Free Essays on Hydrologic

The hydrologic cycle is a rotation of water exchange between the land, the ocean, and the atmosphere on earth. It is an amazing fact that water circulates without any loss of water.  ¡Ã‚ °Hydrologic cycle includes evaporation form the sea, movement of water vapor over the land, condensation, precipitation, surface runoff, subsurface runoff, and so on ¡Ã‚ ±. (p.189) Because it is a complex and long process, humans did not recognize what was exactly going on until recent times. Talking about how humans developed the idea of the hydrologic cycle, we begin with the ideas of people from the sixteenth century. They believed that water discharged by springs and streams could not be derived form the rain, for two reasons. The first reason was that rainfall was treated as inadequate in quantity. The other reason was that they believed the earth was too impervious to permit penetration of water very far below the surface. (p.190) However, people from even earlier ages, the ancients, knew that the ocean never overflowed. So they figured that was why the rivers flowed to the oceans. One thing the ancients wondered about was how the water got into the rivers from the seas, and how it lost its salt content. The evidence suggests that the ancients ¡Ã‚ ¯ ideas came from the Bible. In Ecclesiastes 1:7, it says,  ¡Ã‚ ®all the rivers run into the sea, yet the sea is not full; unto the place from whence the rivers come thither they return again. ¡Ã‚ ¯  ¡Ã‚ °Once again the recognition of the role of infiltration in supplying water to springs and rivers began in the sixteenth century ¡Ã‚ ±. (p.190) Leonardo da Vinci is credited with one of the earliest accurate descriptions of the hydrologic cycle. He was a brilliant scientist, and he was in charge of canals in the Milan area at the time. Probably his occupation of being in charge of canals helped him developing his theory about the hydrologic cycle. Whence we may conclude that the water goes form... Free Essays on Hydrologic Free Essays on Hydrologic The hydrologic cycle is a rotation of water exchange between the land, the ocean, and the atmosphere on earth. It is an amazing fact that water circulates without any loss of water.  ¡Ã‚ °Hydrologic cycle includes evaporation form the sea, movement of water vapor over the land, condensation, precipitation, surface runoff, subsurface runoff, and so on ¡Ã‚ ±. (p.189) Because it is a complex and long process, humans did not recognize what was exactly going on until recent times. Talking about how humans developed the idea of the hydrologic cycle, we begin with the ideas of people from the sixteenth century. They believed that water discharged by springs and streams could not be derived form the rain, for two reasons. The first reason was that rainfall was treated as inadequate in quantity. The other reason was that they believed the earth was too impervious to permit penetration of water very far below the surface. (p.190) However, people from even earlier ages, the ancients, knew that the ocean never overflowed. So they figured that was why the rivers flowed to the oceans. One thing the ancients wondered about was how the water got into the rivers from the seas, and how it lost its salt content. The evidence suggests that the ancients ¡Ã‚ ¯ ideas came from the Bible. In Ecclesiastes 1:7, it says,  ¡Ã‚ ®all the rivers run into the sea, yet the sea is not full; unto the place from whence the rivers come thither they return again. ¡Ã‚ ¯  ¡Ã‚ °Once again the recognition of the role of infiltration in supplying water to springs and rivers began in the sixteenth century ¡Ã‚ ±. (p.190) Leonardo da Vinci is credited with one of the earliest accurate descriptions of the hydrologic cycle. He was a brilliant scientist, and he was in charge of canals in the Milan area at the time. Probably his occupation of being in charge of canals helped him developing his theory about the hydrologic cycle. Whence we may conclude that the water goes form...

Easiest Colleges to Get Into

Easiest Colleges to Get Into SAT / ACT Prep Online Guides and Tips Applying to colleges is stressful, and you often don't know whether you've gotten in until well after you've submitted your application.It's therefore useful to have safety schools as a backup. These are colleges that you're almost certain you'll get into if you apply. We've compiled a thorough guide of the easiest colleges to get into in the United States. Find out which schools have the highest admissions rates, which schools give you guaranteed admissions if you meet absolute requirements, and which schools have the lowest average SAT/ACT scores. What an "easy college to get into" usually depends on your specific circumstances and application. If you scored a perfect 2400 on the SAT or 36 on the ACT, most colleges will be easy to get into. For below average students, schools that have high admission rates and low requirements will be easy colleges to get into. Whatever your personal situation, having "safety schools" is critical to your college application strategy. You don't want to end up with zero admissions offers in your senior spring, so it's important to have a few schools that you're almost certain will accept you if you apply. Thus, we've compiled three collections of schools that are easy to get into in their own way. First, we'll discuss schools in the US with the highest admission rates, which means nearly all the people who apply to them get admitted. Next, we'll find schools withguaranteed admissions - if you meet their requirements, they will guarantee you a spot, no matter what. Finally, we'll discuss schools with thelowest average SAT/ACT scores - if you're performing a bit below average, these schools are a good bet for you. Colleges with the Highest Admissions Rates (Top 100) The hardest schools to get into have admissions rates below 10% - Harvard, for example, has an admissions rate of 5.9%. Out of 1000 students who apply, only 59 get in. In contrast, the easist colleges to get into have nearly 100% admissions rates - if you apply, you can almost certainly get in. Unlike community colleges (which also have 100% admissions rates), the below schools are usually affiliated with state university systems. Here's a list of the 100 colleges with the highest admissions rates: School City State Admissions Rate Bismarck State College Bismarck ND 100% City University of Seattle Seattle WA 100% CUNY - College of Staten Island Staten Island NY 100% CUNY - Medgar Evers College Brooklyn NY 100% Daytona State College Daytona Beach FL 100% Dixie State College of Utah Saint George UT 100% Granite State College Concord NH 100% Indian River State College Fort Pierce FL 100% Jarvis Christian College Hawkins TX 100% Metropolitan State University St. Paul MN 100% Missouri Western State University St. Joseph MO 100% New Mexico Highlands University Las Vegas NM 100% Oklahoma State University - Oklahoma City Oklahoma City OK 100% University of Maryland - University College Adelphi MD 100% University of Pikeville Pikeville KY 100% University of the Potomac Washington DC 100% Utah Valley University Orem UT 100% Wayne State College Wayne NE 100% Weber State University Ogden UT 100% Western International University Tempe AZ 100% Cameron University Lawton OK 99.80% Lewis-Clark State College Lewiston ID 99.80% University of Texas - El Paso El Paso TX 99.80% Brigham Young University - Idaho Rexburg ID 99.60% Wilmington University New Castle DE 99.50% Lyndon State College Lyndonville VT 99.30% Montana State University - Billings Billings MT 99.30% Kendall College Chicago IL 99.20% Virginia Intermont College Bristol VA 99% Ottawa University Ottawa KS 98.90% Wayland Baptist University Plainview TX 98.60% Utah State University Logan UT 98.50% Pfeiffer University Misenheimer NC 98.30% Washburn University Topeka KS 98.20% East Central University Ada OK 98.10% Midland University Fremont NE 98% Walden University Minneapolis MN 98.00% Colorado Christian University Lakewood CO 97.60% Saint Mary-of-the-Woods College St. Mary-of-the-Woods IN 97.50% Huntington University Huntington IN 97.30% Missouri Southern State University Joplin MO 97.30% Evergreen State College Olympia WA 97.10% Ohio Christian University Circleville OH 97.10% Benedictine College Atchison KS 97% University of Sioux Falls Sioux Falls SD 97% University of St. Francis Fort Wayne IN 96.80% Indiana Wesleyan University Marion IN 96.70% Nyack College Nyack NY 96.70% University of Akron Akron OH 96.50% Wright State University Dayton OH 96.30% Martin Luther College New Ulm MN 96.20% Kansas State University Manhattan KS 95.90% Wichita State University Wichita KS 95.80% University of Montana Missoula MT 95.70% Hodges University Naples FL 95.60% University of Wyoming Laramie WY 95.50% Victory University Memphis TN 95.50% Colorado State University - Pueblo Pueblo CO 95.40% University of Maine - Augusta Augusta ME 95.40% Carlow University Pittsburgh PA 95.20% University of Houston - Downtown Houston TX 95.10% Bethel University St. Paul MN 94.90% Lubbock Christian University Lubbock TX 94.90% Bellarmine University Louisville KY 94.80% Berkeley College Woodland Park NJ 94.70% Concordia University Texas Austin TX 94.60% Wiley College Marshall TX 94.40% Shepherd University Shepherdstown WV 94.30% Berkeley College New York NY 94.20% Neumann University Aston PA 94% Trinity International University Deerfield IL 93.90% Marygrove College Detroit MI 93.80% Walla Walla University College Place WA 93.80% Southern Wesleyan University Central SC 93.70% Clarion University of Pennsylvania Clarion PA 93.50% Judson University Elgin IL 93.40% St. John's College Santa Fe NM 93.40% Northern State University Aberdeen SD 93.30% Tennessee Technological University Cookeville TN 93.20% University of the Incarnate Word San Antonio TX 93.10% Virginia Wesleyan College Norfolk VA 92.90% Franklin Pierce University Rindge NH 92.70% Mary Baldwin College Staunton VA 92.50% Southern Oregon University Ashland OR 92.50% Grand View University Des Moines IA 92.30% Mansfield University of Pennsylvania Mansfield PA 92.30% Regis University Denver CO 92.30% Western Kentucky University Bowling Green KY 92.30% Western State Colorado University Gunnison CO 92.30% Bard College at Simon's Rock Great Barrington MA 92.20% Linfield College McMinnville OR 92.20% Iona College New Rochelle NY 92.10% University of Central Arkansas Conway AR 92.10% Freed-Hardeman University Henderson TN 92% South Carolina State University Orangeburg SC 92% South Dakota State University Brookings SD 91.90% Davenport University Grand Rapids MI 91.70% Lee University Cleveland TN 91.70% Loyola University Chicago Chicago IL 91.40% Northern Arizona University Flagstaff AZ 91.40% These are definitely some of the easiest schools to get into. Applying to any of these schools will give you a great shot at getting in. For schools that have less than a 100% admissions rate, you should still create a target SAT score or target ACT score so you can figure out what minimum SAT/ACT score you need to get in. Colleges with Guaranteed Admissions Some colleges have policies that grant youautomatically grant you admission once you fulfill their academic criteria. The school will usually require a minimum GPA and/or a minimum SAT/ACT score. If you exceed these guidelines, you're in! What's the difference from the 100% colleges above?These schools are actually typically more selective for the overall population. For example, University of Texas at Austin has a 40.2% acceptance rate, but if you're a Texas resident and are in the top 10% of your class, you'll automatically be admitted. These schools are therefore more competitive (and usually have a better reputation) than the schools in the list above, so if you qualify, these are good bets for safety schools. Each school has different criteria, but we've done the hard work of gathering all the schools in one list for you - just click on the school to see their exact admissions policies. California State University Central Washington University Mississippi State University North Dakota State University Oklahoma State University South Dakota School of Mines and Technology Southern Illinois University Truman State University University of Arkansas University of Denver University of Iowa University of Kansas University of Las Vegas University of Mississippi University of Southern Mississippi University of St Francis University of Texas If you pick one, this might be the easiest college to get into for you. Colleges with the Lowest SAT/ACT Scores Aside from the schools listed already, some schools have very low SAT/ACT score averages. If you score above the average, you're very likely to be admitted. These represent some of the colleges that are easy to get into. Some of these schools have already appeared above, but here we show their 25th percentile and 75th percentile SAT scores (their ACT scores will be similar when you convert the SAT to the ACT). School 25th %ile 75th %ile Northern State University 790 20 Union College 880 40 Rust College 970 60 North Park University 935 68 University of Louisiana at Lafayette 940 90 University of South Dakota 890 1200 Livingstone College 950 1210 University of Louisiana Monroe 940 1220 Charles R Drew University of Medicine and Science 1066 1233 Saint Pauls College 800 1260 University of Michigan Dearborn 968 1260 Paine College 1010 1280 Chowan University 1040 1290 Marietta College 940 1290 Lincoln Christian University 40 1291 Pine Manor College 990 1300 Edward Waters College 1050 1310 Kentucky State University 1016 1318 University of Missouri Kansas City 1000 1330 Virginia State University 1090 1335 School of the Art Institute of Chicago 900 1340 Fayetteville State University 40 1350 University of Arkansas at Pine Bluff 1018 1353 Elizabeth City State University 50 1360 Missouri Valley College 90 1360 Texas Southern University 00 1360 Grand View University 40 1370 Savannah State University 40 1370 North Carolina Central University 60 1380 What to Do Next Even if you're applying to the nation's easiest colleges to get into, you'll still need to take the SAT or ACT. Figure out what your SAT Target Score or ACT Target Score ought to be, for the schools you're applying to. Find out what the best SAT and ACT test dates are and how to organize your testing schedule. Aiming high? Find out what it takes to get a perfect SAT score. Even if you feel your chances at college are low right now, we still heavily encourage you to try to improve your SAT or ACT score.Increasing your SAT score by 120 points or your ACT score by 3 points will completely change the quality of school that you can get into. This can have a huge impact on your salary after graduation. At PrepScholar, we've built the leading online SAT/ACT prep program. It's special because it customizes your prep program to you - you'll improve the most by spending the least time studying. Best of all, we offer a score improvement guarantee - if you don't improve your SAT score by 160 points or your ACT score by 4 points, we give all your money back. Sign up for our 5-day free trial today: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform, or the Shortform blog. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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In class essay2 (1) Essay Example | Topics and Well Written Essays - 500 words

In class essay2 (1) - Essay Example Therefore, if the bone of contention is cost of installation, then concern should be addressed through government subsidy whereby the government should be made to understand that in the event that it subsidize cables, then it is easy for power companies to consider laying power cables underground. This will limit exposure to adverse weather elements that cause interruptions. This way, the government will be helping in making sure that its citizens have access to uninterrupted power supply and probably say bye to blackouts associated with adverse weather conditions (Fecht 1). Assuming that the government does consider subsidy, or even if it does not consider subsidy, whose responsibility should it be to see that the underground cables are laid? In other words should the government, or residents pay for the cost of installing underground power line? As much as this question may be subjected to various opinions, it appears to me that all of them are stakeholders. The government, residents, and the power company should all contribute towards the cost of installing the underground power line. The government has a responsibility to its citizens. As such, should provide part of the funds for installation. The moment there is power blackout, a lot of government job goes undone, inevitably drawing the government in as a stakeholder in the whole scenario. Coupled with its responsibility to ensure that citizens receive all the essential services, the government should not play the second fiddle in the matter. Secondly, the power company should also contribute to t he cost of installation since eventually, all the installations remain their assets from which they earn profits. Lastly, the residents should also contribute something little so that they can have a voice in the whole process to facilitate speedy resolution and installation. However, the

Advertising and promotion Essay Example | Topics and Well Written Essays - 1500 words - 1

Advertising and promotion - Essay Example This "Advertising and promotion" essay outlines the changes that happened in these industries with the advent of the Internet and mass media development, changes in structures and etc. Marketing communication industry consists of client companies or the advertising party, the advertising agency and the media and other service or production agencies. The advertising agency plays the role of an intermediary, linking the advertisers with the media and other service providers. With the advent of the Integrated Marketing Communication (IMC) approach, more and more companies choose to appoint an advertising agency and coordinate and direct all marketing communications through the agency (Kotler & Amstrong, 2000). Production houses, other support service providers & media houses liais with the agency, who is appointed to represent the needs of the advertising client. Marketing communication industry consists of client companies or the advertising party, the advertising agency and the media and other service or production agencies. The advertising agency plays the role of an intermediary, linking the advertisers with the media and other service providers. With the advent of the Integrated Marketing Communication (IMC) approach, more and more companies choose to appoint an advertising agency and coordinate and direct all marketing communications through the agency (Kotler & Amstrong, 2000). Production houses, other support service providers & media houses liais with the agency, who is appointed to represent the needs of the advertising client.

Kant and Equality Essay Example for Free

Kant and Equality Essay Some readers of this essay will have become impatient by now; because they believe that the problem that perplexes me has been definitively solved by Immanuel Kant. It is certainly true that Kant held strong opinions on this matter. In an often-quoted passage, he reports a personal conversion from elitism: â€Å"I am myself a researcher by inclination. I feel the whole thirst for knowledge and the eager unrest to move further on into it, also satisfaction with each acquisition. There was a time when I thought this alone could constitute the honor of humanity and despised the know nothing rabble. Rousseau set me straight. This delusory superiority vanishes, I learn to honor men, and I would find myself more useless than a common laborer if I did not believe this observation could give everyone a value which restores the rights of humanity. †What Kant learned from Rousseau was the proposition that the basis of human equality is the dignity that each human person possesses in virtue of the capacity for autonomy (moral freedom). This moral freedom has two aspects, the capacity to set ends for oneself according to one’s conception of what is good, and the capacity to regulate one’s choice of ends and of actions to achieve one’s ends by one’s conception of what morality requires. According to Kant’s psychology, brute animals are determined to act as instinct inclines them, but a rational being has the power to interrogate the inclinations it feels, to raise the question what it is reasonable to do in given circumstances, and to choose to do what reason suggests even against all inclinations. The question arises whether Kant’s psychology is correct, or remotely close to correct. Perhaps something like the conflict between conscience and inclination is experienced by social animals other than humans. Perhaps the freedom that Kant imputes to human on metaphysical grounds can be shown to be either empirically nonexistent or illusory. For our purposes we can set these questions aside and simply presume that the human psychological complexity envisaged by Kant does describe capacity we possess, whether or not it is shared with other animals. My question is whether Kant’s characterization, if it was correct, would have the normative implication she draws from it. It might seem that the Kantian picture helps to show how moral freedom is arrange concept, which does not significantly admit of degrees. If one has the capacity to set an end for oneself, one does not possess this freedom to a lesser extent just because one cannot set fancy ends, or because other persons can set fancier ends. If one has the power to regulate choice of ends by one’s sense of what is morally right, one does not possess this freedom to a lesser extent because one cannot understand sophisticated moral considerations, or because other persons can understand more sophisticated moral considerations. Moreover, one might hold that it is having or lacking the freedom which is important, not having or lacking the capacity to exercise the freedom in fancy ways. But the old worries lurk just around the corner. The Kantian view is that there are indeed capacities that are crucial for the ascription of fundamental moral status that do not vary in degree. One either has the capacity or one does not, and that’s that. If the crucial capacities have this character, then the problem of how to draw a no arbitrary line on a continuum and hold all beings on one side of the line full persons and all beings on the other side of the line lesser beings does not arise. The line separating persons and nonpersons will be non arbitrary, and there will be no basis for further differentiation of moral status. One is either a person or not, and all persons are equal. Consider the capacity to set an end, to choose a goal and decide on an action to achieve it. One might suppose that all humans have this capacity except for the permanently comatose and the anencephalic. So all humans are entitled to a fundamental equal moral status. This view is strengthened by noting that there are other capacities that do admit of degrees that interact with the no degree capacities. Individuals who equally have the capacity to set an end may well differ in the quality of their end-setting performances. Some are able to set ends more reasonably than others. But these differences in performance do not gainsay the fundamental equal capacity. It is just that having a high or low level of associated capacities enables or impedes successful performance. So the fact that individuals differ in their abilities to do arithmetic and more complex mathematical operations that affect their ability to make rational choices should have no tendency to obscure the more basic and morally status-conferring equality in the capacity of each person to make choices. In response: First of all, if several of these no degree capacities were relevant to moral status, one must possess all to be at the top status, and some individuals possess more and others fewer of the relevant capacities, a problem of hierarchy, though perhaps a manageable one, would emerge anew. More important, I doubt there is a plausible no degree capacity that can do the work this argument assigns to it. Take the capacity to set ends and make choices. Consider a being that has little brain power, but over the course of its life can set just a few ends and make just a few choices based on considering two or three simple alternatives. It sets one end (lunch, now) per decade three times over the course of its life. If there is a capacity to set ends, period, not admitting of degrees, this being possesses it. The point is that it is clearly not merely the capacity to set ends, but something more complex that renders a being a person in our eyes. What matters is whether or not one has the capacity to set sensible ends and to pick among alternative end at a reasonable pace, sorting through complex considerations that bear on the choice of ends and responding in a rational way to these considerations. But this capacity, along with any similar or related capacity that might be urged as a substitute for it, definitely admits of degrees. The same point would hold if we pointed to free will or moral autonomy as the relevant person-determining capacity. It is not the ability to choose an end on ground of consideration for moral considerations merely, but the ability to do this in a nuanced and fine-grained responsive way, that is plausibly deemed to entitle a being to personhood status. In general, we single out rationality, the ability to respond appropriately to reasons, as the capacity that is pertinent to personhood, by itself or in conjunction with related abilities, and rationality so understood admits of degrees. Kant may well have held that the uses of reason that are required in order to have a well-functioning conscience that can tell right from wrong are not very sophisticated and are well within the reach of all non crazy non feebleminded humans. Ordinary intelligence suffices. His discussions of applying the categorical imperative test certainly convey this impression. But commentators tend to agree that there is no simple all-purpose moral test that easily answers all significant moral questions. Thus Christine Korsgaard cautions that the categorical imperative test is not a â€Å"Geiger counter† for detecting the presence of moral duties, and Barbara Herman observes that the application of the categorical imperative test to cases cannot be a mechanical procedure but relies on prior moral understanding by the agent and on the agent’s capacity to make relevant moral discriminations and judgments and to characterize her own proposed maxims perspicuously. These comments confirm what should be clear in any event: Moral problems can be complex and difficult, and there is no discernible upper bound to the complexity of the reasoning required to master and perhaps solve them. But suppose I do the best I can with my limited cognitive resources, I make a judgment as to what is morally right, however misguided, and I am conscientiously resolved to do what I take to be morally right. The capacity to do what is right can be factored into two components, the ability to decide what is right and the ability to dispose oneself to do what one thinks is right. One might hold the latter capacity to be the true locus of human dignity and worth. Resisting temptation and doing what one thinks is right is noble and admirable even if one’s conscience is a broken thermometer. However, one might doubt that being disposed to follow one’s conscience is unambiguously good when one’s conscience is seriously in error. For one thing, moral flaws such as a lazy indisposition to hard thinking and an obsequious deference toward established power and authority might play a large role in fixing the content of one’s judgments of conscience. A conceited lack of healthy skepticism about one’s cognitive powers might be a determinant of one’s strong disposition to do whatever one thinks to be right. Even if Kant is correct that the good will, the will directed unfailingly at what is truly right, has an absolute and unconditional worth, it is doubtful that the would-be good will, a will directed toward what it takes to be right on whatever flimsy or solid grounds appeal to it, has such worth. Take an extreme case: Suppose a particular person has a would-be good will that is always in error. This could be strong or righteous, so that the agent always does what he thinks is right, or weak and corrupt, so that the agent never does what she thinks is right. If the will is always in error, the odds of doing the right thing are increased if the would-be good will is weak and corrupt. Some might value more highly on consequential grounds the weak and corrupt erroneous will, even though the strong and righteous invariably erroneous will always shines like a jewel in its own right. And some might hold that quite aside from the expected consequences, acting on a seriously erroneous judgment of right is inherently of lesser worth than acting on correct judgment of right. Even if the disposition to do what one thinks morally right is unassailable, its purported value does not provide a sound basis for asserting the equal worth and dignity of human persons. The capacity to act conscientiously itself varies empirically across persons like any other valued capacity. A favorable genetic endowment and favorable early socialization experiences bestow more of this capacity on some persons and less on others. If we think of an agent’s will as disposed more or less strongly to do what she conscientiously believes to be right, different individuals with the same disposition will experience good and bad luck in facing temptations that exceed their resolve. Even if we assume that agents always have freedom of the will, it will be difficult to different degrees for different persons to exercise their free will as conscience dictates. Moreover, individuals will vary in their psychological capacities to dispose their will to do what conscience dictates. One might retreat further to the claim that all persons equally can try to dispose their will to do what is right, even if they will succeed in this enterprise to different degrees. But the ability to try is also a psychological capacity that we should expect would vary empirically across persons. At times Kant seems to appeal to epistemic grounds in reasoning from the goodness of the good will to the equal worth and dignity of all human persons. We don’t know what anyone’s inner motivations are, even our own, so the judgment that anyone is firmly disposed to do what is right can never be confirmed. But surely the main issue is whether humans are so ordered that we ought to accord them fundamental equal moral status, not whether, given our beliefs, it is reasonable for us to act as if they are so ordered. The idea that there is a threshold of rational agency capacity such that any being with a capacity above the threshold is a person equal in fundamental moral status to all other persons prompts a worry about how to identify this threshold non arbitrarily. It might seem that only the difference between nil capacity and some capacity would preclude the skeptical doubt that the line set at any positive level of capacity could just as well have been set higher or lower. Regarding the proposal to identify any above-zero capacity as qualifying one for personhood, we imagine a being with barely a glimmer of capacity to perceive the good and the right and to dispose its will toward their attainment. The difference between none and some might be infinitesimal, after all. However, a threshold need not be razor-thin. Perhaps there is a line below which beings with rational capacities in this range are definitely not persons and a higher level such that all beings with capacities above this level are definitely persons. Beings with rational capacities that fall in the middle range or gray area between these levels are near-persons. The levels can be set sufficiently far apart that the difference between scoring at the lower and the higher levels is undeniably of moral significance. But the difference between the rational capacities of the beings just above the higher line, call them marginal persons, and the beings at the upper end of the scale who have saintly genius capacities, is not thereby shown to be insignificant. At the lower end we might imagine persons like the villains depicted in the Dirty Harry Clint Eastwood movies. These unfortunates are not shown as having moral capacities which they are flouting, but rather as bad by nature, and perhaps not entitled to full human rights. No doubt this is a crass outlook, but the question remains whether the analysis we can offer of the basis for human equality generates a refutation of it. Suppose someone asserts that the difference between the rational agency capacities of the most perceptive saints and the most unreflective and animalistic villains defines a difference in fundamental moral status that is just as important for morality as the difference between the rational agency capacities of near-persons and marginal persons. What mistake does this claim embody? COMMENTS ON KANTS ETHICAL THEORY Because we so commonly take it for granted that moral values are intimately connected with the goal of human well-being or happiness, Kants insistence that these two concepts are absolutely independent makes it difficult to grasp his point of view and easy to misunderstand it. The following comments are intended to help the you to avoid the most common misunderstandings and appreciate the sort of outlook that characterizes what Kant takes to be the heart of the ethical life. Kants ethical theory is often cited as the paradigm of a deontological theory. Although the theory certainly can be seriously criticized, it remains probably the finest analysis of the bases of the concepts of moral principle and moral obligation. Kants endeavor to ground moral duty in the nature of the human being as essentially a rational being marks him as the last great Enlightenment thinker. In spite of the fact that his critical philosophy in epistemology and metaphysics brought an end to The Age of Reason, in ethics his attempt to derive the form of any ethical duty from the very nature of a rational being is the philosophical high water mark of the Enlightenments vision of humanity as essentially and uniquely rational. What Kant aims to provide is a metaphysics of morals in the sense of an analysis of the grounds of moral obligation in the nature of a rational being. In other words, Kant aims to deduce his ethical theory purely by a priori reasoning from the concept of what it is to be a human person as a rational agent. The fact that people have the faculty of being able to use reason to decide how to act expresses the fundamental metaphysical principle -the basis or foundation in the nature of reality- on which Kants ethical theory is erected. Kant begins his treatise, The Fundamental Principles of the Metaphysics of Morals with the famous dramatic sentence: Nothing can possibly be conceived in the world, or even out of it, which can be called good without qualification, except a good will. 1. What does Kant mean by good without qualification? Obviously people try to seek and avoid many different sorts of things; those things which they seek they call good, while those they try to avoid, they call bad. These goods which people seek may be divided into those which are sought as means to some further end and those which they seek as good as ends in themselves. Obviously some things may be good as means to one end and bad as means to some other end. Different persons, motivated by different ends, will thus find different things good and bad (relative to their different ends). More food is good to a starving man, but it is bad to one overweight. In order for something to be good without qualification it must not be merely good as means to one end but bad as means to some other end. It must be sought as good totally independently of serving as a means to something else; it must be good in-itself. Furthermore, while one thing may be good as means relative to a particular end, that end becomes a means relative to some other end. So a college diploma may be sought as good as a means for the end of a higher-paying job. And a higher-paying job may be good as a means to increased financial security; and increased financial security may be good as a means to obtaining the necessities of life as well as a few of its luxuries. However, if we seek A only for the sake of B, and B only for the sake of C, etc. , then there is never a justification for seeking A at the beginning of such a series unless there is something at the end of that series which we seek as a good in-itself not merely as means to some further end. Such an ultimate end would then be an absolute rather than a relative good. Kant means that a good will is good without qualification as such an absolute good in-itself, universally good in every instance and never merely as good to some yet further end. 2. Why is a good will the only thing which is universally absolutely good? Kants point is that to be universally and absolutely good, something must be good in every instance of its occurrence. He argues that all those things which people call good (including intelligence, wit, judgment, courage, resolution, perseverance, power, riches, honor, health, and even happiness itself) can become extremely bad and mischievous if the will which is to make use of them is not good. In other words, if we imagine a bad person (i. e. one who willed or wanted to do evil), who had all of these so-called goods (intelligence, wit, etc. ), these very traits would make only that much worse his will to do what is wrong. (We would get the criminal master-mind of the comic books. ) Even health often also cited as a good in- itself may serve to make a person insensitive and indifferent to the lack of good health in others. 3. Isnt happiness such a universal, absolute good in-itself? Kant answers clearly, No. However, many philosophers (the ones we call eudaemonists) have assumed the obvious answer to be Yes. All ancient eudaemonistic ethical theories as well as modern utilitarian theories virtually define happiness as the absolute end of all ethical behavior. Such eudaemonistic ethical theories are attractive because of the fact that they make it easy to answer the question Why should I do what is morally right? For any eudaemonistic theory the answer will always be Because the morally right action is always ultimately in the interest of your own happiness. Since these theories generally assume that people really are motivated by a desire for their own happiness, their only problem is to show that the morally right action really does serve as the best means to obtain the end of happiness. Once you are led to see this, so such theories assume, the question Why should I do what is morally right? is automatically answered. Kant totally rejects this eudaemonistic way of ethical theorizing; he calls decisions made according to such a calculation of what produces your own happiness prudential decisions and he distinguishes them sharply from ethical decisions. This is not because Kant thinks we are not motivated by a desire for happiness, in fact like the ancient philosophers, he takes it for granted that we are; however, such motivation cannot be that which makes an action ethically right or wrong. The fact that an action might lead to happiness cannot be the grounds of moral obligation. Kant regards the notion of happiness as both too indefinite and too empirical to serve as the grounds for moral obligation why we ought to do something. In the first place it is too indefinite because all people have very different sorts of talents, tastes and enjoyments which mean in effect that one persons happiness may be another persons misery. This is because the concept is empirical in the sense that the only way you can know whether what you seek will actually serve to bring you happiness is by experience. As Kant points out, it is impossible that the most clear-sighted [man] should frame to himself a definite conception of what he really wills in this. Since we cannot know a priori before an action whether it really will be conducive to our happiness (because the notion is so indefinite that even the most clear-sighted amongst us cannot know everything that must form part of his own happiness) the desire for our own happiness cannot serve as a motive to determine our will to do this or that action. Moreover, Kant observes that even the general well-being and contentment with ones condition that is called happiness, can inspire pride, and often presumption, if there is not a good will to correct the influence of these on the mind. In other words happiness cannot be good without qualification for if we imagine it occurring in a person totally devoid of the desire to do what is right, it could very well lead to all sorts of immoral actions. 4. What does Kant mean by a good will? To act out of a good will for Kant means to act out of a sense of moral obligation or duty. In other words, the moral agent does a particular action not because of what it produces (its consequences) in terms of human experience, but because he or she recognizes by reasoning that it is morally the right thing to do and thus regards him or herself as having a moral duty or obligation to do that action. One may of course as an added fact get some pleasure or other gain from doing the right thing, but to act morally, one does not do it for the sake of its desirable consequences, but rather because one understands that it is morally the right thing to do. In this respect Kants view towards morality parallels the Christians view concerning obedience to Gods commandments, according to which the Christian obeys Gods commandments simply because God commands them, not for the sake of rewards in heaven after death or from fear of punishment in hell. In a similar way, for Kant the rational being does what is morally right because he recognizes himself as having a moral duty to do so rather than for anything he or she may get out of it. 5. When does one act from a motive of doing ones duty? Kant answers that we do our moral duty when our motive is determined by a principle recognized by reason rather than the desire for any expected consequence or emotional feeling which may cause us to act the way we do. The will is defined as that which provides the motives for our actions. Obviously many times we are motivated by specific desires or emotions. I may act the way I do from a feeling of friendship for a particular individual, or from desire for a particular consequence. I may also be motivated by particular emotions of fear, or envy, or pity, etc. When I act in these ways, I am motivated by a desire for a particular end; in Kants vocabulary I am said to act out of inclination. Insofar as an action is motivated by inclination, the motive to do it is contingent upon the desire for the particular end which the action is imagined to produce. Thus as different rational agents might have different inclinations, there is no one motive from inclination common to all rational beings. Kant distinguishes acts motivated by inclination from those done on principle. For example someone may ask why I did a certain thing, and point out that it brought me no gain, or perhaps even made life a bit less pleasant; to which I might reply, I know I do not stand to gain by this action, but I do it because of the principle of the thing. For Kant, this sort of state of mind is the essence of the moral consciousness. When I act on principle the sole factor determining my motive is that this particular action exemplifies a particular case falling under a general law or maxim. For Kant the mental process by which the actor understands that a particular case falls under a certain principle is an exercise in reasoning, or to be more precise, what Kant called practical reason, reason used as a guide to action. (Pure Reason is reason used to attain certainty, or what Kant called scientific knowledge. ) Since to have moral worth an action must be done on principle, and to see that a certain principle applies to a particular action requires the exercise of reason, only rational beings can be said to behave morally. 6. Why does Kant believe that to have moral worth an action must be done on principle rather than inclination? Kants argument here may seem strange to the contemporary outlook, for it assumes that everything in nature is designed to serve a purpose. Now it is an obvious fact that human beings do have a faculty of practical reason, reason applied to the guidance of actions. (Kant is of course fully aware the people often fail to employ this faculty; i. e. they act non-rationally (without reason) or even irrationally (against what reason dictates); but he intends that his ethical theory is normative, prescribing how people ought to behave, rather than descriptive of how they actually do behave.) If everything in nature serves some purpose then the faculty of practical reason must have some purpose. Kant argues that this purpose cannot be merely the attainment of some specific desired end, or even the attainment of happiness in general, for if it were, it would have been far better for nature simply to have endowed persons with an instinct to achieve this end, as is the case with the non- rational animals. Therefore, the fact that human beings have a faculty of practical reason cannot be explained by claiming that it allows them to attain some particular end. So the fact that reason can guide our actions, but cannot do so for the sake of achieving some desired end, leads Kant to the conclusion that the function of practical reason must be to allow humans as rational beings to apply general principles to particular instances of action, or in other words to engage in moral reasoning as a way of determining ones moral obligation: what is the right action to do. Thus we act morally only when we act rationally to apply a moral principle to determine the motive of our action. 7. Do all persons have the same moral duties? According to Kant only rational beings can be said to act morally. Reason for Kant (as for all the Enlightenment thinkers) is the same for all persons; in other words there isnt a poor mans reason versus a rich mans reason or a white mans reason versus a black mans reason. All persons are equal as potentially rational beings. Therefore, if reason dictates that one person, in a particular situation, has a moral duty to do a particular thing, then any person, in that same situation, would equally well have a duty to do that same thing. In this sense Kants reasoning parallels the way in which stoicism led Roman lawyers to the conclusion that all citizens are equal before the law. Thus Kant is a moral absolutist in the sense that all persons have the same moral duties, for all persons are equal as rational beings. But this absolutism does not mean that Kant holds that our moral duties are not relative to the situation in which we find ourselves. Thus it is quite possible for Kant to conclude that in one particular situation I may have a duty to keep my promise, but in another situation (in which, for example, keeping a promise conflicts with a higher duty) I may equally well be morally obligated to break a promise. 8. Why is it that actions done for the sake of some end cannot have moral worth? Since what ones moral duties are in a particular situation are the same for all persons, ones moral duties must be independent of the particular likes and dislikes of the moral agent. Now any action which is motivated by the desire for some particular end presupposes that the agent has the desire for that end. However, from the simple concept of a rational being it is not possible to deduce that any particular rational being would have any particular desired ends. Most people, of course, desire to seek pleasure and avoid pain, but there is no logical contradiction involved in the notion of a rational being who does not desire pleasure or perhaps who desires pain. Thus reason does not dictate that any particular rational being has any particular end. But if the desire for a particular end gave an action its moral worth, then only those rational beings who happened in fact to desire that end would regard such actions as good, while those that desired to avoid such an end, would regard the action as bad. (Thus for example eudaemonistic theories which assume the end of achieving happiness is what gives an action its moral value, would serve to induce only those beings who happened to have the desire for happiness to behave morally. For those rational beings who happened to desire to avoid happiness, there would be no incentive to behave morally and what appears good to the happiness-seeker will appear positively bad to one who seeks to avoid happiness. ) But, as we have seen above, Kants absolutism reaches the conclusion that moral obligation is the same for all persons. Thus the ground of moral obligation, what makes an action a moral duty, cannot lie in the end which that act produces. 9. What does reason tell us about the principle that determines the morally dutiful motive? Since Kant has ruled out the ends (i. e. the consequences) which an act produces as well as any motive but those determined by the application of principle as determining moral duty, he is faced now with the task of deriving the fundamental principles of his ethical theory solely from the concept of what it is to be a rational being. He now argues (in a very obscure manner) that from this notion of what is demanded by being rational, he can deduce that it would be irrational to act on any principle which would not apply equally to any other actor in the same situation. In other words, Kant claims that reason dictates that the act we are morally obligated to do is one which is motivated by adherence to a principle which could, without inconsistency, be held to apply to any (and all) rational agents. This fundamental ethical principle, which is commonly called The Categorical Imperative, Kant summarizes with the statement that I am never to act otherwise than so that I could also will that my maxim become a universal law. Kants claim that Reason demands the moral agent to act on a universal law thus in many ways parallels Jesus dictum that God commands that those who love Him obey The Golden Rule. 10. What is a categorical imperative? Any statement of moral obligation which I make the principle of my action (my maxim in Kants vocabulary), in the context of a specific situation, constitutes an imperative. I might, in such a situation, choose to act on a statement of the form, If I desire some specific end (e. g. happiness, maximum pleasure, power, etc. ), then I ought to do such and such an action. In doing so I would be acting on what Kant calls a hypothetical imperative. However, Kant has already ruled out ends as the grounds for moral obligation; thus hypothetical imperatives cannot serve as the basis for determining my moral duty. However, if I act on a principle which has the form, In circumstances of such and such a character, I ought to.

Lessons Found in Beauty and the Beast Essay -- Fairytales Essays Beaut

Lessons Found in Beauty and the Beast   Ã‚  Ã‚  Ã‚  Ã‚  Once upon a time?   Ã‚  Ã‚  Ã‚  Ã‚  The classic opener for any fairy tale, which is no different in the case of Beauty and the Beast. Fairy tales were meant to teach our children life lessons that society, at the time, deems important to learn. They teach us the difference between right and wrong, black and white, good and bad, light and dark, and beautiful and ugly. There are many different variations and names to Beauty and the Beast. This famous fable has been passed down and integrated into our culture time and time again, each time adding different lessons that were thought to be important in that day and age. What has changed over the years? How have the fairy tales of Beauty and the Beast affected the children of yesterday, today and tomorrow? I hope to show how fairy tales, more importantly Beauty and the Beast, is helpful to children in many ways, but mostly by teaching them the way that they should act in society. There are three very important lessons that Beauty and the Beast teaches us. First, and probably, the biggest one, is that beauty is only skin deep. It is what is on the inside that counts. Second, which ties in with the first lesson is, don't be too greedy because you will only be looking for the beauty on the out side. Finally, do unto others as you would have done to you, this will make you beautiful on the inside were it counts. In this paper I am going to take a look at two versions of Beauty and the Beast. Although The Lady and the Lion and Beauty and the Beast are very different, the base story is there. True beauty is determined by what is on the inside and not on the outside. In addition vanity and riches will not make you happy. Finally, to be truly beautiful you must treat people how you would want to be treated. Before I get into those versions of Beauty and the Beast, I want to talk about those who don?t think this fairy tale should be seen or heard by children. One version of this tale is by none other than Disney. Kathi Maio said, ?Disney?s version features a beast who looks ugly and acts even uglier? What a heart-warming fable! Why it?s a regular training film for the battered women of tomorrow!? (194). At first I thought, wow she has issues, but when I looked deeper I found what she meant. Not to say that I agree with her by any means. It is a fairy tale for a reason! These things... ...because of the fear that fairies will come after me and turn me into a beast or a statue. (Which if you think about it would be very scary, seeing a something with wings and a wand flying at you.) I just feel that if you want to be treated well, you should treat others well. This was most likely imbedded into me through fairy tales just like Beauty and the Beast. As you can see from only two very short versions of this fairy tale that the values in it are virtues that we should all have. This fairy tale has been passed down for many generations and with each year it grows and adapts to society, but the bases for this story stay true. You can?t judge a book by its cover. The truth is it is what is on the inside that counts, which leads to the next lesson; that being greedy will not make you happy. For everything you get that you think will make you happy, you will only find that you are unhappier than before. This flows nicely into the golden rule. Do unto others as you would have done to you, and this will bring you true happiness. I believe that this is a great fairy tale and the values it teaches are even better. My children will know the story of Beauty and the Beast well.

Injustice anywhere is a threat to justice everywhere Essay

Injustice refers to either the absence or the exact opposite of justice. The term is applied either in reference to a particular event or even a larger incident. Injustice throughout society today is heard a lot about. People hear about major injustices all the time especially now media access is a lot easier. Many people can also come together and confront one another to either support or contradict these transgressions. This can also be contemplated throughout innumerable historical events and even ones that encourage Martin Luther King Jr.’s proclamation that any place with injustice means it is a portent everywhere else. Children both men and women are held in slavery over the course of the entire trans-Atlantic slave trade. The National Underground Railroad Network to Freedom Act of 1988 directed the National Park Service to commemorate and honor the history of the Underground Railroad. The Underground Railroad was the resistance to enslavement through escapes and flights throughout the Civil War. It also referred to the efforts of enslaved African Americans to gain their equality by escaping bondage. Wherever slavery existed, there was some sort of effort in escaping. While most completed their journey of escaping unassisted, each subsequent decade in which slavery was legal in the United States saw an accumulation in active efforts to reinforce these escapes. The decision to assist a freedom seeker was quite an experience. However, in other places, particularly after the Fugitive Slave Act of 1850, the Underground Railroad was surprisingly organized and even deliberate; seekers spread out into different directions to discuss the important movement in American History as an examination of the areas in which people were enslaved. The power of the word â€Å"injustice† results in many people abusing it and trying to apply it to situations where uninformed people will react by taking their side of the altercation. In the short passage â€Å"Protecting Freedom of Expression on the Campus†, Derek Bok discusses the problem of attempting to reconcile the rights of free speech along with the desire to  avoid racial tension. Derek begins his explanation by using two of his students, one who hung up a confederate flag in public view in Harvard along with having one who protested that same situation by hanging swastika. Oppositions may state that anything that may have been a threat or harm to human life should definitely contain limitations and restrictions. Bok stated how extraordinary perspectives argued by various student groups on the campus were also adding on to express how unique student groups suggested revolving this issue that Bok continued to explain the certain campuses resolving around sim ilar dissensions. â€Å"Freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed.† A nation where most citizens are free to choose their careers, their homes and jobs can be both profitable and content. Having freedom being given freely to the oppressed which means they must fight for their own rights. Most of the time an oppressor benefits from its oppression and the oppressed has to be the first one to set an example of a better situation and then beginning the process of releasing the continuity of oppression. At any rate, it may not be the freedom that â€Å"freedom isn’t free† but it definitely is the basis for it. There is freedom in both social and political senses especially when others abstain from interfering with certain activities that they attend. Freedom in the sense of the inborn capacity to act as people rather than machine figures portray the fact that freedom is free. And that people’s obligations are mostly under a negative connotation rather than a positive connotation in respect to emancipation. In the book, â€Å"The System of Liberty: Themes in the History of Classical Liberalism† by George H. Smith, he discusses the difference between the positive and negative freedom as a huge part of the division between the â€Å"old liberals.† And how the newer liberal comprehension of freedom would require people to do more work instead of initiating force against others because newer liberal-T.H. Green believed that nobody could be free who lacked certain materials. And in order for them all to be free, everybody would be required to submit to the states  demands in the variety forms of taxations and regulations of consensual negotiations. However, oppositions may state that protecting one’s negative social freedom requires usage of scarce resources and in that sense, freedom is not free. Because liberals have spent a decent amount of time proving that new liberalism is founded on a contradiction, that the freedom of one postulates aggressive force upon one another because freedom cannot directly be accustomed; therefore, resulting in people having to work for their liberties. Freedom is not to be given freely because the rights that are already given to us are both significant and immeasurable. In the novel, â€Å"To Kill a Mockingbird† by Harper Lee, Atticus is appointed by the court to defend Tom Robinson-an African American who had been accused of raping a young White woman. Even though many of Maycomb’s citizens disapproved, Atticus continued to defend Tom. And that resulted in having other children taunt two children Jem and Scout by calling them a â€Å"nigger† for the actions that they have made. Scout was tempted to stand up for his father’s honor by fighting even though Scout’s father told her not to. It was also not the proper way to deal with a situation like this so her father did not want his daughter to get into trouble even though she was not treated as an equal. Though others may disagree and state that it was completely Scout’s fathers’ decision to defend the African American, he deserved the decision he made. Scout’s father stood up for Tom Robinson because he knew that he was innocent and he did what he believed was right. And in the end, Tom Robinson gained his freedom by trying to escape from prison because he knew he did not belong there and ended up getting shot. That was his definition of gaining his freedom and it was definitely not free since he practically sacrificed his life.

Competency Statement Essay

To establish and main a safe, healthy learning environment I believe it is important to establish and maintain a safe and healthy learning environment by keeping my center and play ground area clean and free of the things that are harmful to my children. I believe the first steps to encourage learning is to keep a clean and safe environment, that my children’s minds will be stimulated and will meet there individual learning styles. My goal is to encourage my children to follow healthy and nutritional eating habits. I do this by promoting foods that are healthy and clean for my children to eat. I teach about and have my children sample all types of healthy food to help our bodies grow strong. My children and I have helped encourage in changing the centers menu to make the menu fun, colorful, yet healthy and nutritious, that meet the needs of those children with a special diet. One thing I would love to try to do more of would to have the children service them self as a family style meal. In the functional area of establishing a learning environment my goal for my children is to try to make sure that my classroom is fun, safe, organized and set up for success. In my classroom I have seven different learning areas: art, science, blocks, dramatic play, manipulative, writing and library. All labeled with words and pictures. I try to set up stimulating learning centers so that my children can move freely with age appropriate material for their self-directed play and learning. I like to provide a high activity, low stress environment where my children can learn and play happily together. I do have to mesh some centers onto one shelf due to limited space in my classroom. If I could I would change the layout of the room and add some more space for each center. My weekly plan is not designed by myself but by my company. I believe it is a very effective lesson plan, age appropriate and fun. I do get to add or make changes to it as needed to make it work for special needs. I try to  involve my parents in helping provide props or anything they have laying around the house that we can use to make our centers more life like. My lesson plan focus areas include circle time, language/reading activities, creative expression, science/math, music and movement, gross motor, dramatic play and sensory. I try to make every lesson fun and hands on so that I know my children are grasping the learning part of the lesson.

Object Permanence Example Essays

Object Permanence Example Essays Object Permanence Example Paper Object Permanence Example Paper Essay Topic: Invisible Man The development of object permanence in infancy The study of developmental psychology plays a very significant role in understanding the physical and psychological changes encountered in humans, from conception until adulthood and even death. In infants, several characteristics abound, which are either innate or need to be learnt for the survival of the child as growth proceeds. Gradually, certain changes are observed in the infant as she improves upon her basic skills and conceptual development. These changes are particularly very rapid and involve several variations in behavioural patterns within very short periods. In order to understand the changes, several developmental psychologists have done some important research with a view to understanding the otherwise complicated stage of infancy in humans. Prominent in this study of the child and her development, is Jean Piaget, a Swiss developmental psychologist whose works have been a pivot around which other research into developmental psychology have revolved. Jean Piaget was renowned for his theory of cognitive development, which is grouped into four stages of sensorimotor, preoperational, concrete operational and formal operational. This paper however sets out to discuss a very important phenomenon in Piagets sensorimotor stage of cognitive development, which is object permanence. It refers to the childs ability to understand that objects exist independently from the child. A child who possesses this ability is able to understand the fact that objects continue to exist even if they are not within her immediate sight (Jean Piaget, 2003). However, certain characteristics abound, which precede the attainment of object permanence in infants. Prominent among these is the solid basis of action. In other words, action is the most striking characteristic of human thinking during the sensorimotor stage of cognitive development (Bukatko and Daehler, 2003, p. 274). At the earliest period of this stage, that is, prior to one month, the infants movements occur as a result of reflex activities and not deliberate actions. The concept of object permanence at this stage therefore, is non-existent in the infant. Repetition of behaviours in later months such as nipple sucking and crawling however generates a feedback, which result in another action and another one. Gradually, the infant understands her actions better and is able to use them to generate more goal oriented actions with anticipated results, other than was the case with the reflex, which is more accidental than deliberate. She is then able to differentiate herself from things around her and learns more about them. This significant achievement is known as means-end behaviour (Bukatko and Daehler, 2003, p. 273). It is a very important basis for the development and eventual acquisition of object permanence. The concept of object permanence is a very significant feat in the development of the infant at the sensorimotor stage; therefore, it is studied in its six sub-stages. These sub-stages however reveal distinct features in the development of object permanence. The first of the sub-stages is that of early reflexes. It characterises the period between the birth of a child and when she is one month old. Actions around this time are highly reflexive and the child does not understand the fact that objects still exist on their own when they are no longer in sight. The reflex actions are usually motivated by a biological need, for example, hunger motivates the infant to suck from her mothers breast without being taught (Jean Piaget, 2003). The child between the ages of one month and four is in the second sub-stage of the sensorimotor stage. This sub-stage is referred to as the primary circular reaction stage. It is when the child is only interested in her body and nothing external to her body seems to be of any great significance. At this stage, the child repeats a behaviour, which produces interesting results centered on her body only. As such, the infant conforms to the saying, out of sight, out of mind. An infant of three months, whose toy is taken away, does not go in search of it even if it is only placed behind her and not somewhere far away. As long as the toy is not within her immediate view, it is no longer of any significance as it is consequently forgotten like it never existed. Infants at this stage, just like the reflex stage, therefore, also lack the object concept. The third sub-stage is the genesis of the object permanence phenomenon. It is referred to as the secondary circular reactions stage and is a sub-stage of children between the ages of four and eight months. During this phase of development, there is a gradual development of the object concept whereby partially hidden objects are searched and retrieved by the infant after it has been seen and partially covered from her. At this stage, the infant begins to integrate more with her environment and not just herself and behaviours are repeated, just like in the previous stage. In other words, the infant repeats behaviours, which are external and not necessarily part of her. This ability to separate self from the external environment thus allows for the acquisition of object permanence, which is still at its early stages. The precedence necessary for object permanence at this stage is that the infant sees an object first before she is tested for the concept. If her toy is taken away and hidden partially, an infant at this stage is able to follow the sequence of events and sees a part of it, which then becomes a good clue to the discovery of the hidden object. If there is no part of the toy in view and the infant never saw the toy taken away or drop, it would however still not be possible to go in search of it at this stage. Consequently, the infant at eight months of age commences the stage whereby, the co-ordination of actions is now possible. This stage lasts till she is twelve months old and involves a combination of several events aimed at co-ordination. Activities at this stage include grasping an object with one hand and trying to grasp another with the other hand. Prior to this stage, this action of co-ordination would have been impossible for the infant. The form which object permanence takes in this phase of the development is such that is possible for the infant to search for a completely hidden object and not a partially hidden one like the example with the secondary circular reactions stage. The infant, who had seen an object earlier on, has the ability to search for it when it has been completely hidden beyond view. This is not so with the secondary stage whereby there needs to be a clue, like, a part of the hidden object in order for it to be searched for. The problem at this stage can be referred to as the A Not-B error. Though she is able to search for a completely hidden object, the infant however has not developed the object concept fully and can only search where the object had been initially and no other place; even if she saw it moved to the new location. Furthermore, the infant progresses in the sensorimotor stage of cognitive development by attaining the tertiary circular reactions stage of cognitive development. Here, she tries to experiment with different actions in order to achieve the same result. For example, an infant at this stage would drop a spoon at first, then a fork later in order to listen to their sound. It is characterised by the ability of the infant to follow visible displacements of an object. If an object has been moved from one room to another, an infant at this stage follows the movement in search of the object in the other room. It is however very important that the infant sees that the object has been moved to another room in order to initiate the search due to the displacement. The age range of children in this group is twelve and eighteen months. The most important event necessary for them is that they see the displacement take place, in order to be able to trace it. They are therefore said to possess the ability to follow visible displacement of an object. Object permanence is a gradual process in the development of an infant, which is not achieved in a short while but develops with time. As discussed in preceding paragraphs, it begins gradually at about five months though at its very early stages. The final sub-stage of the sensorimotor phase of development however corresponds to the full development of object permanence in children. It is referred to as the stage of invention of new means through mental combinations (Bukatko and Daehler, 2003, p. 273). This is the period when the child is between the ages of eighteen months and twenty-four months. At the end of this stage of development, the development of the concept of object permanence is completed in most infants. This stage of development is also characterized by the infants ability to imitate peers and members of her family. She is also at this point in time, able to think through potential solutions to little problems. It is this ability to think through that grants her the distinction compared to children of the last stage of tertiary circular reactions. Unlike children in the previous stage, those of this stage of development are able to follow invisible displacements of an object. A toy which has been removed from one room and placed in another, just as was the case in tertiary circular reactions can also be followed and searched for in the new location. The difference however is that, while infants of the previous stage have to see the toy moved to another location for follow-up, those of this stage already know fully that the toy can exist on its own, therefore, they are capable of making efforts to search for it in another location. A child is then assumed to have had a full development of the concept of object permanence. This stage thus concludes the sensorimotor stage of the cognitive development theory of Jean Piaget. Though widely regarded to as a renowned psychologist and founder of developmental psychology, Piagets work in the field has also been widely criticised over the years. He has often been criticised to have underestimated the abilities of young children in his developmental theory. In an experiment by Renee Baillargeon (1987), it was suggested that children possess the concept of object permanence to a better extent than that suggested by Piaget. This experiment was carried out on four-month olds, who behaved as if they understood that an object continued to exist even when it was concealed by a screen. At first, they were made to observe a screen that rotated back and forth over repeated trials, eventually showing habituation of visual fixation to this display. Next, a box was placed behind the screen, which was initially visible when the screen was flat against the table. As the screen rotated away from the child however, the box became hidden from view, hence the introduction of the possible event and impossible event conditions. In the possible event condition, the screen stopped moving at the point where it hit the box and in the impossible event, the box was removed and the screen passed through the space the box would have occupied. Habituation experiments would suggest that the infants would look longer at the possible event rather than the impossible one. However, Baillargeon observed that the infants looked longer at the impossible event, drawn in by the fact that the screen was moving through the space where the box should have been (Bukatko and Daehler, 2003, pp. 279-280). Consequently, object concept was proposed for these four-year-olds, quite different from Piagets proposal. Piaget suggests that the first real notions of object permanence begin at about eight months, when the infant can go in search of an object, which is completely hidden, provided she had seen it before. Baillargeon however also observed that six-and -a half months old children would reach in the dark for an object which they had seen previously (Renee Baillargeon, 1987). This is also different from what Piaget suggests at that stage of development because, objects in the dark can be regarded as totally hidden, yet the child still reaches out to them. Developmental psychology has therefore come of age, with new discoveries, theories and concepts, making significant impacts. The contribution of Baillargeon on the concept of object permanence therefore remains quite significant, without any bias about the existing concept by Piaget. As far as the object concept is concerned, the ages attributed to the development of these developmental concepts such as object permanence remain a controversial issue. Piagets work and consequent theory, though remain the bedrock of advancement in developmental psychology, significant contributions and discoveries such as Baillargeons will continue to go a long way in improving existing knowledge of the child.

How to Easily Plan Copy For an Entire Website the Best Way

How to Easily Plan Copy For an Entire Website the Best Way Besides a stellar design, your web copy is the single most important step you can take to properly market your services. Why? Because your website functions like a billboard, sales rep, portfolio, and product page all in one. And your website is a step that big requires a serious plan. Ready to see how it’s done? We’ll walk you through all the criteria needed to plan your beautiful, smart, well-functioning website copy. How to Easily Plan Copy For an Entire Website the Best WayDownload Your Free Website Content Template As a bonus, when youre ready to write content for each page on your site, use this free template. Step 1: Develop Your Voice Voice is how you say something. It’s the difference between your brother saying, â€Å"Hey, nerd!† and hugging you, and the school bully yelling, â€Å"Hey nerd!† with a baseball bat in his hand from across the courtyard. It’s also one way people will remember you. Look at the â€Å"about us† page from Missguided,  a UK-based clothing company. They go beyond â€Å"casual† right into â€Å"colloquial† and it works well. Why? Because it fits their brand and guidelines. Think about how weird it would be if a dental company used a tone like that. Right? Now that’s why you need to make sure your voice, tone, and brand guidelines all match. Let’s look at some ways to make sure your tone, voice, and guidelines all match. Your tone is made up of your voice, your style, and those writing â€Å"quirks† that make your writing sound like you. It has to do with the pacing of your writing, the way you pull paragraphs together, and the types of words you choose to use. You could spend years and years developing your voice, but for now, we think these tips will help you get started. Your tone is made up of your voice, your style, and those writing â€Å"quirks† that make your...Identify Tone To develop your voice, you first have to identify your tone. Figure out which of these you most identify with: Casual (think about the Share a Coke  video) Traditional (think about how â€Å"Yale University† talks) Quirky (think about how Dollar Shave Club  talks) Outrageous (we’re talking about companies like Squatty Potty) Once you have your tone, you should consult two very important pieces of information: Your brand guidelines Your company values Make sure that your tone matches your brand guidelines and your company values. If you value providing honest services, you probably don’t want to run a website that’s full of jokes, lies, or silly phrases that trick your customers into purchasing products for more than they’re worth. If you value providing fast turnover times, you probably don’t want to use a quirky voice. Your best bet is to make sure your brand guidelines, company values, and tone are all aligned. Then you can get to the fun stuff. Your best bet is to make sure your brand guidelines, company values, and tone are all aligned.Step 2: Identify Your Audience Now that you know how to talk, you have to figure out what to say. You can do this by discovering your audience and doing investigative work to figure out what type of information they like. Recommended Reading: How To Create A Marketing Strategy That Will Skyrocket Your Results By 9,360% Use Social Media and Third-Party Platforms to Uncover the Truth Moz is a platform that most users use to check their on-page SEO scores, find optimal keywords, and the Fresh Web Explorer to find keyword mentions across the World Wide Web. But guess what? There’s another way to use Moz, and that’s for learning more about your audience. Moz’s Link Explorer  is a great way to see who is linking to your site and where most of your links come from. To access your linking domains, log in at www.moz.com Find â€Å"Moz Pro† from the main nav Under â€Å"Research Tools† click on â€Å"Link Explorer† From there, click on â€Å"Linking Domains† Once you’re there, click on â€Å"root domains† Type in your website Discover all the websites that are linking to your domain. Where are most of your linking domains coming from? Social platforms – if most of your linking domains are social platforms, use that information to uncover the platforms people use, the way people talk to each other on those platforms, and the type of information usually shared. If, for example, your biggest linking domain is YouTube and most of your viewers comment and share videos, you can assume most of your audience members will benefit from more video content. Use that information to move to the next steps. Article websites – if most of your linking domains are from long-form articles, you might be able to infer that your audience loves detailed information. Use that to develop a plan later on. *Google – if most of your linking domains are from Google, you can assume that your audience is finding you organically. You may want to focus your efforts on your SEO skills. Google Analytics  is a platform that will give you a detailed look into your audience and what they do. To get started, go to https://analytics.google.com/  and log in. Under â€Å"Reports,† click on â€Å"Audience† Click on â€Å"Demographics† to learn about your audience’s demographics With Google Analytics, you can learn about your audience’s language, country, city, browser, service provider, screen resolutions, and, of course, you can explore your bounce rate, page sessions, and pageviews. But you can also dig deeper and look at things like Lifetime Value, Cohort Analysis, Audience Behavior and Audience Interest. But what we think you should always do is come up with a general chart of your audience based on their demographics and interests. This will help you start to see how you can connect with them in a way that they will respond best to.

Compairing and contrast (using car as a means of transport and using a Essay

Compairing and contrast (using car as a means of transport and using a motorcycle) - Essay Example Even in hot, humid or rainy conditions, car travel ensures a comfortable journey with the help of air-conditioning systems. The closed structure of the car helps the passengers to escape from rains. On the other hand, a passenger on motorcycle needs to face the eventualities with respect to climate changes. On hot seasons, the motorcyclist needs to suffer extreme heat and on rainy seasons, he has to face the problems associated with rains. The safety associated with car travel is more compared to a motorcycle journey. Car runs on four wheels and hence it is more stable than a motorcycle which runs on two wheels. The risk associated with car journey is less than the motorcycle journey. In case of an accident, car passengers have the assistance of different kinds of life saving supports, such as seat belts, airbags whereas a motorcyclist may not have the luxury of such safety measures. The only safety equipment and motorcyclist may have could be a helmet. Car travel cannot provide the thrill and entertainment associated with the motorcycle journey. It is easy for the motorcyclist to move rapidly on traffic filled roads because of the less space needed for it compared to cars. Even on roads where traffic is jammed because of some problems, motorcyclists can easily penetrate trough the jammed traffic because of the less space needed for its travel. Thus motorcycle travel ensures less delay in traveling and it eliminates unexpected road problems up to certain extent. â€Å"Motorcycles tell us a more useful truth: we are small and exposed, and probably moving too fast for our own good, but that’s no reason not to enjoy every minute of the ride† (Sanborn) Motorcycles need less space for parking compared to cars. In other words, a motorcyclist can park his vehicle nearer to his destination whereas a car owner sometimes forced to park their vehicles even hundreds of meters away from his actual destination because of parking problems nearer to

Technology Impact Paper Essay Example | Topics and Well Written Essays - 1250 words

Technology Impact Paper - Essay Example New Technology Impact Technology is changing more rapidly day by day, that helps the businesses to move further. Particularly in this century many technological developments taken place and carry on happening. However, people do not desire to relinquish following it for the reason that each individual requires to be advanced as well as obtain greatest advantage by implementing it. To accomplish it, it is initiated to utilize in all the area of life. In other words, technology is turning out to be one of the basic and vital parts of life as well as made life impractical to perform anything in the absence of it. On the other hand, it started shaping people’s lives without their management moreover illustrated its enormous influence. Briefly saying, advanced technology has certain consequences in every field and step of the life particularly in business as well as daily life (Todd). Technology Impact on Business and Customer Introduced the new product to customers Technology infl uences business certainly in a lot of aspects; like that improving the way of advertisement or marketing. Primarily, the technological progresses attained during the previous few decades have enormous outcomes on business products introduction or presentation to the customers across the world. Additionally, the technology facilitates to provide effective support on previously sound sales as well as marketing strategy. One of these supports is to offer direct communication among customer along with the business. For example online shopping is one of the new technology based effective approaches of introducing new products to the customers. In this scenario, if a customer pays for something that he purchased then business earns the profits. However, if sales are not made, the corporation yet has an innovative technique of introducing new products to diverse customers. It means that company is doing its marketing through the web based platform. In case of launching new products to the customers across the countrywide the web based platform facilitates in case of collecting information as well as data regarding their customer’s shopping and purchasing behavior in an attempt to build up flourishing association with their clients. Therefore, they are able to recognize what their clients selections are and how to offer them valuable products in an attempt to maintain their loyalty and attract customers worldwide (Todd (Rampur). Ways that add value through new technology to business The new technology has offered more facilities and ways in order to offer better support to the business as well to the customers. Particularly the web based structure such as eCommerce or online business has offered lots of business advantages to the customers. Particularly in case of web based business practice a company is able to enjoy more enhanced support regarding online shopping, imbursement as well as advertisement policies. All these processes require very small number of human resources and expenditures. In addition, all of these aspects definitely lead to more enhanced support for the management of the entire business dealings and transactions (BusinessKnowledgeSource), (Kristina) and (IBM). The new technology based arrangement has as well offered the businesses a better competitive benefit. In case of new and more enhanced