Social Class and Impact this has Upon Young Children's Learning and Essay

Social Class and Impact this has Upon Young Children's Learning and Early Years Practice - Essay Example This essay sresses that the primary purpose of this study was to identify the parenting practices that mediate relations between persistent, recent, and transitional poverty and the externalizing and internalizing behaviors of 0- to eight-year-old children. Poverty was hypothesized to influence children's externalizing and internalizing behaviors indirectly by affecting maternal emotional unresponsiveness, use of physical discipline, fewer stimulating experiences, and a lower-quality home physical environment. With the exception of the effects of poverty transitions, poverty estimates generally cross-validate. This report makes a conclusion that negative relations between poor social class transitions and fewer stimulating experiences, lower-quality home physical environment, and children's externalizing and internalizing behaviors were unexpected. A possible explanation for these findings is that parents use financial resources in periods of relative economic prosperity to enhance the quality of the physical environment and ease economic hardship during years of poverty. This interpretation is consistent with Garrett, Ng'andu, and Ferron's NLSY study, which found that increases in family income had the strongest effect of any predictor on subsequent total HOME scores for children who were born poor. The large increase in the total effects of persistent poverty on both outcomes when the poverty transition variable was placed in the model suggests that the effects of poverty could well be much greater in the absence of periods of relative economic well-being.

Direct and Indirect Speech

Direct and Indirect Speech Direct and Indirect Speech Cartoon Strip Eureka Phonica Eureka Phonica Eureka Do you know that what has been said can be stated in two ways direct speech and indirect speech? Direct speech means the exact words that have been spoken. Indirect speech means what is said is stated in our own words, so it differs somewhat from what was actually said. When the speech changes from direct to indirect, the tense, person and adverb may change. Indirect speech is presented in the form of an assertive sentence. Four kinds of sentences are presented in direct speech assertive, interrogative, commands and requests and exclamatory. The reporting verbs also change, depending on the kind of sentence. Launch Pad In this chapter, we shall learn how to interchange direct and indirect speech Taking Off Note to Teacher As direct and indirect speech has already been taught prepare flash cards with a sentence in direct speech on one side and the same sentence in indirect speech on the other side. Example : 1) Baiju said, I am going home. 2) Baiju said that he was going out. Divide the class into pairs and provide 2 flash cards to each group. Student A will read out the sentence in direct speech to student B. Student B will change the speech. Student A will turn the card over and check whether the sentence is correct. If it is correct, Student B will score one point. Each pair can exchange their cards with other pairs and score more points. Tell them that we can state what has been said in two ways direct speech and indirect speech. We can state what people have said in two ways. We can state the exact words that were spoken. This is known as direct speech Example : Happy birthday, Ronita ! said the children. Why do you wish to consult me? asked the lawyer. Give me an explanation right now, demanded her father. I will have to set out tomorrow, said Marco Polo. Or We can state what was said in our own words. This is known as indirect speech or reported speech. Example: The children greeted Ronita on her birthday. The lawyer wanted to know why I wished to consult him. Her father demanded an explanation right then. Marco Polo said that he would have to set out the next day. Direct Speech Points to Note The exact words of the speaker are placed within double inverted commas. A comma is placed immediately before the quoted words. Depending on the kind of sentence the end mark is a full stop, a question mark or a mark of exclamation. The first word within quotation marks begins with a capital letter. Assertive Sentences Read the following sentences: Ram said, I am reading this book. Ram said that he was reading that book. Changes take place in the person ( I changes to he), tense (am reading changes to was reading) and adverb (this changes to that) when the speech changes from direct to indirect. said to changes to told. Example: He said to his sister, You can buy the gift. He told his sister that she could buy the gift. If a universal truth is stated in direct speech, the tense does not change in reported speech. Example: She said, Honey is sweet. She said that honey is sweet. If the reporting verb is in the present tense in indirect speech, the reported speech is also in the present tense. Example: He says, The old house seems to be haunted. He says that the old house seems to be haunted. If the verb in direct speech is in the simple past tense, the verb in reported speech also remains in the simple past tense. Example: She said, I went home. She said that she went home. If the verb in direct speech is in the past tense and the time of action is mentioned, the verb changes to past perfect tense in reported speech. Example: She said, I went home at midnight. She said that she had gone home at midnight. Changes in adverbs are as follows: Direct speech Indirect speech now then here there this that these those ago before thus so today that day yesterday the day before/ the previous day tomorrow the next/ following day tonight that night last week the previous week/ the week before here there next week the following week Info Orbit When an assertive sentence changes from direct to indirect there are changes in the person, tense and adverb. The comma after said is replaced with that. said to changes to told. If a universal truth is stated in reported speech the tense does not change If the reporting verb is in the present tense, the tense in reported speech does not change. If the past tense is used in the reported speech in direct speech, it will remain unchanged in indirect speech. If the past tense is used in reported speech in direct speech and the time of the action is mentioned, the simple past tense will change to past perfect tense Practice Pulsars I. Change from direct to indirect speech: There is no need to leave tonight, she said to her friend. He said, The sun is shining brightly. She said to her father, I know you are angry with me.† The scientist said, They will conduct experiments in this laboratory. The princess said to the minister, We have to reach a decision tomorrow. The teacher said to the class, All of you are aware that the earth moves round the sun. Every morning my father says, It is a new day and I am thankful to be alive. Mother said , Today may be a very hot day . He said to me, I am reminding you that time and tide wait for none. The coach said, At this time, next week, the result of the match will be declared. II. Change from indirect to direct The captain told his men that they must not underestimate the enemy. Taruna said that she had no idea how the accident had taken place the previous evening. Usri told the children that all that glitters is not gold. Ginny said that long, long ago there was a continent called Atlantis. Raman said that the following day he would sit down with them and make a plan. The milkman told the lady that the milk was watery as the cow had drunk a lot of water that morning. She says that fifteen minutes of meditation every morning keeps her calm for the rest of the day. Mrs Das told her neighbour that she had gone to Kolkata two years before. Vinita said that those photographs were more precious than gold to her. Old Mrs Vincent was of the opinion that a house was better than a flat. Interrogative sentences When questions are changed to reported speech, the word order becomes the same as that of an assertive sentence. Example: Karan said, When will the match begin? Karan asked when the match would begin. The reporting verb in reported speech is asked, inquired or inquired of, wanted to know etc. Example: Savita said, Where is Peter? Savita asked where Peter was. or Savita inquired where Peter was. Damien said to Rahul, Are you absolutely sure? Damien wanted to know if Rahul was absolutely sure. or Damien inquired of Rahul if he was absolutely sure. Flash tip :1. said changes to asked or inquired. said to changes to asked or inquired of. 2. enquired/ enquired of may be used instead of inquired/inquired of. If the question can be answered with yes or no, if or whether follows the reporting verb. Example: Rama said, Can I use that pen? Rama asked if she could use that pen. If the question cannot be answered with yes or no, the reporting verb is followed by question words like when, what, which, where and how. Example: Rama said, When did this happen? Rama asked when it happened. There are changes in the person, tense and adverbs just like in the assertive sentences. Info Orbit When questions are changed to reported speech, the word order becomes the same as that of an assertive sentence. The reporting verb in reported speech is asked, inquired or inquired of, wanted to know etc. If the question can be answered with yes or no, if or whether follows the reporting verb. If the question cannot be answered with yes or no, the reporting verb is followed by question words like when, what, which, where and how. Practice Pulsar III. Change the speech Damini said, Can you explain the sum now? Rajiv asked Poonam, What are these stacks of paper for? Have you enjoyed yourselves today? said the instructor. Minu inquired, Tom, why are you packing your bag? The children said, Will you take us to the zoo next week? He said, How much further do we have to travel? She asked whether they were ready to go for a walk that evening. Shyam asked me why I was laughing so much. Fanny wanted to know who lived in the old house on the hill. The headman asked if anyone had worked for that company a year back. The detective enquired of the witness if he had seen the man in the photograph. Akhilesh wished to know how many of his classmates would go for a picnic. Commands and Requests Read the given sentences: 1.She said, Please tie your seat belt. She requested me to tie my seatbelt. 2. She said, Buy the necessities before the sun sets. She ordered him to buy the necessities before the sun set. 3. She said, Let us organise a party. She suggested that they should organise a party. The reporting verb is requested, told, asked, suggested etc. The main verb in direct speech changes to an infinitive in indirect speech. tie in sentence 1 changes to to tie, and buy in sentence 2 changes to to buy. Even when the person who is being addressed is not mentioned in direct speech, we have to mention the person in indirect speech. Example : He said, Please sit down. He requested her to sit down. When the direct speech begins with let, the reporting verb changes to suggested and the main verb is preceded by should in reported speech. In sentence 3 organise changes to should organise. Info Orbit The reporting verb is requested, told, asked, suggested etc. The main verb in direct speech changes to an infinitive in indirect speech. Even when the person who is being addressed is not mentioned in direct speech, we have to mention the person in indirect speech. When the direct speech begins with let, the reporting verb changes to suggested and the main verb is preceded by should in reported speech. Practice Pulsar IV. Change the speech: Keep the vase on the table, Sima, she said. Make sure that you have enough water, the guide said. Please do not make so much noise, said the official to the visitors. Let us clean the compound, said the monitor. Switch off the fans and lights before you leave, he said. Kindly contribute generously, said the child at the door. She ordered the children to cross the road cautiously. They requested us to wait for a few hours before lodging a complaint. The man told us to take a right turn to reach the bakery. We suggested to the old people that they should visit the orphanage once a week. The officer ordered the men to take up their positions. He requested her to take off her shoes outside the temple. Exclamations and Exclamatory Sentences Read the given sentences: He said, Alas! I have lost everything. He exclaimed in sorrow that he had lost everything. The reporting verb said in direct speech changes to exclaimed in reported speech. The emotion that is expressed by the exclamation in direct speech is stated in reported speech. So Alas! is replaced by exclaimed in sorrow. She said, How hot the day is! She exclaimed that the day was very hot. When an exclamatory sentence in direct speech begins with How or What, it is usually replaced with very in reported speech. Info Orbit The reporting verb said in direct speech changes to exclaimed in reported speech. The emotion that is expressed by the exclamation in direct speech is stated in reported speech. Practice Pulsar V. Change the speech He said, Hurrah! I have won the lottery. She said, What a pretty little girl you are! The lady said, What a fool I have been! He said, Oh! This is the best car I have seen. He said, O God! Forgive me for what I have done. The teacher congratulated him, saying that he had done very well. Wendy exclaimed that the bed was very comfortable. Madan exclaimed in joy that he was free at last. The jackal exclaimed that the crow had a very sweet voice. Ms Parekh exclaimed in grief that her brother was responsible for his own downfall. Ellen exclaimed that the weather was very chilly. Brendan exclaimed that it was a great pity that they had missed the show. Word Zoomer Reported Speech : Indirect speech is also known as reported speech. When direct speech changes to reported speech usually the first and second person change to the third person, the present tense changes to the past tense and the adverbs showing nearness in time and position are replaced by adverbs that show distance in time and position. Direct Speech : The words that are actually said. These are placed within quotation marks. Reporting verb : The verb that introduces direct speech or reported speech. For e.g. said, exclaimed, asked, whispered, requested and commanded. Touch Down When assertive sentences in direct speech are changed to indirect speech there are changes in the person, tense and adverb. the comma after said is replaced with that. said to changes to told. if a universal truth is stated in reported speech the tense does not change if the reporting verb is in the present tense, the tense in reported speech does not change. if the past tense is used in the reported speech in direct speech, it will remain unchanged in indirect speech. if the past tense is used in reported speech in direct speech and the time of the action is mentioned, the simple past tense will change to past perfect tense When interrogative sentences in direct speech are changed to indirect speech the word order becomes the same as that of an assertive sentence. the reporting verb in reported speech is asked, inquired or inquired of, wanted to know etc. if the question can be answered with yes or no, if or whether follows the reporting verb. if the question cannot be answered with yes or no, the reporting verb is followed by question words like when, what, which, where and how. When requests and commands in direct speech are changed to indirect speech the reporting verb is requested, told, asked, suggested etc. the main verb in direct speech changes to an infinitive in indirect speech. even when the person who is being addressed is not mentioned in direct speech, we have to mention the person in indirect speech. when the direct speech begins with let, the reporting verb changes to suggested and the main verb is preceded by should in reported speech. When exclamations and exclamatory sentences are changed to indirect speech the reporting verb said in direct speech changes to exclaimed in reported speech. the emotion that is expressed by the exclamation in direct speech is stated in reported speech. Flash tip : The shortest letters are said to have been exchanged between Victor Hugo and his publisher. When Les Miserables was released Victor Hugo wanted to know if it was well-received or not, so he sent a letter to his publisher with only ? written on it. The publishers response also consisted of a single punctuation mark ! Star Exercise I. Each of the following sentences contains an error. Correct the sentences. Rani said to Praveen that she would go over to his house that day. Brinda said that it was almost ten o clock now. She asked that if the bakers boy had delivered the bread. Sandeep said that the earth was round. Mohan said, Sandeep you are absolutely right. Deepa said, How cute the puppies look. Anand said You can leave the room now. Do not look so sad, said my friend. II. Read the dialogue given below and fill in the blanks: Akram Nibha Akram Nibha Akram Nibha Why are you looking so worried? My father has been transferred to a new place. Dont you want to go with him? I do, but I shall miss all my friends. What a lucky girl you are ! You will be seeing a new place and making new friends. I am feeling much better. Thank you. Akram asked Nibha (1) .. Nibha replied that her father (2).. Akram then inquired if (3) . with him. Nibha said that she did, but (4) Akram exclaimed that (5) . because she would be seeing (6) Nibha thanked him because (7) .. Comet Exercise Choose the correct alternative Shalini and Malini were twins. One day, while taking a walk Shalini said, I dont think (1. we have taken the right path / we had taking the right path/ we had taken the right path). Malini looked around and found nothing wrong. Why had Shalini made such a comment? She felt that her sister (2. has made a mistake /had made a mistake /is making a mistake.) Shalini pointed to a tree. (3.What do you have to say about it? / What did she have to say about it?/ What did you have to say about it? ) Malini (4.asked/exclaimed/ told) that it was (5. a very huge tree/ very huge trees/ a huge tree). Shalini sighed, You lack observation powers. We walk here every day. Have you seen it before? Malini answered, No, I have not. ( 6.I think we took a wrong turning / I am thinking we took a wrong turning/ I have thought we took a wrong turning) near the bazaar. Shalini (7.asked/ requested/ exclaimed) an old man (8. if he can help them / if he could help them / whether he could helps them). The old man guided them back and (9. advised/ commanded/ requested) them to be careful in future. Shalini and Malini assured him that (10. yes/ they would be more careful/ they will be more careful).

The Story of an Hour and The Yellow Wallpaper :: The Story of an Hour

The women in The Story of an Hour and The Yellow Wallpaper attempt to overcome their oppression by finding an outlet. They tried to find something or do something that would comfort them. In The Story of an Hour, the window is the main symbol. Correspondingly, in The Yellow Wallpaper, the wallpaper itself is the main symbol. In The Story of an Hour, the window is what symbolizes Mrs. Mallard’s freedom in that she has new opportunities. She says that she is finally free, â€Å"free body and soul.† She says this because she realizes that she is finally free from her husband. It can be inferred from the story she was oppressed because she didn’t have any opportunities in the past. The window is what releases her from her oppression by setting her free and giving her new opportunities that were not available to her in the past. In The Yellow Wallpaper, the wallpaper symbolizes her oppression in a way. In which John’s wife sees a woman in the wallpaper. During the daytime the light makes it look as if she is behind bars shaking them. However, during the night the woman in the wallpaper creeps around. John’s Wife relates the woman in the wallpaper to herself by saying that she creeps in the daytime when John isn’t around. However, during the night she is quite still because John is around and he will notice her. John’s wife tries to overcome her oppression by setting the woman free inside the wallpaper, in order to free her oppression. Which the house itself is a prison for her since John won’t let her leave and that he keeps telling her that writing will make her worse, while it was only

Women in Combat

Women In Combat â€Å"From Kelly Flinn to G. I. Jane, controversy has raged in recent months over whether women are fit for military service† (Brown 326). In the articles â€Å"Women Unfit for Combat? Au Contraire! † and â€Å"Women are not a Warrior Class,† both authors convey their thoughts on women in combat. Both authors give many reasons why or why not women should be allowed to fight in combat. Timothy Brown, the author of â€Å"Women Unfit for Combat? Au Contraire! gives many more strong examples to argue his case than the author of â€Å"Women are not a Warrior Class† and, consequently, has a more persuasive essay. In an effort to discourage women from considering combat rolls in the military, Paul Hackett, one of the authors of â€Å"Women are not a Warrior Class,† made this bold statement in his argument, â€Å"Can women master the skills and strategies of combat as well as men? Yes. Can women mentally endure the rigors of combat as well as men? Yes. Can women meet the physical rigors of combat at the level required by the U. S. orces and in particular the U. S. Marine Corps? Absolutely not! † Is it fair to assume that women are incapable of having the stability to fight in combat? Brown uses the women commandos of Nicaragua who fought for their country to argue his point that if given the opportunity and encouragement, American women could effectively perform well in combat. Since the beginning of time, women have been viewed as the weaker sex. Through the years, the stature of women in society has grown, leading a way for women to become not the male’s possession but his equal. This is not true all the time, especially when dealing with women in combat. James Collins another author of â€Å"Women Unfit for Combat† argues that when women are put in life threatening conditions, many of them would rise to the challenge, but he doesn’t believe that women should be allowed to be on the front line in combat. As Brown explains, anyone who wants to fight on the front line for his/her country should be able to, regardless of sex. Women have proved themselves to be fully capable in doing most jobs a man can do. It’s not an issue of who is better. â€Å"In terms of the demands of infantry warfare, women have proved themselves capable of fighting under even the most arduous of conditions† (Brown 327). According to Elizabeth Cady Stanton, â€Å"all men and women are created equal† (WIC). Brown supports this statement made by Stanton by using personal experiences of women such as Angelica Maria. â€Å"A legend among her male peers, Angelica Maria then continued as commander of her almost all-male platoon until, wounded in ombat for a seventh time, she was forced to seek medical attention† (Brown 326). Hackett on the other hand says â€Å"The marine Corps grunts are the Olympic gold medallists when it comes to combat. If for the sake of diversity and political correctness we want to include a women in combat, then consider the cost of that decision: the silver medal in combat is defeat† (Hackett 329). The reality that Hackett can actually believe that a woman i n combat would lead to defeat is absurd and degrading to the entire female population. As Brown believes, women should be able to fight for their country, without being demoralized while doing so. Not only does Timothy Brown convince his readers that woman in combat is more than just about women’s rights and morals. He convinces his readers that women in combat are about the ability to make dreams come true is what really matters. By doing so, he is paving the way for many other men and women to speak their mind on this very important issue and also helping women progress in the field of combat. Bibliography Work Cited Brown, Timothy C. â€Å"Women Unfit for Combat? Au Contraire,† The Structure of Argument. 1994. Bedford/St. Martin’s Collins, James, Paul L. Hackett, Bill Norton. â€Å"Women are not a Warrior Class,† The Structure of Argument. 1994. Bedford/St. Martin’s The New American Desk Encyclopedia Penguin Group, New York, 1998 Women’s History in America Presented by Women’s International Center (WIC) www. wic. org/misc/history. htm Word Count: 638 Women in Combat Women In Combat â€Å"From Kelly Flinn to G. I. Jane, controversy has raged in recent months over whether women are fit for military service† (Brown 326). In the articles â€Å"Women Unfit for Combat? Au Contraire! † and â€Å"Women are not a Warrior Class,† both authors convey their thoughts on women in combat. Both authors give many reasons why or why not women should be allowed to fight in combat. Timothy Brown, the author of â€Å"Women Unfit for Combat? Au Contraire! gives many more strong examples to argue his case than the author of â€Å"Women are not a Warrior Class† and, consequently, has a more persuasive essay. In an effort to discourage women from considering combat rolls in the military, Paul Hackett, one of the authors of â€Å"Women are not a Warrior Class,† made this bold statement in his argument, â€Å"Can women master the skills and strategies of combat as well as men? Yes. Can women mentally endure the rigors of combat as well as men? Yes. Can women meet the physical rigors of combat at the level required by the U. S. orces and in particular the U. S. Marine Corps? Absolutely not! † Is it fair to assume that women are incapable of having the stability to fight in combat? Brown uses the women commandos of Nicaragua who fought for their country to argue his point that if given the opportunity and encouragement, American women could effectively perform well in combat. Since the beginning of time, women have been viewed as the weaker sex. Through the years, the stature of women in society has grown, leading a way for women to become not the male’s possession but his equal. This is not true all the time, especially when dealing with women in combat. James Collins another author of â€Å"Women Unfit for Combat† argues that when women are put in life threatening conditions, many of them would rise to the challenge, but he doesn’t believe that women should be allowed to be on the front line in combat. As Brown explains, anyone who wants to fight on the front line for his/her country should be able to, regardless of sex. Women have proved themselves to be fully capable in doing most jobs a man can do. It’s not an issue of who is better. â€Å"In terms of the demands of infantry warfare, women have proved themselves capable of fighting under even the most arduous of conditions† (Brown 327). According to Elizabeth Cady Stanton, â€Å"all men and women are created equal† (WIC). Brown supports this statement made by Stanton by using personal experiences of women such as Angelica Maria. â€Å"A legend among her male peers, Angelica Maria then continued as commander of her almost all-male platoon until, wounded in ombat for a seventh time, she was forced to seek medical attention† (Brown 326). Hackett on the other hand says â€Å"The marine Corps grunts are the Olympic gold medallists when it comes to combat. If for the sake of diversity and political correctness we want to include a women in combat, then consider the cost of that decision: the silver medal in combat is defeat† (Hackett 329). The reality that Hackett can actually believe that a woman i n combat would lead to defeat is absurd and degrading to the entire female population. As Brown believes, women should be able to fight for their country, without being demoralized while doing so. Not only does Timothy Brown convince his readers that woman in combat is more than just about women’s rights and morals. He convinces his readers that women in combat are about the ability to make dreams come true is what really matters. By doing so, he is paving the way for many other men and women to speak their mind on this very important issue and also helping women progress in the field of combat. Bibliography Work Cited Brown, Timothy C. â€Å"Women Unfit for Combat? Au Contraire,† The Structure of Argument. 1994. Bedford/St. Martin’s Collins, James, Paul L. Hackett, Bill Norton. â€Å"Women are not a Warrior Class,† The Structure of Argument. 1994. Bedford/St. Martin’s The New American Desk Encyclopedia Penguin Group, New York, 1998 Women’s History in America Presented by Women’s International Center (WIC) www. wic. org/misc/history. htm Word Count: 638 Women in Combat Women In Combat â€Å"From Kelly Flinn to G. I. Jane, controversy has raged in recent months over whether women are fit for military service† (Brown 326). In the articles â€Å"Women Unfit for Combat? Au Contraire! † and â€Å"Women are not a Warrior Class,† both authors convey their thoughts on women in combat. Both authors give many reasons why or why not women should be allowed to fight in combat. Timothy Brown, the author of â€Å"Women Unfit for Combat? Au Contraire! gives many more strong examples to argue his case than the author of â€Å"Women are not a Warrior Class† and, consequently, has a more persuasive essay. In an effort to discourage women from considering combat rolls in the military, Paul Hackett, one of the authors of â€Å"Women are not a Warrior Class,† made this bold statement in his argument, â€Å"Can women master the skills and strategies of combat as well as men? Yes. Can women mentally endure the rigors of combat as well as men? Yes. Can women meet the physical rigors of combat at the level required by the U. S. orces and in particular the U. S. Marine Corps? Absolutely not! † Is it fair to assume that women are incapable of having the stability to fight in combat? Brown uses the women commandos of Nicaragua who fought for their country to argue his point that if given the opportunity and encouragement, American women could effectively perform well in combat. Since the beginning of time, women have been viewed as the weaker sex. Through the years, the stature of women in society has grown, leading a way for women to become not the male’s possession but his equal. This is not true all the time, especially when dealing with women in combat. James Collins another author of â€Å"Women Unfit for Combat† argues that when women are put in life threatening conditions, many of them would rise to the challenge, but he doesn’t believe that women should be allowed to be on the front line in combat. As Brown explains, anyone who wants to fight on the front line for his/her country should be able to, regardless of sex. Women have proved themselves to be fully capable in doing most jobs a man can do. It’s not an issue of who is better. â€Å"In terms of the demands of infantry warfare, women have proved themselves capable of fighting under even the most arduous of conditions† (Brown 327). According to Elizabeth Cady Stanton, â€Å"all men and women are created equal† (WIC). Brown supports this statement made by Stanton by using personal experiences of women such as Angelica Maria. â€Å"A legend among her male peers, Angelica Maria then continued as commander of her almost all-male platoon until, wounded in ombat for a seventh time, she was forced to seek medical attention† (Brown 326). Hackett on the other hand says â€Å"The marine Corps grunts are the Olympic gold medallists when it comes to combat. If for the sake of diversity and political correctness we want to include a women in combat, then consider the cost of that decision: the silver medal in combat is defeat† (Hackett 329). The reality that Hackett can actually believe that a woman i n combat would lead to defeat is absurd and degrading to the entire female population. As Brown believes, women should be able to fight for their country, without being demoralized while doing so. Not only does Timothy Brown convince his readers that woman in combat is more than just about women’s rights and morals. He convinces his readers that women in combat are about the ability to make dreams come true is what really matters. By doing so, he is paving the way for many other men and women to speak their mind on this very important issue and also helping women progress in the field of combat. Bibliography Work Cited Brown, Timothy C. â€Å"Women Unfit for Combat? Au Contraire,† The Structure of Argument. 1994. Bedford/St. Martin’s Collins, James, Paul L. Hackett, Bill Norton. â€Å"Women are not a Warrior Class,† The Structure of Argument. 1994. Bedford/St. Martin’s The New American Desk Encyclopedia Penguin Group, New York, 1998 Women’s History in America Presented by Women’s International Center (WIC) www. wic. org/misc/history. htm Word Count: 638

Far From the Maddening Crowd Essay

Bathsheba Everdene is the main character in the book â€Å"Far From The Madding Crowd. † She is central to nearly every situation and is held in high regard by the village people. She has her ups and downs in the book, her highs and her lows, finding love and happiness, only for it to be torn away from her and handed back to her in the not too distant future! Bathsheba begins the book in a cold hearted way, first refusing to marry Gabriel Oak and then playing with the feelings of farmer Boldwood, this coming back to haunt her further in the book. She reluctantly sent Boldwood a Valentines card aided by her maid Liddy’s persuasion, declaring her love for him, and seemingly to her surprise, poor Boldwood takes it very seriously resulting in a cat and mouse game of love. In chapter 24 at the fir plantation, Bathsheba was heading home when she bumped into a dark stranger and became tangled up in his boots. She tried to wriggle free but to no avail. After a lot of fiddling by the stranger, he freed Bathsheba and rose face to face. Bathsheba asked him â€Å"Who are you then, who can so well afford to despise opinion? † The stranger replied â€Å"No stranger. Sergeant Troy†. Bathsheba was evidently spooked by Troy; little knowing he’d be her future husband. Bathsheba met up with Troy on several occasions and subsequently fell in love with him. They agreed to marry whilst on a visit to Bath and returned to Casterbrige to Boldwood’s and Oak’s despair as Mr. and Mrs. Troy. When Boldwood discovered the news, he was erratic in his actions. He offered to buy Bathsheba from Troy and eventually after torment from Troy, he murdered him in front of the whole of the village at a Christmas party. He then proceeded to kill himself with the same gun and in the same spot where Troy died. Bathsheba was deeply upset about the death of her husband despite the fact he declared he did not return her feelings after the death of his previous fianci , Fanny Robbin. Eventually our widow married Farmer Oak whom she clearly was in love with from the first time they met. Bathsheba’s toying with Oak, Troy and especially Boldwood could be seen as a reason for her not to find happiness in the book, but despite her unkind joke with Boldwood, Bathsheba didn’t set out to hurt anyone and was caught up in a battle for her love between these men. After the death of Fanny Robbin, it was evident that Troy was still in love with this woman, despite her failing to show for their wedding. He blamed all his misfortune on his wife, Bathsheba and he bullied her into feeling that she was to blame. The death of Troy was a blessing in disguise as she would have been sad for all her days and would not have ended up married to Oak. All in all, I feel that Bathsheba deserved to be happy, as she was an honest, hard working woman who was independent and capable. I think she was genuinely sorry for the Valentines card to Boldwood. She finally does find happiness in Oak and realises his companionship and true love is what she has wanted all her life. I think Gabriel Oak certainly was the right man for her as, like his name suggests, he was angelic, solid and dependable. This was evident when he stays by her, and by his actions on the night of the storm when he and Bathsheba worked together to cover the crops. It is evident they are in love when they cast eyes upon each other and fail to remove them for a few seconds, showing mutual unspoken understanding and purpose.

A Collection of Classic and New Poems for Winter

A Collection of Classic and New Poems for Winter When the cold winds begin to blow and the nights reach their longest stretch at the solstice, winter has arrived. Poets through the ages have lent their quills and pens to write verses about the season. Snuggle up around the fireside with a snifter of brandy or a mug of hot chocolate or go out to greet the late morning sunrise and contemplate these poems. This anthology of winter poems begins with a few classics before suggesting some new poems for the season. Winter Poems from the 16th and 17th Century The Bard of Avon had several poems about winter. No wonder, since the Little Ice Age kept things chilled in those days. William Shakespeare,â€Å"Winter† from  Loves Labours Lost (1593)William Shakespeare,â€Å"Blow, Blow Thou Winter Wind† from As You Like It (1600)William Shakespeare,Sonnet 97 - â€Å"How like a winter hath my absence been† (1609)Thomas Campion,â€Å"Now Winter Nights Enlarge† (1617) Winter Poems from the 18th Century The pioneers of the Romantic Movement penned their poems end of the 18th Century. It was a time revolution and enormous changes the British Isles, the colonies, and Europe. Robert Burns,â€Å"Winter: A Dirge† (1781)William Blake,â€Å"To Winter† (1783)Samuel Taylor Coleridge,â€Å"Frost at Midnight† (1798) Winter Poems from the 19th Century Poetry blossomed in the New World and female poets also made their mark in the 19th century. Besides the power of nature in winter, poets such as Walt Whitman also took note of the technological and manmade environment. John Keats,â€Å"In drear-nighted December† (1829)Charlotte Brontà «,â€Å"Winter Stores† (1846)Walt Whitman,â€Å"To a Locomotive in Winter† (1882)Robert Louis Stevenson,â€Å"Winter-Time† (1885)George Meredith,â€Å"Winter Heavens† (1888)Emily Dickinson,â€Å"There’s a certain Slant of light† (#258)Emily Dickinson,â€Å"It sifts from Leaden Sieves† (#311)Robert Bridges,â€Å"London Snow† (1890) Classic Winter Poems from the Early 20th Century The early 20th century saw enormous changes in technology and also the carnage of World War I. But the change of season to winter was a constant. No matter how much mankind seeks to control the environment, nothing holds back the onset of winter. Thomas Hardy,â€Å"Winter in Durnover Field† (1901)William Butler Yeats,â€Å"The Cold Heaven† (1916)Gerard Manley Hopkins,â€Å"The Times Are Nightfall† (1918)Robert Frost,â€Å"An Old Man’s Winter Night† (1920)Wallace Stevens,â€Å"The Snowman† (1921)Robert Frost,â€Å"Dust of Snow† and â€Å"Stopping by Woods on a Snowy Evening† (1923) Contemporary Winter Poems Winter continues to inspire modern-day poets. Some may achieve the title of classics in the decades to come. Browsing them can enlighten you as to how poetry is changing and people are expressing their art. You can find most of these poems online. Enjoy this selection of poems on winter themes from contemporary poets: Salvatore Buttaci, â€Å"From Cold Unblinking Eyes†Denis Dunn, â€Å"Winter in Maine on Rte 113† and â€Å"Silent Solstice (Winter Becomes Maine)†Jim Finnegan, â€Å"Flightless Bird†Jesse Glass, â€Å"The Giant in the Dirty Coat†Dorothea Grossman, Untitled winter poemRuth Hill, â€Å"Land of Long Shadows†Joel Lewis, â€Å"Making a Meal Out of It†Charles Mariano, â€Å"This Winter†Whitman McGowan, â€Å"It Was So Cold†Justine Nicholas, â€Å"Palais d’Hiver†Barbara Novack, â€Å"Winter: 10 degrees†Debbie Ouellet, â€Å"North Wind†Joseph Pacheco, â€Å"Cold Winter Morn in Florida†Jack Peachum, â€Å"The Migrant†Barbara Reiher-Meyers, â€Å"Blizzard† and â€Å"Sweet and Bitter†Todd-Earl Rhodes, Untitled poemRobert Savino, â€Å"Shortcut Through the Storm†Jackie Sheeler, â€Å"Underground Xmas†Lisa Shields, â€Å"Reaching for White† and â€Å"Climate Change†Aldo Tambellini, â€Å"October 19, 1990†Joyce Wakefield, â€Å"Winter Conversation†

Impact of Telecommunications on the Arab Society

Impact of Telecommunications on the Arab Society The paper under consideration dwells upon the role telecommunications has played in the development of the Arab world. It is argued that telecommunications has played significant role in the development of many Arab countries. These changes can be found in different planes: economic, social, political, educational, etc.Advertising We will write a custom essay sample on Impact of Telecommunications on the Arab Society specifically for you for only $16.05 $11/page Learn More Thus, it is mentioned that telecommunication services in the Arab world are put into the private sector, which has made these services more accessible. This has led to certain changes in private life of people. Now increasing number of people prefer using telecommunications to do the shopping (e.g. use their phones to order goods) instead of going to malls or markets. Apart from shopping habits, telecommunications also have influenced people’s attitude towards other cultures. Thus, now more and more people learn foreign languages (English and Chinese) to be a part of global communication. However, the change is not one-sided. Now Arabic is the seventh top language used in the Internet. More so, it is noted that the development of telecommunications has led to the spread of Shi’i Islam faith to other countries (predominantly Central Asia). As far as social changes are concerned, telecommunications have influenced the way various issues have been discussed. Thus, such important issues as violence, democracy, civil rights and inequity have gained quite considerable attention. Notably, telecommunications played really important role during the Arab Spring. Revolutions, rebellions, upheavals and protests in such countries as Egypt, Syria, Libya, Tunisia, Bahrain, Yemen, Algeria, Oman, Jordan, Iraq, Morocco, Saudi Arabia, Lebanon, Sudan and some others were ‘nourished’ by telecommunications as people were able to discuss various issues and share ideas. Admittedly, telecommunications enabled many people to enter the discourse. Eventually, this led to rise of awareness, and, as a result, to various protests and even revolutions. Therefore, the impact of telecommunications has been significant. At that, it is also pointed out that access to telecommunication services is still low in Arab countries. It is important to note that the present research is very important as it provides insights into the correlation between technology (telecommunications, to be more precise) and the development of the society. The Arab world has been experiencing a lot of changes throughout decades.Advertising Looking for essay on communication strategies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many of these changes are due to the development of telecommunications in the region. The changes are manifested on different levels: political, social, economic, etc. The paper reveals the correlatio n between the spread of telecommunication services and changes which are taking place in the region. Nonetheless, it is possible to note that further research will provide more insights into the development of Arab societies. For instance, the paper does not highlight changes in such important sphere as the sphere of education. Besides, it is mentioned that the position of women in the society (and associated issues like violence, inequity, etc.) has gained a lot of attention due to telecommunication services. Nonetheless, it is still unclear whether this attention has resulted in any changes. It is also unclear whether the interest to the problem is increasing. Finally, it is noted that governments and other authorities try to control (at least, to certain extent) information interchange via the Internet. It is possible to try to trace the influence of such kind of control on the spread of telecommunications services and the development of the Arab societies, on the whole. Therefor e, it is possible to state that the present research can be extended to look at the issue in more detail.

Lord of the Flies Summary

'Lord of the Flies' Summary William Golding’s 1954 novel Lord of the Flies tells the story of a group of young boys who find themselves alone on a deserted island. They develop rules and a system of organization, but without any adults to serve as a civilizing impulse, the children eventually become violent and brutal. In the context of the novel, the tale of the boys descent into chaos suggests that human nature is fundamentally savage. Chapters 1-3 The novel opens with a young boy named Ralph and a chubby, glasses-wearing boy as they walk onto a lagoon wearing their school uniforms. We soon learn that they are part of a group of boys who were evacuated during the war and who survived the plane crash that followed what they suspect was an enemy attack. As Ralph and the other boy that there are no adults around, they decide they must attract the attention of any other surviving children. Ralph locates a conch shell and begins to blow into it, summoning the other boys with the noise. The chubby boy reveals that the other children used to call him Piggy. Ralph believes rescue is imminent, but Piggy argues that they must get organized because they may be stranded for some time. The other boys choose Ralph to be their leader, although the choice is not unanimous; the choir boys, led by Jack Merridew, do not vote for Ralph. Ralph gives them permission to form a hunting group. Ralph quickly establishes a rough form of government and order, exhorting the boys to enjoy their freedom, work together for their mutual survival, and maintain a smoke signal on the beach to attract any potential rescuers. The boys in turn agree that anyone holding the conch gets to speak without interruption. Ralph, Jack, and a boy named Simon are the popular leaders and begin a tense partnership. They explore the island and confirm it is deserted, but locate fruit trees and a herd of wild pigs that Jack decides he and his friends will hunt. The boys use Piggy’s glasses to spark a fire, but Piggy quickly finds himself an outcast despite his friendship with Ralph. Simon begins overseeing the construction of shelters, concerned for the younger boys- referred to as ‛littluns.’ Chapters 4-7 The initial burst of organization doesn’t last long, however. Without adults, most of the boys refuse to do any sort of work and instead spend their time playing and sleeping. At night, rumors of a terrible monster in the trees sparks a panic. Ralph insists monsters do not exist, but Jack says otherwise. He claims that his hunters will find and kill the monster, which boosts his popularity. Jack gathers a group of boys for a hunting expedition, which takes them away from the job of maintaining the signal fire. The fire goes out. Shortly after, a boat moves past the island, but does not spot the boys thanks to the lack of fire. When Jack and the other hunters return in triumph with a pig, Ralph confronts Jack, complaining that they missed their chance at rescue. Jack, angry at his moment being ruined, knows he cannot fight Ralph, and so beats up Piggy, breaking his glasses. As the boys cook and eat the pig ravenously- ignoring warnings about eating undercooked pork- Ralph tells Piggy he wants to stop being the leader, but Piggy convinces him to stay on. Piggy is terrified at what might happen if Jack took over completely. One evening, there is a dogfight between planes near the island, and a fighter pilot ejects. Killed in the air, his body floats down to the island and becomes entangled in the trees. A boy sees his corpse and parachute and is terrified, convinced that he has seen the monster. Jack, Ralph, and a boy named Roger head off to hunt the monster, and all three boys see the corpse and run in terror. Chapters 8-12 Now convinced that the monster is real, Ralph calls a meeting. Jack attempts a coup, but the boys refuse to vote Ralph down, and Jack leaves in a anger, saying he will start his own tribe. Roger sneaks away to join him. More and more boys begin to sneak away to join Jack’s tribe, lured by the roast pigs that Jack and his hunters are able to provide. Jack and his followers begin to paint their faces, and behave in an increasingly savage and primitive manner while Ralph, Piggy, and Simon try to maintain a semblance of order at the shelters. Simon, who sometimes suffers mental attacks, goes off into the woods frequently to be alone. Hiding, he observes Jack and his tribe perform a ritual designed to satisfy the monster- they impale a pig’s head on a sharpened stick and leave it as a sacrifice. It quickly becomes swarmed with flies, and Simon hallucinates a dialog with it, referring to it as the Lord of the Flies. The Pig’s Head tells Simon he is foolish to imagine the monster is a flesh-and-blood thing; it is the boys themselves who are the monster. The Lord of the Flies then tells Simon that the other boys will kill him, because he is the soul of man. As Simon walks away, he comes across the dead pilot and realizes that he has found proof that the monster does not exist. He runs back to the other boys, who have begun to dance in a crazed ritual. When Simon begins crashing through the trees, the boys believe he is the monster, and all the boys- including Ralph and Piggy- attack him in terror, killing him. Meanwhile, Jack has realized that while the conch is a symbol of power, the true power lies in Piggy’s glasses, which is the groups only means of starting a fire. Jack has the support of most of the boys, so he conducts a raid on Ralph and his remaining allies in order to steal Piggys glasses. Ralph goes to their home on the other side of the island, a rock formation known as Castle Rock. He takes the conch and is accompanied by Piggy and just two other boys, twins named Sam and Eric. He demands that Jack return the glasses. Jack’s tribe ties up Sam and Eric, and Ralph and Jack engage in a fight. Piggy, alarmed, takes the conch and attempts to address the boys, pleading for order. Roger sneaks up above Piggy and drops a heavy rock on him, killing the boy and destroying the conch. Ralph flees, leaving Sam and Eric behind. Jack hurts the twins until they agree to join his tribe. Jack orders the hunters to go after Ralph, who is told by Sam and Eric that they intend to kill him and impale his head on a stick. Ralph flees into the woods, but Jack sets fire to the trees to drive him out. As the flames begin to consume the whole island, Ralph desperately runs. Hitting the beach, Ralph trips and falls, only to find himself at the feet of a British naval officer. A ship spotted the flames and came to investigate. All of the children, including Ralph and Jack, suddenly begin to cry, collapsing in exhausted grief. The officer is stunned and expresses disappointment that good British boys would fall into such a state of misbehavior and savagery. Then he turns and studies his own warship contemplatively.

Argumentative Essay Example | Topics and Well Written Essays - 250 words - 1

Argumentative - Essay Example In absence of this, a reader will stop reading. For instance, an argumentative writing with no coherence demeans reading since readers cannot follow any organized logical flow of ideas. Such writings have disintegrated parts that the reader find hard to connect to derive any meaning or understanding of the reading. In addition, lack of a complete and sensible story discourages readers from engaging with an argumentative writing. Argumentative essays should be clear, complete, and relevant to the main point. For instance, an argumentative writing that fails to address both sides of an argument is incomplete, biased, and insufficient to the reader’s needs. All argumentative essays should be factual and grammatically correct to appease the reader and convince them to support the ideas presented in the text. An argumentative writing that presents incorrect information or uses an informal language discourages reading. Ideally, convincing texts must depict originality, creativity, and simplicity in presenting the central idea. Complex and unoriginal texts also discourage reading. For instance, argumentative writing that only presents what the reader knows is not

Explaining the assertions in the quotation in your own words Essay

Explaining the assertions in the quotation in your own words - Essay Example In other words, the quotist asserts that a tyrant does not need to face an electorate to approve his leadership, since it is authoritarian. On this note, the author asserts that in a democracy, politicians use languages that are polite, and convincing to lie to the people on the importance of their policies, and why they ought to take office. In his own opinion, in a democracy, there is no honesty, and people take power through dishonest means, for purposing of advancing their own agendas, at the expense of the citizens of the state. The author also asserts that, in a democracy, a leader is praised by the same crowd when he is doing good, and his failures unknown. Immediately his failures are known, he faces hostility from the same crowd that praised him before. On this note, the author asserts that in a democracy, in as much as leaders are not honest, people are also not honest. They are unstable in their minds, concerning a particular leader, or policy, and on this note, they do not know what they need. Their needs are only defined by those in authority. The author further asserts that the people of Thebes cannot manage democracy. He is of the opinion that, the people cannot form true judgments, and therefore lack the ability to govern a state. He also asserts that, people in Thebes are so much pre-occupied with economic benefits that they do not put their minds on politics. On this note, the author asserts that democracy gives an opportunity to a person with no values and morality, to take office. The person depends on his wealth, and once in office, he will serve his own interests. Some of the assertions on this quote are right, and some are wrong. For instance, the assertion that in a democracy a ruler must consult in order to enact a policy is true (Tilly, 51). Democracy provides an opportunity to the citizens of the state, to engage themselves in the governance of their state (Kraut, 41). In a democracy, people choose their

What is at stake in the call to decolonize IR What difference would it Essay

What is at stake in the call to decolonize IR What difference would it make, if any, to how we make sense of the international theoretically - Essay Example Further, this field has been dominated by Anglo-American scholars, and to this extent it has ignored much of the rest of the world. Thus, the field of International Relations has largely been reduced into western imperialism, and the international interest for global powers has effectively become the foundation of the world order. It is against this background that the creation of a new world order in the 21st century becomes a subject of interest, which can barely be achieved without first decolonizing International Relations (Tickner, 2003:297). Despite the fact that globalization has come as an avenue through which a new world order can be created, the long-past against which the previous and the current world order is built has hindered this transformation. Thus, International Relations, which has largely ignored the fundamental questions of dispossession, racism, colonialism and slavery serves as a major impediment to the achievement of the new world order (Krishna, 2001:407). Therefore, there is no vital time in the history of the world to address the decolonization of International Relations, than presently. The call to decolonize International Relations emanate from the need to address the historical background that led to the development of the current world order, which has completely been ignored by the International Relations discipline (Shohat, 1992:102). The apparent definition of the historical background of colonialism and dispossession that led to the current world order as a taboo by the discipline of IR has raised sufficient ground for understanding the unwillingness of the west to address the issue of colonialism, slavery racism and imperialism, which led to the development of a world order where some nations are powerful, wealthy and developed than others (Barkawi, 2010:1365). Therefore, the decolonization of IR would majorly seek to create a ground for focusing on such historical backgrounds, so that the

Risk Management In The Airline Industry Essay Example | Topics and Well Written Essays - 1000 words

Risk Management In The Airline Industry - Essay Example This essay compares two worldwide famous airline corporations such as British Airways and EasyJet. At the end of 2008, the total revenues of British Airways earned were 15,012 million dollars. As opposed to British Airways which is a larger corporation and a major fleet carrier, EasyJet is the largest low fare airline for leisure and business passengers, operating all over Europe. In both airline companies, the element of risk and insurance policies are highly managed. This essay focuses on ways that these companies use to reduce losses and gain certain profits. The main aspects of risk, that are discussed in this comparative essay are: the single loss of aircraft or its part, a collision between two aircraft, terrorist acts, economical crises, pandemics and changes in government regulation or laws. Insurers of the big airline companies, such as British Airways need to plan for such events and to create a special insurance funds. That is why risk managment is highly important issue these days. This essay also contains some tables on fuel pricing and currency rates throughout recent years and a risk management strategy, that provides the airline with protection against sudden increases in oil prices. In conclusion of this comparative essay, British Airways and EasyJet are also analyzed on their complicated strategies to managing changeable currentsy rates and fuel pricing, including the increasing of ticket pricing, foreign exchange conversions and hedging to manage these risks.

Awareness of Identity Theft among Mature Students Essay

Awareness of Identity Theft among Mature Students - Essay Example They can then max out credit cards or take out loans using information they could have asked you for, taken from documents, or stolen from transactions online. This can lead to horrible problems for the person's identity whose is stole, as it can be a tedious task to try to track down the person who is pretending to be you. As student based marketing and research expands, so do the opportunities for people to steal all kinds of information from students who may not even know they are being tricked. Cases are especially springing up among college students, who fill out loads of paperwork and are also on their feet for the first time in their lives. The problem of identity theft is getting so bad that the "The United States Federal Trade Commission says that identity theft is America's largest consumer complaint" (http://www.scambusters.org/identitytheft/collegestudentsguide.html. These college students offer a prime target for the identity theft schemes. Students who are looking for loans, new credit cards, or are simply unaware of how to protect their personal information make for an easy candidate to get their identity stolen. Students also often do not know that identity theft can affect "your credit rating, criminal record, future borrowing possibilities, as well as your job opportunities (http://www.scambusters.org/identitytheft/collegestudentsguide.html). College st... 1. "Living on campus in dorms or with roommates. 2. Ordering clothes, books, movies, lava lamps, ping pong balls, or any other merchandise over the Internet. 3. Throwing away credit card offers without shredding them into a million pieces. 4. Being careless with student loan pin numbers and documentation. 5. Using cell phones to talk about things that might be useful for an identity thief to hear."( http://www.scambusters.org/identitytheft/collegestudentsguide.html. All of these seemingly innocent acts however leave students wide open for an invasion of privacy which may lead to the theft of their identity. This is why students are targeted by criminal organizations as prime targets for their schemes to steal people's identities. Only by understanding identity theft, and learning about it, can students hope to protect themselves from having their own identity stolen. Identity Theft Among Students I. Introduction to Identity Theft a. Definition of Identity Theft b. Kinds of Identity Theft c. Who is affected II. Identity Theft Among Students a. High School Students b. College Students III. How Identity Theft Works a. How thieves can steal your information b. Information they want to take from you IV. Way to Avoid Identity Theft a. How to protect your personal information b. How to know if your identity has been stolen V. What to do if your identity has been stolen a. First Response for identity Theft b. Don't Panic-You can get yourself back VI. Identity Theft-Inform others a. Other groups at risk b. How wide spread is identity Theft VII.

Methods of Enquiry - Research Proposal - International Ethics

Methods of Enquiry - - International Ethics Conflicts - Research Proposal Example The research can be conducted in a mixed method approach by conducting survey over the employees and their responses helps to determine the organization’s work ethics. The employees are expected to respond on a rating of five points regarding their views about the performance of the organization. The literature review suggests the views of various researches regarding the ethical conflict management. An organization faces a number of challenges and conflicts and it is very important to resolve these conflicts otherwise the company would have to run at a loss and the ultimate option that the company would have is to shut down. Thus it is expected that the organization hires efficient managers who are capable of resolving the conflicts and maintain the company’s reputation in the market. As a result of Globalisation, several countries vary in various aspects. For example, the countries have diverse cultural, economical, social, ethical and linguistic backgrounds that can lead to ethical conflicts among the multinational companies (Hamilton, Knouse and Hill, 2009). Diversity in culture among various employees of different companies can result in conflicts regarding their views that can prove to be risky for the company’s reputation in the market. Cross cultural variations dealing with behaviour, norms, values, etiquette of various employees and workforce may have a huge impact on the company’s growth prospect (Patel, Harrison and McKinnon, 2002). The behavioural ethics determines the company’s management styles and the work culture. In order to achieve success and maintain corporate image, the company should follow its business ethics. It provides various guidelines for maintaining an ethical relationship with other organizations (Patel, Harrison and McKinnon, 2002; Voigt, 2009). The conflicts that may arise are the clashes in business and among the employees who try to dominate within the organization (Reidenberg, 2000). An unethical behaviour

Awareness of Identity Theft among Mature Students Essay

Awareness of Identity Theft among Mature Students - Essay Example They can then max out credit cards or take out loans using information they could have asked you for, taken from documents, or stolen from transactions online. This can lead to horrible problems for the person's identity whose is stole, as it can be a tedious task to try to track down the person who is pretending to be you. As student based marketing and research expands, so do the opportunities for people to steal all kinds of information from students who may not even know they are being tricked. Cases are especially springing up among college students, who fill out loads of paperwork and are also on their feet for the first time in their lives. The problem of identity theft is getting so bad that the "The United States Federal Trade Commission says that identity theft is America's largest consumer complaint" (http://www.scambusters.org/identitytheft/collegestudentsguide.html. These college students offer a prime target for the identity theft schemes. Students who are looking for loans, new credit cards, or are simply unaware of how to protect their personal information make for an easy candidate to get their identity stolen. Students also often do not know that identity theft can affect "your credit rating, criminal record, future borrowing possibilities, as well as your job opportunities (http://www.scambusters.org/identitytheft/collegestudentsguide.html). College st... 1. "Living on campus in dorms or with roommates. 2. Ordering clothes, books, movies, lava lamps, ping pong balls, or any other merchandise over the Internet. 3. Throwing away credit card offers without shredding them into a million pieces. 4. Being careless with student loan pin numbers and documentation. 5. Using cell phones to talk about things that might be useful for an identity thief to hear."( http://www.scambusters.org/identitytheft/collegestudentsguide.html. All of these seemingly innocent acts however leave students wide open for an invasion of privacy which may lead to the theft of their identity. This is why students are targeted by criminal organizations as prime targets for their schemes to steal people's identities. Only by understanding identity theft, and learning about it, can students hope to protect themselves from having their own identity stolen. Identity Theft Among Students I. Introduction to Identity Theft a. Definition of Identity Theft b. Kinds of Identity Theft c. Who is affected II. Identity Theft Among Students a. High School Students b. College Students III. How Identity Theft Works a. How thieves can steal your information b. Information they want to take from you IV. Way to Avoid Identity Theft a. How to protect your personal information b. How to know if your identity has been stolen V. What to do if your identity has been stolen a. First Response for identity Theft b. Don't Panic-You can get yourself back VI. Identity Theft-Inform others a. Other groups at risk b. How wide spread is identity Theft VII.

Read this document and after answer this 3 questions Essay - 2

Read this document and after answer this 3 questions - Essay Example Besides the teachers focus on the student thinking and concluding in the same way as they do, he also reports on the how the very teachers oblige their students to conceptualize facts in a snapshot by hinging their concerns on mere raw facts at the expense of understanding the concepts of what is at stake. This he compares with the notorious activity in the lower levels of study when the children are made to recite words before the class; this he says jeopardizes the morale of the students who are not sure of the words they are made to read as they want to avoid making mistakes before the class (Perry 76). This he says has made most of the children to associate reading books with other negatives and thus deem it as a way of punishment. In conclusion, Perry discusses the challenges the student and the teachers face in their endeavors to excel academically. He explores both implicit and explicit factors that are contributing to this and the mitigation that can be employed to curb the contributing factors to the

Principles and Practices of Management Behaviour

Principles and Practices of Management Behaviour An autocratic manager makes decisions without the consultation of others workers, rather serving as a dictator type in communicating orders because they like to be in control of situations. This style of management guides to work getting done on time because there are less people implicate in the decision making process. The problem with this style is that the staffs are going to eventually lost motivation to work. Paternalistic is a leadership style which is quite dictatorial, decisions are taken in the best interests of the workers. This style is known as consultative management. This process can take a bit longer as there are more voices to be heard. The other side of this style of management and leadership is that workers may feel that you do not value their opinion or are too rigid if after all of the feedback is received you go off and make the decision in your own without incorporating of their feedback. Democratic leadership implicates running a business on the basis on the majority of decisions. A democratic manager is willing to share work with the staff by relegate it to get the job done. Staffs love this type of management style in business because they feel involved and part of the process. In democratic style the job performance is probably to be better than in an autocratic setting. This style has close links with McGregors theory X and Y. All this styles have advantages and disadvantages such as: Autocratic styles advantages: quick decision making, effective when employing many low skilled workers; disadvantages: no two-way communication Paternalistic styles advantages: more two-way communication so motivating, workers feel their social needs are being met; disadvantages: slow down decision making, still quite a dictatorial style. Democratic style advantages: useful when complex decisions are required that needs specialist skills; disadvantages: mistakes or errors can be made if workers are not skilled enough. According to Chemers M.(1997) in his book An integrative theory of leadership, Leadership has been described as a process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common emerged. Leadership is composing a group of people to achieve common goals. Leadership is important because help to maximise efficiently an organisation and also help the organisation to achieve the goals. Leadership characteristics are: Proactive vs. reactive (a leader is always thinking three steps ahead). Flexible/Adaptable (a good leader will adapt to new surrounding and situations, doing his/her best to adjust). A good communicator Respectful (treating others with respect will ultimately earn respect). Quiet confidence Enthusiastic (when a leader is motivated and excited about the cause people will be more inclined to follow). Open-minded (a leader work to consider all options when making decisions). Resourceful (a leader must to create access to information). Rewarding (an exceptional leader will recognize the efforts of others and reinforce those actions). Well educated (knowledge is power). Open to change (a leader will take into account all points of view and will be willing to change a policy, program, cultural tradition). Interested in feedback (view feedback as a gift to improve) Evaluative (evaluation of events and programs is essential for n organisations to improve or progress). A strong team Theory X and Y was write by Douglas McGregors Theory X leaders believe that: People should be controlled and directed and punished, if necessary, to put them in a real effort at work the workers want to avoid responsibility and has little ambition most of the workers dislike work Theory Y leaders believe that: working is as natural as play or rest for the average workers workers seek responsibility most of employees have creativity and imagination which may be helpful for organisations to achieve their goals The Hertzberg hygiene factors are: supervision, company policy, relationship with supervisor, relationship with peers, and relationship with subordinates, personal life working conditions, status, and security. Evaluate communication processes in selected businesses Communication is the activity of transfer information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behaviour. Communication is transmitting of information from one person to another. The importance of effective communication is immense in the world of business and in personal life. The communication process begins with the sender and ends with the receiver. The perfect guide toward achieving effective communication is the process of communication Most of us spend about 75 per cent of our hours awake communicating our knowledge, thoughts, and ideas to others people. Verbal communication refers to the use of sounds and language to relay a message. Effective verbal communication is dependent on number of factors and cannot be fully isolated from other important interpersonal skills such as non-verbal communication, listening skills and clarification. Non-verbal communication includes facial expression, eye contact, tone of voice, body posture and motions, positioning within groups. It may also include the way we wear our clothes or the silence we keep. Porters division of non-verbal communication: Physical (this is the personal type of communication); Aesthetic (this is the type of communication that takes place through creative expressions); Signs (this is the mechanical type of communication); Symbolic (type of communication that makes use of religious, status); Static features of non-verbal communication Distance Orientation (side to side, face to face) Posture (standing, seating, legs crossed) Physical contact (touching, holding and shaking hands) Dynamic features of non-verbal communication: Facial expressions (smile, raised eyebrow) Gestures (hand movement) Looking (eye contact) Communication styles: rational, emotive and intuitive Rational communication focuses on objective information data, encourages listening carefully to the ideas and focuses on facts and information, this communication is less comfortable with feeling discussions, in this types of communication prefers to take turns when talking, and there is less variation in tone or gestures. Emotive communication focuses on feelings and tends to be more people oriented and passionate, wide variation in tone and gesture, this type of communication can be interrupt while others are speaking, the same there are feelings in voice and regardless of volume, the decisions are announced in terms of how they will affect people. Intuitive communication is focuses on knowing that comes from experience, decisions are announced without justification, increased experience can lead to more rapid decision making. Communication styles change, depending on the situation and our goals and each of the communication style is used at some point in our lives. We can define top-down communication such as a method of issuing commands or orders within a business using a hierarchical structure. Top-down communication affords a companys managerial structure to control the information and protect that each employment level has necessary information to get done the tasks. The disadvantage of this communication is the risk of orders getting lost in translation; this can cause trouble in a companys project development. We can define bottom up communication such as trebuie sa caut informatie Formal communication is used in professional setting, in this types of communication slang is not use, pronounce of words is correctly. In informal communication we can use slang, can be used short version of words, this type of communication is used with friends and family. Analyse organisational culture and change in selected businesses Organisational culture mains the personality of the organisation, the way the things are done .Organisational culture refers to the fundamental values, beliefs and codes of practice that make a business. Culture according to Schein is A pattern of shared basic assumptions that a group learns as it solves problems. Culture organisation have an important role, the organisation that have strong cultures are capable of increasing revenue, profitability and shareholder value. The same organisation with strong culture finds it easy to change and adapt to market demands. Organisational culture is a focus on culture and process with specific encouragement of collaboration between leaders and members. It is a focus on the human and social side of the origination. Culture has three levels: The artefacts (behaviour of group members) Espoused values (how deal with issues and problems) Basic underlying assumptions Types of organisational culture are: power culture, role culture, task culture and person culture. Power culture depends on central force and a beam of influence from the central figure throughout the organisation, small entrepreneurial organisations. Role culture bureaucracy and works by logic and rationality, role is more important than individual, position is the main source of power. exemple tb sa caut Task culture job and project oriented organisation Personal culture, the individual is in the central focus, when a group of people decide that it is in their own interests to band together. For organisations that manage change effectively, change itself becomes the driving force that leads to future success and growth (Hamlin, Keep and Mullins and Christy,2011). Change is an inevitable and constant feature, an organisation can perform effectively only through interactions with the broader external environmental of which it is part. Factors that influence change in culture are such as: Economic conditions Government interventions Political interests Development in technology Globalisation Other forces of change could be: Demand for high quality goods Customer service Workforce changing nature The main pressure of change is from external forces. Planned change represents an international attempt to improve of the organisation. The objectives of change are: Improving the ability of the organisation Modifying the behavioural patterns of members of the organisationsa mai caut informative sau sa ma uit la handouts Organisational structure is a framework of order and command through which the activities of the organisation can be planned, directed and controlled. The structure defines tasks and responsibilities. Structure is important to any kind of organisation. The objectives of structure are: the economic and efficient performance, monitoring the activities, flexibility in order to respond to future demands. There are three types of organisational structure: Tall hierarchical( large organisation tend to have this type of structure, a tall structure have many different levels of employees all reporting at the top to team leaders and then up to operational management, also have a wide chain of command with narrow set of control. Disadvantage of this type of organisational structure can often lead to slower communication channels and decision-making. Flat hierarchical (is an organisational structure that has fewer layers of management and wider spans of control, this types of structure of organisation gives workers more responsibility for decision-making, and the also we have more motivated workforce. Advantage of this structure is that the business to change rapidly to respond to the market.) Matrix (is the combination of the flat structure with tall structure for the business in order to meet its goals. Matrix structure often is used for specific project). Change management is the set of tools, skills and the processes for managing the people leading to achieve the goals of organisation. LO2 Be able to review own potential as a prospective manager 2.1 Assess own management skills performance For managers to be effective, they must have good management skills. The management skills will ensure that he/she can effectively direct, guide, and delegate. The management skills pyramid: Level 1-this level is basic management skills and includes planning, organizing, directing and controlling. Level 2-build on training and couching, motivational, and employee involvement skills. Level 3-are more complex, developing management career and provides opportunities to advance. Most important management skills are: Project management skills (ability to plan, organize, budget and manage the resources); Time management skills (control of most valuable resource, delegate tasks in minimal time, creating schedules for day/week/month, allocating time according to the task at hand); Conflict management skills (skills to resolve the issue, negotiating and mediating); Self-management skills (ability to make decisions as needed, goals setting, prioritize, self-evaluation, self-motivation, positive attitude); Team management skills (delegate to your team, motivate your team, develop your team, communicate with team); Stress management skills (monitoring performance and behaviour, incorporating effective time management to prevent stress, motivation); People management skills (listening, be motivating and inspiring, handle conflict situations, ask questions that are insightful); Office management skills (storage data, monitor and evaluate the work process, accounting and marketing, budget development); Change management skills (talking to people, being real, be passionate, monitoring progress, critical thinking); The guide line for an effective CV is: Personal details: name, address, telephone number, email address, date of birth, nationality Personal statement, a two-three sentence overview with exceptional qualities and future plans Key skills and abilities Work experience with reverse chronological order(date, organisation name, responsibilities, achievements) Education with reverse chronological order( date, institution, achievements) Hobbies and interests

Schizophrenia :: science

This mental disorder. However, it is proven that one is more apt to obtain schizophrenia if there is a member in their family that has had this disease already leaving those who do not have a family member with schizophrenia to be very unlikely to acquire it. Another way of acquiring schizophrenia in the inherited sense is through a dietary factor. This would mean that a certain food would trigger schizophrenia in a household present in the member of the family that eats that food (Torrey 80). Early in this disease, there may be obsession with religion, matters of the supernatural, or abstract causes of creation. Speech may be characterized by unclear symbolism’s. Later, words and phrases may become puzzling, and these can only be understood as part of the person’s private fantasy world. People who have been ill with schizophrenia for a long time often have speech patterns that are disoriented and aimless and deficient of meaning to the casual observer. Sexual activity is frequently altered in mental disorders. Homosexual concerns may be associated with all psychoses but are most prominent with paranoia. Doubts concerning sexual identity, exaggerated sexual needs, altered sexual performance and fears of intimacy are prominent in schizophrenia. The process of regression in schizophrenia is accompanied by increased self-fixation, isolation, and masturbatory behavior. The schizophrenic person finds himself or herself in a painful dilemma. He or she retreats from personal intimacy or closeness because of the intense fear that closeness will be followed by rejection or harm. This retreat from intimacy leaves the person lonely and isolated. This dilemma often becomes the care-taker’s dilemma. The care-taker wishes to form a productive emotional bond but at the same time seeks to lessen the person’s anxiety. The schizophrenic person, who moves toward emotional closeness, will eventually increase anxiety. The dopamine theory of schizophrenia is based on the action of the neuroleptic drugs, better known as antipsychotic drugs. Neuroleptics are the drugs of choice for treating the symptoms of schizophrenia. The neuroleptics are believed to block the dopamine receptors in the brain, limiting the activity of dopamine and reducing the symptoms of schizophrenia. Amphetamines, just the opposite, enhance dopamine transmission. Amphetamines produce an excess of dopamine in the brain and can provoke the symptoms of schizophrenia in a schizo phrenic client. In large doses, amphetamines can simulate symptoms of paranoid schizophrenia in a nonschizophrenic person. Some symptoms of schizophrenia are due basically to hyperdopaminergic activity.

Physics of How Tires Throw Rocks :: physics tire rock

Many of us have gotten rock chips, but how many of us understand how those pesky rocks hit our windshield? A common misconception is that the car in front of us throws rocks "backward" and hits the following car's windshield. A rolling tire cannot throw a rock backwards. A tire is a rolling object, thus every point along the tire is moving forwards. There is no force going in a backwards direction. Only direction part of a rolling object can go is a combination of up or down, and forward. The velocity of the rock at any given point can be determined by adding it's translational velocity at the center of mass (the orange arrow) with it's rotational velocity. Vrock= Vcenter of mass + Wrock Where V is the translational velocity, and W is the angular velocity This can be simplified to Vrock=WDR Where D is the distance from the road at the point of contact in terms of R, the Radius. That is to say, that the velocity at the top of the tire would be Vrock=W(2R) =2Vcenter That is to say, that the rock at the top of the tire may be going twice as fast as car itself. Similarly, at the point of contact of with the road, the velocity of the rock is 0. So this leaves one to ask, how do those pesky rocks get thrown at a windshield? If it is hit by the following car, then it is because the rock was thrown somewhat vertically, slowed down by air resistance and the car behind it ran into the rock. It can also be hit by a car going in the opposite direction. The magnitude of this collision will be much greater because it involves objects going in opposing directions. This is why the worse rock chips are often from cars going in the opposite direction, and why it is possible to throw rocks at yourself, which often do not do any damage. Tires are thrown from tires because the centrifugal force expels snow, rocks, and other foreign objects.

Divine command theory

The most basic difference in divine command theory and Immanuel Kant’s moral theory is where the founding principle comes from. Kant argues that as rational creatures with the ability for autonomous thought and action, we can rationally determine the morality of any situation. Divine command theory requires that humans ascertain the will of God to know the difference between right and wrong. In large part the two theories overlap and many who promote divine command theory would argue that Kant simply did not take his explanation far enough.They would argue that had he determined the source of rationality, i.e. the theory that God endowed His creation will freewill and autonomy, then he would see that even the rational choice theory of morality leads back to divine intervention. However, Kant argued that it is impossible using rational arguments to determine if God exists or not. We can, however, argue rationally that humans are rational beings and capable of autonomous action. Therefore, we can argue that autonomous beings have the rational capability of determining a guiding moral principle.Kant’s theory argues that the moral principle which guides life should be determined in a vacuum, absent of the facts. This was his way of arguing against situational ethics. A guiding principle, the basics of morality, should be determined based solely on rational thought and then, once the principle is established, the facts of the situation may be applied to the moral principle and the appropriate action, the answer to the question, †What ought I to do?†,   can be determined. Kant’s theory requires the identification of the categorical imperative that is essential to living a moral life. Morality is determined by the one rationally determined categorical imperative.If then an action seems within the situation as though it will not be compatible with the categorical imperative, then it is morally wrong and there is no justifying it or ch anging things around to make it okay.   For example, if the rationally determined categorical imperative is that murder is wrong, then it is wrong. This is actually a form of the argument many people use in opposing the death penalty. They argue that it cannot be morally justified to kill someone even if it is being done because he killed someone else. Their categorical imperative is that it is irrational to kill another person. This person should also then be a conscientious objector as there is no circumstance under which killing is not morally wrong.Under diving command theory, the order of God that â€Å"thou shalt not kill† would be an equally definitive moral compass, except that the God’s commands are rarely that direct. One of the biggest criticisms of divine command theory is that it does not indicate how one is to determine what God’s command is. Many point to the scriptures, but those vary, sometimes greatly among translations and faiths. In centuri es past, many believed in the divine rule of kings as God’s voice on earth.Therefore, if the King commanded it, it was the word of God as well and since many of these kings sent men into battle in direct opposition to the commandment against killing, the theory of divine command is weakened by the need to identify God or His commands. Even extending into the modern day, the Pope is considered by Catholics to be the voice of God. Is the word of the Pope then the moral guide for the divine command theory? And, the seemingly contradictory messages of the Bible (or other scriptures) become a much greater problem. If we are basing our morality on God’s command, but His words are unclear, how can morality become clear?Ultimately, the difference between right and wrong in the two theories is potentially huge. Under the divine command theory, anything that God commands can be considered right and anything contrary to God’s command is wrong.   With Kant’s theory , wrong is defined as being immoral and immorality is irrational. Therefore, any act which is irrational could be considered morally wrong.   Thus the two theories can lead to very different conclusions in the exact same case.Essentially, the difference between the two is that though Kant argued that moral theory should be determined in the absence of facts, it is not hard and fast and allows for some circumstantial ethics. The simple problem with divine command theory is that if it relies on scriptures as God’s command, it is clear cut with no room for interpretation. Why then would man be capable of rational thought if there were no rationality needed? With divine command theory any creature that can understand simple commands could be taught to obey the law and the creation of a species capable of rational thought would be unnecessary.Likewise, the problem with moral theory is that it does not have clear cut right and wrong. By arguing that the requisite is rational acti on, Kant has made it possible for anything to be rationally justified even perhaps the greatest of moral wrongs including murder or even genocide, if the reasoning were sound. Because of the difference in their application, the two theories can be applied with completely different outcomes.For instance, assume that a man is walking through the woods late in the evening and sees a man attacking a woman whom he knows to be virtuous (just to make it clear she is the victim here). Because the attacker is in such a rage, the only manner that the observer has to prevent him from killing the innocent is to kill the attacker. If we use the divine command theory to determine our course of action, harkening back to the Ten Commandments and â€Å"Thou Shalt Not Kill†, the observer is left with no action that he can take to prevent the death of an innocent woman.Under Kant’s moral theory, it is completely irrational for the observer to allow an innocent to be killed simply because a Divine Being ordained that killing is wrong. Therefore, under the Kant theory, the observer would be wholly justified in killing the attacker. He would be doing the right thing. While clearly not all moral obligations and decisions would ever be this clear cut, this example illustrates where the two theories diverge drastically.It is precisely this type of scenario which leads me to support Kant’s moral theory over the theory of divine command. The theory of divine command relies on the existence of a Supreme Being and the knowledge of His will in personal action. Like Kant, I am not certain that we can determine if God exists, much less what His divine command would be. In a different age, divine command theory as method of determining morality made perfect sense.The king, ruling with diving right, could ordain the divine commands of his nation and the law would therefore be good, but as we have entered the age of reason and science, the theory of divine command falls sho rt. It does not offer any guidance on issues that were not conceived of when the Bible or other scriptures were written. Unless one accepts that the Pope is the direct conduit to God’s will left on earth, how could on determine what the divine command theory would be on an issue like cloning and therefore what the morality might be.Some religious people might say that cloning is wrong because it attempts to subvert God’s role in creation, but where in the Scripture does it say ‘thou shalt not clone’?   And, if we accept the argument that God did not intend for man to interfere in the creation process, should we not then find in vitro fertilization and even breeding controls on animals to be contrary to God’s law?   The simple failing of the divine command theory is that it does not reach into the modern age and allow moral decisions appropriate to the times in which we live.Kant’s theory on the other hand is perfect for the age of reason, probably based on the time frame in which it was being developed.   When the means test of rationality is applied, virtually any decision can be made, often in the style of Kant’s writings about common sense.For example, the rational mind can identify the moral ambiguity of cloning, especially cloning of a rational being. With all consciousness of thought, we can determine that creating that which we do not understand may be wrong. We can also rationally determine that choosing to mate specific animals in hopes of getting a particular set of genetic traits or implanting an embryo into a uterus is not an evil act simply because it involves creation. Even those who believe in the existence of a Supreme Being cannot argue why a God that is â€Å"good† and benevolent would object to the use of scientific advances to prolong life and to assist the natural process of procreation.As a further example of this, consider the use of nuclear weapons. Though we can default to th e idea that thou shalt not kill as divine command argument against the use of the weapon, the argument falls short when we realize that man has been commanded to kill hundreds of times throughout history in God’s name. However, when we consider the discussion of nuclear weapons using Kant’s theory, we can determine that the use of nuclear weapons on any widespread basis is irrational and therefore immoral and therefore wrong.The rational arguments against the weapons are plentiful: they destroy every living creature for miles, they destroy the land making it uninhabitable for years, and the radiation spread cannot be controlled, leading to countless additional injuries, illnesses and deaths. Ultimately, both theories come to the same conclusion, but Kant’s theory provides a better argument supporting the cause.Objectors will say that the problem with Kant’s theory is that humans have the capacity to act irrationally and therefore immorally. That irrationa lity negates the concept of a rational test of morality. This argument is flawed in that it is based on a premise which we call mental illness. In American society at least, when a person has lost the ability to tell the difference between right and wrong, we determine that they are mentally ill. This means even our system of psychology is based loosely on Kant’s premise that we are rational creatures, capable of autonomous action.Furthermore, nothing in theory would ever preclude a person from acting in a manner contrary to their moral theory. It is completely possible for a person to know an action is morally wrong and do it anyway. Sometimes, they will make attempts to justify the actions in their own minds or to others, but even the great majority of criminals can acknowledge that there is a significant difference between right and wrong even while they are choosing the wrong option. This is the reason that the American legal system recognizes mitigating factors, those ex cuses for why it was okay to do the wrong thing. We understand that the rational mind can also try to reason out doing what it desires.Critics of Kant’s theory would also argue that there are no simple clear cut definitions of right and wrong. That is correct. There aren’t. Ethics and morality are situational, no matter what people want to say or believe. It can be as simple as believing that a little white lie is occasionally okay (Do you really want to tell your mother her new dress looks hideous?) or as extreme as a blatant attempt to manipulate society and yourself that murder is justifiable. Regardless, Kant would argue that the theory holds true. Rational beings know that these actions are wrong and society, which is not a rational being, has dictated that we are allowed to act otherwise.