay, kitten, but take care of Timmy. He's not as fast as you are.† They were the last words her mother ever said to her. Rashel didn't have to be told, though. She always took care of Timmy: he was a whole month younger than she was, and he wasn't even going to kindergarten next year. He had silky black hair, blue eyes, and a very sweet smile. Rashel had dark hair, too, but her eyes were green-green as emeralds, Mommy always said. Green as a cat's. As they climbed through the tubes she kept glancing back at him, and when they got to a long row of vinyl-padded stairs-slippery and easy to slide off of-she held out a hand to help him up. Timmy beamed at her, his tilted blue eyes shining with adoration. When they had both crawled to the top of the stairs, Rashel let go of his hand. She was heading toward the spider web, a big room made entirely of rope and net. Every so often she glanced through a fish-bowl window in one of the tubes and saw her mother waving at her from below. But then another mother came to talk to hers and Rashel stopped looking out. Parents never seemed to be able to talk and wave at the same time. She concentrated on getting through the tubes, which smelled like plastic with a hint of old socks. She pretended she was a rabbit in a tunnel. And she kept an eye on Timmy-until they got to the base of the spider web. It was far in the back of the climbing structure. There were no other kids around, big or little, and almost no noise. A white rope with knots at regular intervals stretched above Rashel, higher and higher, leading to the web itself. â€Å"Okay, you stay here, and I'll go up and see how you do it,† she said to Timmy. This was a sort of fib. The truth was that she didn't think Timmy could make it, and if she waited for him, neither of them would get up. â€Å"No, I don't want you to go without me,† Timmy said. There was a touch of anxiety in his voice. â€Å"It's oilly going to take a second,† Rashel said. She knew what he was afraid of, and she added, â€Å"No big kids are going to come and push you.† Timmy still looked doubtful. Rashel said thoughtfully, â€Å"Don't you want ice cream cake when we get back to my house?† It wasn't even a veiled threat. Timmy looked confused, then sighed heavily and nodded. â€Å"Okay. I'll wait.† And those were the last words Rashel heard him say. She climbed the rope. It was even harder than she'd thought it would be, but when she got to the top it was wonderful. The whole world was a squiggly moving mass of netting. She had to hang on with both hands to keep her balance and try to curl her feet around the rough quivering lengths of cable. She could feel the air and sunlight. She laughed with exhilaration and bounced, looking at the colored plastic tubes all around her. When she looked back down for Timmy, he was gone. Rashel's stomach tensed. He had to be there. He'd promised to wait. But he wasn't. She could see the entire padded room below the spider web from here, and it was empty. Okay, he must have gone back through the tubes. Rashel made her way, staggering and swaying, from one handhold to another until she got to the rope. Then she climbed down quickly and stuck her head in a tube, blinking in the dimness. â€Å"Timmy?† Her voice was a muffled echo. There was no answer and what she could see of the tube was empty. â€Å"Timmy!† Rashel was getting a very bad feeling in her stomach. In her head, she kept hearing her mother say, Take care of Timmy. But she hadn't taken care of him. And he could be anywhere by now, lost in the giant structure, maybe crying, maybe getting shoved around by big kids. Maybe even going to tell her mother. That was when she saw the gap in the padded room. It was just big enough for a four-year-old or a very slim five-year-old to get through. A space between two cushiony walls that led to the outside. And Rashel knew immediately that it was where Timmy had gone. It was like him to take the quickest way out. He was probably on his way to her mother right now. Rashel was a very slim five-year-old. She wiggled through the gap, only sticking once. Then she was outside, breathless in the dusty shade. She was about to head toward the front of the climbing structure when she noticed the tent flap fluttering. The tent was made of shiny vinyl and its red and yellow stripes were much brighter than the plastic tubes. The loose flap moved in the breeze and Rashel saw that anyone could just lift it and walk inside. Timmy wouldn't have gone in there, she thought. It wouldn't be like him at all. But somehow Rashel had an odd feeling. She stared at the flap, hesitating, smelling dust and popcorn in the air. I'm brave, she told herself, and sidled forward. She pushed on the tent beside the flap to widen the gap, and she stretched her neck and peered inside. It was too dark to see anything, but the smell of popcorn was stronger. Rashel moved farther and farther until she was actually in the tent. And then her eyes adjusted and she realized that she wasn't alone. There was a tall man in the tent. He was wearing a long light-colored trench coat, even though it was warm outside. He didn't seem to notice Rashel because he had something in his arms, and his head was bent down to it, and he was doing something to it. And then Rashel saw what he was doing and she knew that the grown-ups had lied when they said ogres and monsters and the things in fairy-tale books weren't real. Because the tall man had Timmy, and he was eating him.

Aspect of Contract & Negligence in Business Essay

The aim of this brief article is to set out some key aspects of contract and the tort of negligence using the following headings: †¢The relationship between the parties †¢The nature of the obligation †¢Causation and remoteness of damage †¢The measure of damages. Using the same headings should remind you of the key aspects of each of the two areas in such a way that you are less likely to confuse them. (The words ‘contract’ and ‘negligence’ are deliberately repeated in each heading so that you get into the habit of distinguishing between the rules for each area, rather than having a general set of notes on, say, remoteness of damage, which confuses material from both areas.) KEY ASPECTS OF THE LAW OF CONTRACT Contract – the relationship between the parties A contract is a legally binding agreement formed by the mutual consent of the parties. The parties may be known to each other, as with a client and an accountant, or they may be strangers, as with a software company and a person who downloads and installs the software. In either case, there is a clear relationship between the parties and this relationship is both formed and governed by the contract. (The rules governing the formation and content of contracts are set out in syllabus areas B1 and B2 of Paper F4 (ENG) syllabus.) Contract – the nature of the obligation In a contractual relationship, the nature of the obligation is determined by the terms of the contract. By entering into the contract, the parties agree to accept the resulting obligations. That is not to say that there is complete freedom of contract, since certain contractual terms may be restricted by statute – for example, under the Unfair Contract Terms Act 1977. Nevertheless, in order for a contract to be binding, the parties must intend to create legal relations and their contractual obligations are based on mutual consent. Contract – causation and remoteness of damage This issue concerns the extent of the defendant’s liability for the chain of events set in motion by the breach of contract. The leading case is Hadley v Baxendale (1854) in which the defendant was contracted to transport a broken mill shaft from the claimant’s mill to the repairers. The defendant was late in delivering the shaft and the mill was idle for a longer period as a result. The claimant sought damages for loss of profits during the delay. The court found for the defendant, setting out a two-stage test for remoteness of damage. In order to be recoverable, the loss must be: †¢either a normal result of the breach, or †¢one which, at the time of the contract, both parties would have contemplated as a probable result. Here, given how important a drive shaft was to a mill, neither test was satisfied, since it was reasonable to expect that the mill would have a spare shaft. Another useful case here is Victoria Laundry v Newham Industries (1949). Here, the defendant’s delay caused the defendant loss of profit, including the loss of an unusually lucrative contract. The defendant was liable for normal loss of profit under the first limb of the Hadley test, but not for the loss from that particular contract. He would only have been liable for that had he known about it when the contract was formed. Contract – the measure of damages The remedies available for breach of contract include the common law remedies of damages, action for the price and quantum meruit, as well as the equitable remedies of injunction and specific performance. Remember that a breach of contract is a breach of a legal obligation, so the aim of the remedies is to put the claimant in the position that they would have been had the defendant fulfilled the obligation. This means putting the claimant in the position that they would have been in had the contract been performed. In relation to damages, this may be divided into expectation loss  (benefits that might have been gained from the performance of the contract) and reliance loss (expenses incurred by the claimant in his side of the contract). The conduct of the claimant may also affect the amount of damages payable, since the claimant is under an obligation to take reasonable measures to mitigate the loss, as in Payzu v Saunders (1919). For example, if the buyer refuses to accept or pay for the goods, the seller must recover what they can by selling the goods to a third party. The damages will be the difference between the contract price and the amount that the seller receives. If the seller receives the contract price or higher from a third party, only nominal damages will be claimable. A claimant who does not attempt to mitigate their loss may have their damages reduced by the amount by which they could have done so. It is for the defendant to prove that the claimant failed to mitigate the loss. We will now use the same headings in relation to the tort of negligence. KEY ASPECTS OF THE TORT OF NEGLIGENCE Negligence – the relationship between the parties Negligence cases are based on a non-contractual relationship between the parties. The parties may be known to each other, as with a surgeon and a patient, or they may be strangers, as with two drivers involved in a road traffic accident. Due to the lack of any agreed relationship between the parties, the first question that arises in the case of negligence is that of whether any relationship exists between them at all. If one party is to be held liable to another in negligence, the relationship that must first be established is that of a duty of care. Exam answers often state as a learned fact that liability in negligence is non-contractual, but it is worth spending a little longer thinking about what it actually means. As a future accountant, you may find it helpful to relate this point to professional negligence cases since these illustrate the extent to which an accountant may be held liable in relationships where there may be no contractual obligation. A useful case in this respect is Caparo Industries plc v Dickman (1990). Here, the claimants were shareholders in a company and the defendants were the company’s auditors. The claimants relied on the audited accounts and purchased more shares with a view to making a takeover bid. Having taken over the company, the claimants discovered that the company had in fact made a  £400,000 loss rather than the  £1.2m profit shown by the financial statements. The House of Lords held that the requirements for a duty of care to exist were as follows: †¢the harm must be reasonably foreseeable †¢there must be proximity between the claimant and the defendant †¢it must be just, fair and reasonable to impose a duty of care on the defendant. Note that foreseeability at this stage in the context of negligence is used to establish whether there is any relationship between the parties; this is not necessary at this stage in contract since the contract itself establishes that there is a relationship. (We will consider foreseeability again in relation to remoteness of damage, which is discussed below.) In Caparo, the contract was between the company and the auditors. The individual shareholders did not have a contract with the auditors. The question was whether the auditors owed a duty of care to the shareholders. The House of Lords held that the auditors owed a duty to the shareholders as a body, but that they did not owe a duty to potential investors or to existing shareholders who planned to increase their shareholding. The defendants were therefore not liable. Caparo is one of a number of cases considering professional negligence. (This is covered by syllabus area B5 of Paper F4 (ENG).) A key theme running through these cases is the existence of the so-called ‘special relationship’. This was first established in Hedley Byrne & Co Ltd v Heller and Partners (1963). Bear in mind that the question of a special relationship is likely to be relevant where the claimant does not have a contractual relationship with the professional providing the advice. In Hedley Byrne itself, the claimant provided services on credit to a client. It did so on the basis of a credit reference given by the defendant, the client’s bank. Note that there was a contract between the claimant and the client and a contract between the client and the bank, but no contract between the claimant and the bank. The defendant was able to avoid liability by relying on an exclusion clause contained in the credit reference. However, had the clause not been present, the defendant would have been liable because it had used its special skill to provide a statement to the claimant in the knowledge that the claimant would rely on this. Other cases that you may find helpful to consider in this context are as follows: †¢JEB Fasteners Ltd v Marks, Bloom & Co (1982) †¢Morgan Crucible v Hill Samuel Bank Ltd (1991) †¢James McNaghten Paper Group Ltd v Hicks Anderson & Co (1991) †¢ADT v BDO Binder Hamlyn (1995) †¢NRG v Bacon & Woodrow and Ernst & Young (1996) In each case, identify any contractual relationships between the various parties involved and the nature of the relationship between the claimant and the defendant. Negligence – the nature of the obligation In relation to negligence, the nature of the obligation is not agreed between the parties but rather is imposed by operation of law. For example, a road user will owe a duty of care to other road users and a manufacturer will owe a duty of care to the final consumers of its products. Once a duty of care has been held to exist, the defendant’s actions are judged by the standard of the reasonable man in the defendant’s position:Blyth v Birmingham Water Works (1856). The standard of care for professionals is of the reasonable professional having or holding himself out as having the skill or ability in question. Learners and the inexperienced will also be judged against the standards of the fully-qualified. Negligence – causation and remoteness of damage In relation to negligence, issues of causation and remoteness tend to be  considered separately. The key test for causation is known as the ‘but for’ test, which basically asks whether the loss would have been sustained ‘but for’ the defendant’s negligence. The leading case here is Barnett v Chelsea and Kensington HMC (1969). The claimant arrived at the hospital emergency department complaining of stomach pains. He was sent home without being examined and subsequently died. Even though the doctor owed the patient a duty of care and had breached the duty, the breach of duty had not caused the patient’s death, since the poisoning was so advanced by the time the patient arrived at the hospital that he could not have been saved even with prompt treatment. The defendant was therefore not liable. The key test for remoteness in negligence is one of foreseeability. In The Wagon Mound (1961), the defendants negligently allowed oil to spill into Sydney Harbour. The claimants were welding, but ceased doing so on seeing the oil. Having been advised that the sparks would not ignite oil lying on the surface of the water, they resumed work. Sparks ignited debris lying on the surface of the oil, which in turn ignited and damaged the claimants’ wharf. It was held that the defendants were not liable since the only foreseeable damage was pollution rather than fire. By contrast, in Jolley v London Borough of Sutton (2000), a local authority failed to remove an abandoned boat for two years. A 14 year-old was seriously injured when he tried to jack up the boat in order to repair it. The authority was found liable since it knew that children regularly played on the boat, so it was foreseeable that a child would be injured. It did not matter that the precise nature of the injury could n ot be foreseen. The cases may appear to conflict, since The Wagon Mound focuses on foreseeability of the type of damage whereas Jolley v Sutton focuses on foreseeability of some harm. There are a number of cases in this area and they are not always easy to reconcile. For the purposes of Paper F4, the key point to remember is that the test for remoteness in the tort of negligence is based on foreseeability of harm. You should be prepared to illustrate this point with examples. Note that the law of negligence considers foreseeability twice: once in relation to duty of care and again in relation to remoteness. Remember that, if there is no duty of care, the question of remoteness does not arise. Caparo v Dickman is a useful illustration of this: it might be foreseeable that existing shareholders would rely on an audit report in deciding whether to increase their shareholding. Nevertheless, the auditor did not owe a duty of care to potential investors. This was based on other aspects of the duty test: proximity and the question of whether it was fair, just and reasonable to impose a duty. Negligence – the measure of damages As with contract, once liability in negligence has been established, the next point to consider is that of remedies and the aim of the remedies is to put the claimant in the position that he would have been in had the breach of obligations not taken place. For negligence, the aim is therefore to put the claimant in the position that they would have been had the tort not been committed. Again, as with contract, the damages payable may also be reduced because of the claimant’s conduct. In negligence, this may be due to the partial defence of contributory negligence. This happens in cases where, even though the defendant was at fault, the claimant contributed to their own loss. Where this happens, the claimant’s damages are reduced by the percentage to which the claimant is held to be at fault. The leading case here is Sayers v Harlow UDC (1958) where the claimant was trapped in a public toilet due to a defective lock. She was injured when trying to climb out and it was held that she had contributed to her own injuries. It is for the defendant to prove that the claimant was contributorily negligent. CONCLUSION Contract and the tort of negligence arise in separate questions on Paper F4, so you will not be asked to compare and contrast them. The aim of this article is to identify some key similarities and differences so that you are less likely to confuse these two areas. Your aim for the exam should be to be able to explain these key aspects of contract and negligence without confusing them. You may find that the following table acts as a useful revision aid: Contractual LiabilityLiability in negligence Relationship between the partiesThe relationship is created and governed by the contract. The parties enter the relationship by mutual consent.The relationship is non-contractual and is imposed by law. The defendant must owe the claimant a duty of care. Nature of obligationThe parties must comply with the terms of the contract.The defendant must act according to the standard of care expected of the reasonable man or the reasonable professional. Causation and remotenessIf the loss is a normal result of the breach, the defendant will be liable; if the loss is not a normal result of the breach, the defendant will only be liable if they knew of the unusual circumstances.The defendant’s negligence must cause the claimant’s loss and the loss must have been a foreseeable consequence of the breach of duty. Measure of damagesThe aim is to compensate the claimant by putting them in the position that they would have been had the contract been performed.The aim is to compensate the claimant by putting them in the position that they would have been had the negligence not taken place. Possible reduction of damagesDamages may be reduced by the amount that could have been mitigated if the claimant fails to take reasonable action to mitigate the loss.Damages may be reduced by the relevant percentage if the claimant’s conduct contributed to the loss.

Five Teachings Of Jesus

The five of the teachi8ngs of Jesus are the following: Be Merciful (Luke 6:36, Matthew 5:7, Forgiveness (Luke6: 37), Seek Goodness (Luke 6:45), Respect Others (Luke 14:11), and Be Kind (Luke 6:31). Be Merciful (Luke 6:31). â€Å"Be merciful just as your father is merciful.† (Matthew 5:7): â€Å"Happy are those who are merciful to others; God will be merciful to them.† The passage s teaches us mainly about being merciful to our enemy and God will be merciful toward us. Forgiveness of kind especially toward our enemy. We should not harm others even if they done bad things against us. We should show compassion towards others because if we don’t people might not show compassion towards us. The passage told us that Jesus is merciful even towards his enemies. Perfect example of this is forgiving Jusus’ enemy when he was put on the cross. Jesus even prayed for them to not punish them. Forgiveness (Luke 6:37): â€Å" Do not judge others, and God will not judge you; do not condemn others, and God will not condemn you; forgive others and God will forgive you.† The passage teaches us that we should forgive others and we will be forgiven. We should treat others, as we want to be treated. Jesus never judged or condemned others no matter what they did to him. Seek Goodness (Luke 6:45): â€Å"a good person brings good out of the treasure of good things in his heart; a bad person brings bad out of his treasure of bad things. For mouth speaks what the heart is full of.† The passage teaches us mainly about looking for the good in all, not for evil. We should look for positive thought in all, not for negative thoughts. Jesus always seeks goodness in all of us. Respect Others (Luke 14:11): â€Å"For everyone who makes himself great will be humbled, and everyone who humbles himself will be great.† The passage teaches us mainly about helping others if they need help. The people who you help will be thankful to you. Jesus became humble because he earned it by helping people who need help, even his enemy. Be Kind (Luke 6:31): â€Å"Do for others just what you want them to do for you.† The passage is mainly about respecting others especially he elders. Respect others, as you want to be respected. Jesus is respectful toward his family, elders, and enemy.

Blind People

Blind cane Our s-cane will have several unique features that will outstand and give our product a chance to compete with the other existence cane out there in the market. 2. 3. 1 Unique features * Build in Global Positioning System (GPS) that will help in navigating the blind person to the place that he or she wishes to go to. * Earphone provided to aid the blind person in hearing commands given to them by the s-cane. * Build in ultrasonic sensor that will help in identifying obstacles ahead to prevent the blind person from hitting or misjudge the path that they are walking into. Retractable front end tip of the cane that will help the blind person in keeping their s-cane safe in their bag or even their pocket. * The s-cane also has a build in radio that can provide some entertainment to the blind person. At the moment there are no smart cane on the market yet, but there are several researches and also some prototype that has been developed by other countries on this smart cane. 2. 6 Opportunities for the expansion of the product.There will be some possibilities that this s-cane will be expanding on the market and will probably receive a high in demand on the market especially when we were able to market this product at a reasonable and affordable price. We are hoping that our product can be used widely by the blind person all over the world and will have a positive impact on the daily life of a blind person. Although it is a new product but, the function and also the unique features embedded in the s-cane will contributes a lot in aiding the blind person’s daily routine in either going to work, walking down the street or even walking their children to school.To increase the chances of having a higher opportunities in expanding this product, we were also thinking of collaborating with other big company out there such as Samsung, LG, Philips ad much more. This will help a lot to our product in expanding its new invention to the people out there that have never heard of it before. People as we know will go for a known brand as compared to those new developed brand out there. So, by collaborating our s-cane product with the company out there we will be able to market the s-cane more widely and much more easily.