The Origins of Vernacular Language and Its Spread free essay sample

The term vernacular can be defined as using a language that is native to a country or province, rather than a cultured, foreign, or literary language. The vernacular languages would also be considered as the large family of contemporary â€Å"Romance† languages (Matthews, 2007). These vernacular languages would one day be known to use as Spanish, French, Italian, Portuguese, and etc. Before the twelfth century, Latin was the major language that was used for literature and among the educated. The findings of Latin were influenced by other native languages which included those of Celtic languages, Greek, and Etruscan (University of Calgary, 1996). The Latin language was consistently developed due to the fact there were significant differences during each period. These differences included those in the literary written language, and also due to differences in the spoken language of the educated and those of the less educated populace. Development of Vernacular Language In the beginning, Latin was only one of several Italic languages in which all of them belonged to the Indo-European linguistic family, and the development of these languages were influenced by other tongues, including the language known as Celtic, Etruscan and Greek. We will write a custom essay sample on The Origins of Vernacular Language and Its Spread or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Like many other languages, Latin language underwent continuous development. During each period of its evolution there were many differences between the literary written language, which was very distinct from the spoken language of the educated versus those of the less educated populace. Within the spoken language, borrowing from other tongues was common at all periods (University of Calgary, 1996). The development of literature and learning in Latin language was strongly influenced by the Greek, but for people in Western Europe the works of Latin authors had a gigantic range importance. This proved influential were the authors of the Golden Age (from c. 70 BCE to 14 CE), including the prose writers Cicero, Caesar and Livy. It also included the poets Virgil, Ovid and Horace, whose works have become part of a lasting literary and educational heritage that has survived for many centuries. Even after following the spread of Christianity, educated persons, including the Western (Latin) Fathers of the Church, continuously shared in this heritage (University of Calgary, 1996). After the Empire between 500-1000, vernacular language was also being used by the peninsula for popular celebrations of religious festivals, improvisational troupes of actors, story-tellers, etc (Matthews, 2007). Unfortunately none of the literature was written down so that it may be handed down to generations. However, although none of the literature was written down early on, there was enough of the literature left around the year 1200 to prove that the common language could be produced into real literature for the common people. The Spread of Vernacular Language Vernacular language was first spreaded by the French, which included their literary works, and by the time of the fourteenth century, vernacular works had already made its way through Europe. The shift from the Latin language to vernacular language presents an importance in the interest of courtly literature. During the rise of vernacular language, the woman’s role was not undermined. Reason being is that noble women were the ones to have commission works to be written in or translated into vernacular language, which helped to, preserve history. By the time of the fifteenth century, vernacular language was very well sought out to be the language of literature, historical record and personal expression. However, in the end vernacular language was often subjected to be standardized. The possibility of vernacular language being able to rise and spread was because many people did not speak Latin, not even the noble men. Vernacular language was eventually used over Latin, because it made it easier to convert people to Christianity. Technological advances, also helped spread vernacular language and lead to an increase in literacy rates were found to be essential. There were different factors behind the rise of vernacular language. The dream to spread Christianity, the desire of women to take part in cultural debates and the technological advances are only three of the many factors that made it possible for vernacular language to overtake the Latin language. A subsequent standardization of vernacular language is a said to be a logical consequence. Factor One: Spread Christianity Because the desire to make Christianity available for the broad population was so greatly desired, it is one of the important factors for the rise of vernacular language. Since monks were more versed in the studies of vernacular language, as well as science and the bible they were typically the ones who created an alphabet to translate the Latin bible into vernacular language. As soon as Christian readings and teachings were available in the vernacular language, it became much easier to convert people to Christianity (Bouchard, 2004). Even though vernacular language was used more than the Latin language, there was still a debate over whether or not religious services should be held in Latin or in vernacular language. This debate became one of the focal points of the Reformation in the sixteenth century (Slavitt, 1999). Factor Two: Women Wanting to Take Part As stated before, the role of women during the rise of vernacular language hould also have been not be undermined, as it was those noble women who had commissioned works to be written in or translated to vernacular language, which had helped preserved history (McCash, 2008). Even though schools were on the rise, that is at least for wealthy boys, the main subject remained Latin and although girls of the same social class was taught to read and identify Latin, they unfortunately did not learn its grammar or its true meaning (Orme, 2006). Therefore, when women decided they wanted to participate in cultural debates, they had to do so in vernacular language (McCash, 2008). Do to the fact that women did not know the true meaning and grammar of the Latin language, vernacular language was able to empowered women and lead them towards greater freedom of expression and by the fifteenth century, writings by women were no longer viewed as odd (McCash, 2008). Factor Three: Technological Advances In order for vernacular language to keep rising advances in technology and the import of papermaking techniques were important (Slavitt, 1999). The invention of movable letters and a printing process by Gutenberg allowed for mass production which was important for the spread of vernacular language as well. Literary works were faster and easier to make because of the printing process (Chappell, 2011). The Bible, was the first book printed by Gutenberg and to no surprise it was written in vernacular. The literacy rate prospered due to the technological advance, since anyone who could speak the vernacular language could learn how to read and write in it as well (Slavitt, 1999). (Slavitt, 1999). Going into the fifteenth century, vernacular language was well over established as the main language of literature, personal expression and historical record (McCash, 2008). Latin, did remain as an important language for official proceedings and science as it was considered to be safe from change (Vincze, 2009). The rise and spread of vernacular language was very much so possible because many people did not speak the Latin language. Vernacular language was able to thrive because of the various factors. Many languages from other countries that we hear and for some speak today come from the vernacular language.

Information Warfare - War is not over yet! essays

Information Warfare - War is not over yet! essays In the past few decades, people all over the world have been all too eager to embrace the technological revolution. One in every 4 Australian homes now owns a least one computer. But few people have stopped to realize that in accepting these changes so readily, we have opened a virtual Pandora's box. Our homes are an open book to hackers, our credit card numbers available to cyber-thieves and the stock market is a virtual playground for hacktivists on the World Wide Web. The human race has fought its fair share of wars over the years, but now, as we venture into the new millennium, we are faced with a whole new battle  ¡V a battle in which biological warfare has been replaced with computer viruses, spies with Trojan programs that allow the user to see into his "enemy's" base and nuclear weapons with email-bombs. But our enemies belong to no particular country or religious group. Rather, they are faceless and nameless. They are the hackers, the hacktivists and the cyber-thieves and they fight not for land, resources or freedom, but rather for information. Information warfare (IW) refers to both the offensive and defensive use of information and computers in an effort to observe, alter or destroy the information of another, while protecting one ¡s own. The recent explosion in the use of information systems, both in the public and business sectors, is paralleled by a sudden increase in hostile technological activity. Consequently, the development of defensive systems has also risen in an effort to protect information. Few people, however, have even the slightest idea that this war is being waged - yet it affects every single one of us. Some may wonder what interest hackers may have in their personal computer. The answer to this question is not simple. The majority of Internet hackers are simply driven by fun  ¡V a certain amount of voyeurism exists in gaining a window into another person ¡s life, and this can be very attractive to th...

Discuss tourism revenue vs. cultural integrity among nations whos Essay

Discuss tourism revenue vs. cultural integrity among nations whos economies rely on tourism - Essay Example This creates a task managing the conflicting demands of sustaining this source of revenue through cultural preservation with the forces of globalization and economic advancement among affected group of people. According to Gill (149), the efforts of governments to preserve cultural authenticity are aimed at creating or maintaining a cohesive but controlled marketable cultural image of the society. They aim at maximizing the cultural authenticity of the people while ensuring that the people also benefit from preserving their culture. Governments take advantage of the presence of wildlife in the area inhabited by such cultures to control commercial and industrial activities in the area. Such activities open an area to varied local and international immigrants for purposes of exploiting its economic potentialities. When this happens, the culture of the locals gets diluted due to influence. Using Maasai-land in Kenya as an example, the government does not allow the building of big hotels or setting up of industries in the area especially places near the game parks. Restricted commercialization limits the freedom of such cultures to access and utilize phones, internet and other modern technologies that could influence their mindset. Governments also advise and direct societies with authentic cultures on the type of economic activities to undertake. These are those that will limit the possibilities of their culture being eroded. The people are encouraged to adopt a tourism-oriented economy like producing artifacts instead of engaging in trading, mining or extensive farming. Heritage tourism is the basis of such kind of an economy. The Vietnam government aimed at recreating their authentic 17th century culture within the unstable context of 21st century in Hoi An town so as to improve its tourism attraction potential. As a result of this, officials in Hoi An have restricted the type of business allowed

Strategy of international Business Assignment Example | Topics and Well Written Essays - 4500 words

Strategy of international Business - Assignment Example The demand drivers for ABC could be the expansion in technology, country’s economic growth and the rising levels of disposable income. An environmental analysis of the company has been carried out as it will help in emphasizing the opportunities as well as recognizing the threats from which the company can get harm. International cultural diversity at ABC is explained. It focuses on the fact that the company welcomes ideas and opinion of their employees to ensure that they represent the international marketplace. They believe that having a diverse staff is crucial to their business. The control process and communication system of the company is also taken into consideration. Among the standardization and adaption approach, standardization approach has been suggested for the company because the standardization method influences the economies of scale which facilitates in lowering the cost. ABC, through their shows satisfies the various needs of audience, which is one of the cha racteristics of standardization approach. One of the main reasons for the adoption of standardization approach is that ABC does not need to differentiate its service or products from its peers as the company is already offering high rated shows on its channel. The marketing mix of the company is also taken into consideration. A market development strategy is suggested for ABC because all shows are already famous and loved by the existing customers and it can expand its business by tapping the new customers. The company could adopt several promotion strategies to make new customers aware of their shows. It has been also recommended that ABC should adopt licensing entry strategy because it will result in the augmentation of their revenue. International business includes entire commercial transactions such as governmental and private sales, transportations, logistics and investments that happen between different nations, countries and regions

Strategic Management Analysis Essay Example | Topics and Well Written Essays - 1750 words - 1

Strategic Management Analysis - Essay Example The EVs use electricity for propulsion. Customers that purchased electric vehicles incurred problems such as: they were unable to use the cars for longer distances due to the limited capacity of the battery, the charge spots were few and the service costs for EV were high. Better Place came into business with the aim of popularizing the use EVs. The first thing the company worked on is a better battery that could last longer. Secondly, they increased the number of charging spot for the EV customers. They then introduced service packages that were suitable for all classes of customers. Without Better Place Company in business, there could be difficulties for EV users. Vision Agassi, in his bid to reduce pollution, vowed to only purchase electricity produced from the renewable sources of energy. Better Place believed that the EVs could significantly reduce the costs incurred by drivers. Feasibility studies conducted showed that electricity costs relatively cheaper than gasoline in most of the countries. Better Place Company is working to reduce the number of Internal Combustion Engines (ICEs) which will be replaced by EVs. With EVs, environmental degradation will be significantly reduced and motor vehicle costs reduced. Stakeholders ... The company entirely depends on investor for capital. This makes investors important stakeholders to the company. Investors influence the financial decisions of the company. The company cannot undertake any capital investment without investors’ approval. Investors will always check the financial performance of the company to ensure it is within track. Customers: these are the drivers, individuals, governments and firms who purchase the Better Place products. They are the major source of revenue to the company and the main reason why the company exists. Customer will always be concerned with product pricing and quality. The company will always produce high quality products and sell them at customer friendly prices so as to keep customers. Suppliers: this includes car manufactures, electricity producers, battery manufacturers and other suppliers to the company. Without these stakeholders, the company will neither produce nor sell. The company depends on the suppliers for resourc e inputs whereas the suppliers depend on the company as a market for their products. Governments: the company must relate well with the governments of the countries it establishes its business in. governments depend on the company for taxes and creation of employment opportunities. The company expects good business regulations in the country and a good economy to operate in. The company should always acts ethically in all decisions. To address stakeholder concerns, the company must ensure it adheres to the corporate social responsibility regulations. Stakeholder prioritization matrix High Power Low Interest High A stakeholder’s position on the grid shows the treatment they are given. For instance, those with high power and

Critical And Reflective Thinking In Schools Education Essay

Critical And Reflective Thinking In Schools Education Essay The literatures review the literature of current main approaches to teaching philosophy in schools, particularly in the United Kingdom. Dictionaries correctly, inspiringly, but unhelpfully define philosophy as love of wisdom, but a better definition would be reflective and critical inquiryà ¢Ã¢â€š ¬Ã‚ ¦.A training in critical and reflective thought, a training in handling ideas, is of the essence in this new and demanding environment. Philosophy thus provides both the individual development and enrichment, and a bright set of apt intellectual tools for meeting the worlds challenges Grayling 2008: viii Over the past ten years there has been a growing interest in developing approaches to help pupils develop their reflective and critical skills in order to help them cope with the challenges of modern life. In the UK primary schools keen on developing these skill have employed three distinct approaches i) Thinking Skills ii) Inquiry based Philosophy and less commonly iii) Academic Philosophy. This chapter begins with an outline of the context to the interest in creative and critical thinking and then continues with a review and evaluation of the literature of the three approaches. 2.1.2 Context There has been an increasing interest in developing thinking skills which stem from the changing opinions of the skills needed in modern society (Rose 1997; Abbot and Ryan, 2000). One of the stated values and purposes of the National Curriculum in England and Wales is that à ¢Ã¢â€š ¬Ã‚ ¦ education must enable us to respond positively to the opportunities and challenges of the rapidly changing world in which we live and work. In particular, we need to be prepared to engage as individuals, parents, workers and citizens with economic, social and cultural change, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid expansion of communication technologies. Increasingly, countries in Europe, have reduced the requirements to teach a body of knowledge and have promoted the use of transferrable skills such as critical and creative thinking and problem solving to develop deep learning and life skills relevant for the 21st Century (MacBeath 1999; Scottish Executive Department 2000). Abbot Ryan (2000) and Powney Lowden (date) contend the need for this change of emphasis in education is also recognised by employers who wish to have flexible and adaptable workers who have an open mind to change and a commitment to lifelong learning However, the aim to improve critical and creative thinking without specialised programmes may be limited according to recent study findings. The Study of Interactive Learning (SPRINT) project (Hargreaves Moyles 2002) showed that teachers increased the ratio of their questions to statements. However, pupil responses were rarely extended and dialogue remained dominated and controlled by the teacher. Hargreaves and Moyles expressed reservations about the limited demand for extended thinking in the National Literacy Strategy in England and other areas of the curriculum. Black and Wiliam (1998) concluded that challenging pupils to think independently and explore understanding through thoughtful reflective dialogue were central requirements for raising standards, but he adds a note of caution: there is no quick fix with promises of rapid rewards. Watkins (2001) analysed 66 studies and concluded that an emphasis on learning and thinking processes improved learning performances, while an e mphasis on performance targets could depress learning performance. 2.1.3 Thinking Skills. The QCA (2004) places great emphasis on thinking skills (e.g. synthesising, analysing, evaluating and justifying) and attitudes (e.g. open-mindedness and respect for all) and concepts (e.g. God goodness) in Religious Education. Lake and Needham (1995) publish a popular text-book, Top Ten Thinking Tactics and is designed to develop the capabilities of 8-10 year olds with ten cognitive strategies. Feurerstein et als (1980) Instrumental Enrichment Programme (IEP) provides decontextualised paper and pencil exercises that develop in complexity through 14 instruments. The Somerset Thinking Skills course (Blagg and others., 1988) consists of eight cognitive processes drawn from Feuersteins IEP and has the ambition of developing positive beliefs about learning to learn, strengthening problem solving ideas, communication and self-esteem De Bonos (1987) Cognitive Research Trust (CoRT) Thinking programme aims to improve thinking skills in a series of carefully structured lessons. Research into Thinking Skills show that nearly all the thinking skills programmes and practices studied were found to make a positive difference in the achievement levels of participating students. Such studies have included Adey Shayer, 1994; Sternberg Bhana, 1996; McGuinness, 1999; Triceky 2000; Wilson, 2000. Cotton (2002) reviewed fifty-six studies and found all to varying degrees reported benefits to the pupils. Studies which looked at achievement over time found that thinking skills instruction hastened the learning gains of participants, and those with true or quasi-experimental designs generally found that experimental students outperformed control groups significantly While the research for Thinking Skills programmes produce improved results, Tickey and Topping (2004) note that few studies have entailed short or long-term follow-up. McGuinness (1999) warns that such benefits produced by these programmes may only be short-term, while Adey Shayer, 1994 optimistically suggest that perhaps there may be sleeper gains that could come into effect, long after the project has ended. However, Bonnet (date) is suspicious of the thinking skills approach which he characterises as an instrumentalist approach to empowering pupils, by the transmission of core skills. He questions whether the identified skills outlined in the programmes actually exist as discrete competencies and abilities. He is not convinced that they can be taught; separate from the world as specific skills which can then be applied to real problems. For him this creates a false separation between thinker and the world, and may even encourage us to see the environment as a resource at the service of humankind. Haynes (2002) is also critical of the thinking skills movement, regarding it as too mechanistic and favours the communities of philosophy inquiry approach If we are concerned to develop our thinking, we need to move beyond an overly structured, narrow and rigid tradition of logical thinking and argument. This is particularly the case when that type of thinking takes us always in the direction of closure, polarisation and the irreconcilable, and away from solution, decision or ambiguity and suspended judgement. Our habitual ways of thinking must allow us to live, in the full sense of the word, with rapid change and uncertainty, with unprecedented adjustments in time and motion as well as with the ordinariness of everyday life, with highly intelligent technology and with the enormous power of information management. (Haynes 2002: 40) The community of philosophic inquiry may offer a way out of instrumentalism as it still offers critical thinking as it claims to offer the virtues of offer a more philosophic approach to problem solving (Delghausen: 2004). 2.1.4 Community of philosophical inquiry The idea of community is a central theme in current educational practice and appears in a wide range of approaches. Community of learners (Rogoff, Matusovn White, 1996), classroom community (Bridges 1995), Community of practice (Wenger 1998) are examples of this. The idea of a community of philosophical inquiry began with the work of Pierce (date). Pierce, a scientist and philosopher had the goal of bringing scientific rigour and logic to philosophy. Pierce (date), a pragmatist rejected the dominance of Cartesianism in modern philosophy, whereby the lone mind can reflect on the world and uncover truth by the process of reasoning. The philosopher/scientist assertedà ¢Ã¢â€š ¬Ã‚ ¦.to make single individuals absolute judges of truth is most pernicious (Pierce: 229) In sciences in which men come to agreement when a theory has been broached, it is considered to be on probation until this agreement is reached. After it is reached, the question of certainty becomes an idles one, because there is no one left who doubts it. We individually cannot reasonably hope to attain the ultimate philosophy which we pursue; we can only seek it, therefore, for the community of philosophers. Hence, if disciplined and candid minds carefully examine a theory and refuse to accept it, and ought to create doubts in the mind of the author of the theory himself (Pierce: 229 date page no) The community of philosophic inquiry involves a group of people joining to form a jury to judge ideas and hypothesis. Murphy (1990) explains that when the group involved in the inquiry reaches a consensus, one can speak of knowledge, truth and reality, but these concepts will be grounded in the community of inquirers, not in the individual consciousness. Pierce believed the model of production of knowledge will be refined over time by the community of inquiry and would eventually lead us to the real, that is rock-bottom reality. A popular form of community of philosophical inquiry in Germany and the Netherlands, and to a much lesser extent, England is the Socratic Method which is based on the work of Leonard Nelson (date) and Gustav Heckmann. (1981) Nelson believed the Socratic Method promoted the forcing of minds to freedom. Only persistent pressure to speak ones mind, to meet every counter-question, and to state the reasons for every assertion transforms the power of that allure into an irresible compulsion (date: page). The aim of the inquiry is to press the pupils to clearly express their thoughts, to use logic and to offer their views for critique by others. The teachers role is to use probing questions to draw out the ideas of the pupils and then to finish with a group vote to reach a majority view. A community of inquiry approach, Philosophy for Children (P4C) was pioneered in America by Mathew Lipman in the 1960s at Montclaire State University in New Jersey and was further refined by Gareth Matthews at the University of Massachusetts. Lipman (2003) used Pierces idea of a community of inquiry as the central methodology for philosophy lessons with children, and he also shared Pierces pragmatism in his approach. In addition, he drew on theories of John Dewey (1916), a pragmatist philosopher, who believed in the need of educating pupils to play an active role in democracy. For Dewey (employing the theories of Vygotskys socio-constructivist perspective), the importance of drawing on pupils interests and using real-life contexts were key in devising a pedagogy for citizenship. Lipman was disappointed with his students during the political unrest of 1968 that spread too many universities in America. He believed his students were unable to engage critically to the events that had begu n in Paris in that year. Lipman (2003) believed the younger generation needed to acquire deeper thinking skills for them to democratically resolve the many problems emerging in society. Lipman felt that schools should begin a structured approach to develop the necessary skills for democracy and proposed teaching philosophy to pupils as young as six or seven years old. He devised a teaching programme, Philosophy for Children which contained lessons and stories to start philosophical inquiry. The programme aims to develop pupils creative, caring and collaborative skills (Lipman 2003). Typically philosophy sessions (usually called inquiries) begin with a stimulus which could be a short story, poem, object or music and pupils are encouraged to think of philosophical questions. An early pioneer in the UK, Karin Murris developed picture books as she found Lipmans stories dated (Murris and Haynes 2000). A vote is taken on the most favoured question and the inquiry is chaired by a facilitat or whose purpose is to encourage a skilful and democratic debate. Jones (2008), a P4C trainer notes the aim of the inquiry is not to reach a consensus but rather to allow pupils the experience of collaborative dialogue and to deepen their thinking skills. Disagreements are treated as valuable opportunities to learn to respect different points of view. The P4C approach to philosophy does not require a formal qualification in the subject and can be taught to teachers in a few days. It has attracted a dedicated and enthusiastic following worldwide. It has spread across the world to such locations as Australia, China, South Korea, Mexico, Norway and South Africa. P4C continues to grow in popularity over the past two decades and particularly since the governments Excellence and Enjoyment (2006) paper whereby schools are encouraged to develop more creativity and innovation in teaching and learning approaches. Sutcliff (2006)states that in England and Wales that approximately 2000 primary schools offer P4C, together with 200 secondary schools (ICPIC: 2006) . Catherine McCall maintains that 10,000 children are involved in P4C lessons in Scotland, (http://sophia.eu.org). Teaching philosophy to children is promoted in the UK by the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPHRE), which advocates intellectually rigorous communal dialogic inquiry into central, common and contestable concepts. A flagship school for the UK is Galleons Primary School, London which promotes a video that enthusiastically contends the use of P4C has been the most significant factor in helping the school achieve an outstanding OFSTED report. The video repeatedly reminds us that the outstanding OFSTED grade has been achieved despite the fact the intake draws on those who live in social housing. The inspectors note:quote Sternberg and Bhana (1996) studied twenty evaluation studies of P4C and expressed reservations over the many positive benefits cited. They argued that most of the evaluations lacked a firm control group. They write: issues of subject drop-out, class selection durability, transfer, subject population, and experimenter bias were generally not addressed. Statistical analysis was often reported in only the most minimal detail: in some cases, significance levels were presented with no descriptive or inferential statistics (Sternberg and Bhana: 1996 64) However, despite their reservations they were favourably disposed toward the data reported. They acknowledged the improved gains on verbal tests of critical thinking skills and believed that P4C and similar programmes were more stimulating and motivating than most thinking skills programmes. Fisher (1999) argues that it is problematic to evaluate P4C because it has a wide variety of objectives and therefore is unsuitable to be fairly judged by most evaluative instruments. Barron and Sternberg, (1987) support this view, noting that Lipman constantly changed the criteria he used to evaluate P4C which included, the ability of students to provide examples to support their views, to be able articulate a challenge to a peer, to ask probing questions, to use their own experience to justify a view and the ability to look for connections. Lacewing (2007) distinguishes P4C from academic philosophy by highlighting the role of product. He claims that each P4C inquiry begins anew and the product is very provisional and has the tendency to result in a reinvention of the wheel, Whilst academic philosophy incorporates the philosophical skills of P4C, it has the advantage of drawing upon a wide range of philosophers to deepen or broaden the inquiry. I agree with Lacewing and with Rorty (date) who notes, access to knowledge of key philosophers and philosophical movement, allows the philosopher to be aware of all the moves and arguments. The influence of Deweys self-discovery methods is strong in the inquiry approach, and whilst the practice of exploring thinking by first-hand experience is vital, the movement, I believe underplays the roll of enriching thinking by tapping into the ideas of present and past philosophers. Wilson (cited in Murris 2007a) differentiates P4C by stressing the abstraction and the higher-order thinking and reasoning of the latter. Academic philosophy is underpinned by abstract philosophising about general principles. P4C is marked, he upholds, by philosophizing about concrete examples. Wilson (date) argues that P4C suffers from educational ideology. That is, it assumes that philosophy is merely questioning, reasoning and inquiry. Yet not all reasoning, questioning and inquiry are philosophic. 2 .1.5 Academic Philosophy I shall use the term academic philosophy as the study of critical and reflective thinking taught with reference to philosophers, philosophical vocabulary and key ideas. According to mmmmm(date) pupils learn the skills of creative and critical thinking but are also able be able to link their ideas to the broader tradition the subject. The UK Qualifications and Curriculum Authority (QCA) and Eurydice at the National Foundation for Educational Research (NFER) hold records of the curriculum syllabuses offered in 20 economically developed countries. The countries are: Australia, Canada, France, Germany, Hungry, Ireland, Italy, Japan, Korea, the Netherlands, New Zealand, Northern Ireland, Scotland, Singapore, Spain, Sweden, Switzerland, the USA and Wales (www.inca.org.uk). None of these countries offers philosophy as a national subject for the primary and lower-secondary age-range. In Brazil, however philosophy is a compulsory subject in most secondary and in some primary schools. In 2004 in Norway White Paper has suggested introducing philosophy as a statutory subject. The subject is being tested in primary and secondary schools. In countries where the subject is taught, it usually offered as an optional subject for the post-compulsory age group. Enrolment rates for this course are usually a few the total student population (Hand Winstanley 2008). For instance in the U.K. there is only one public examination board offering Advance Level General Certificate of Education in philosophy. In 2007, only 3,001 students finished the course, with a further 2,009 in the same year completing a critical thinking course (which has a large philosophy module). .With so few pupils studying academic philosophy in secondary schools, it is unsurprising there is a limited amount of literature of teaching academic philosophy in primaries. However there are some materials for those wishing to develop academic philosophy for the 7-11 age group: The few teachers who train in philosophy have specialised at the upper-end of secondary schools and therefore they have not had an opportunity to influence or share good practice in the primary sector. The popularity of P4C and Thinking Skills is due to the fact that teachers can receive some initial brief training (typically 1-3 days) and can begin lessons immediately. Few teachers in primary schools would have a degree in the subject and in England there is no national organisation dedicated to teaching academic philosophy to this age group. However, in England a small group of pioneers (based around the Philosophy Shop company) who are enthusiastic about academic (or as they call it practical) philosophy and regard P4C as a dilution of the discipline. Worley (2008) is an enthusiastic promoter of practical philosophy, which he regards as real philosophy and for him; the second-best choice is P4C. He is the director of a commercial website The Philosophy Shop and offers training courses in teaching philosophy for those with a background in the subject. Unlike P4C training which is intended for trained teachers, Worleys courses are aimed at philosophers who wish to be employed as peripatetic teachers in schools. He makes the distinction between inquiry (which he regards as the concern of P4C) and practical philosophy which should only be taught by educators qualified in the discipline. He acknowledges the work of Lipmans and uses many of his ideas to promote inquiries but he feels it is important to introduce pupils to canonical philosophers and some of the key questions posed by the subject, . His claims that his work with children (currently he teaches in 13 primary schools) shows that they can develop a range of philosophical skills and competencies. These include: conceptual analysis; abstract thinking, generality, complex reasoning, non-empirical reasoning, an understanding of the history of philosophy and the ability to revaluate (2008). I believe the work of Worley and his colleagues offer a fruitful avenue of inquiry to develop philosophy. I agree with Worley that it important to have good subject knowledge of philosophy to teach it effectively. Indeed, a teacher should be knowledgeable about any subject he or she teachers, and I do not feel an exception should be made with philosophy. I also agree with him that philosophy should developed in the spirit of Socrates be concerned with helping us to live the good life by exploring ones values. Philosophy lessons should focus on issues to help pupils that children can apply to their daily lives and to get them thinking about their role as future citizens. However, the drawback of teaching academic philosophy, the history of the famous dead may end up being a dry subject. However, I believe Worleys (2008) instincts are correct in his acknowledgment of the strengths of Lipmans philosophical inquiry approach. Despite the limitations of inquiry methods, the strength is the varied and stimulating teaching methods that have been developed over the past forty years. Since they have been designed for the non-specialist, care has been placed into developing a pedagogical approach that works with pupils. Thus the use of their materials and courses with gives advice on useful information such as introductory games, suitable literature and other starting points, developing pupils responses, assessment and leading an inquiry. SAPHERE run a website that provides teachers with ideas and an opportunity for teachers to network, and to share good practice with one another. I agree with Worley that the next key ingredient is a teacher who loves the subj ect of philosophy and who can relate the responses of children to the wider thoughts of the tradition. This avoids the reinvention of the wheel and allows those pupils drawn to the subject to consult philosophical texts to deepen their understanding. Worelys practical philosophy, the inquiry approach and aspects of thinking skills have much to offer. I support their goal of producing more responsible and caring citizens who are able to take an active part in (as AC Grayling puts it) meeting the worlds challenges (2008). However, I believe this cannot be achieved by better thinking alone, but instead we need to develop a critical awareness of the largely hidden role that power has to play in the generation of knowledge or truth claims. The philosophies of Jacques Derrida and Michel Foucault have done much to bring to our attention the way power, disguised as truth or common sense restricts our capacity to think or express innovative thoughts. Chapter 3 contains an account of the theories of Foucault and Derrida This variant of philosophy would keep the core skills of the above programmes, namely reflective, reflexive critical thinking but would include a consideration of the politics of knowledge. ,. Bonnet, M 1995 Teaching Thinking Skills and the Sanctity of Content, Journal of Philosophy of Education, 29 (3): 295-309 DFEE 2006 Excellence and Enjoyment De Bono, E (1987) CoRT Thinking Programme: Blagg, N., Ballinger, M. Gardner R. (1988) Somerset thinking skills course (Oxford, Basil Blackwell) Delgehausen, I., 2004 Experiences with Socratic Dialogue in primary schools in Enquiring Minds Socratic Dialogue in Education ed. Rene Saran and Barbara Neisser UK: Trenham Books Dewey J (1916) Democracy and Education. An introduction to the Philosophy of Education (1966 edn) New York: Free Press. Feuerstein R., Rand, Y., Hoffman, M., Miller, M. (1980) Instrumental enrichment: An intervention programme for cognitive modifiability (Baltimore, MD, University Park Press) Jones, H (2008) Philosophy for Children Learning Teaching Update Optimus Professional Publishing Ltd: London Hand, M., Winstanley 2008 Philosophy in Schools London: Continuum Haynes, J., Children as Philosophers Learning Through Enquiry and Dialogue in the Primary Classroom London: RoutledgeFalmer Heckmann 1981 Socratic Dialoge (In inquiring minds 5) Lake, M., Needham, M.,(1995) Top Ten thinking tactics (Birmingham, Questions Publishing Company) Law, Stephen (2006) The War for Childrens Minds London: Routledge Lipman, M (2003) Thinking in Education, Cambridge University Press Millet S, (2006) Coming in from the margins: teaching philosophy in Australian schools. Paper presented at the Philosophy in Schools: Developing a Community of Inquiry, Conference, Singapore, April 2006 (refs in Phil in schools: 162) Murris, K. and Haynes J., (2000), Storywise: Thinking Through Stories, Dialogue Work Nelson, L.,

Types of Criticism and Literary Movements in Short Stories :: Free Essay Writer

Types of Criticism and Literary Movements in Short Stories The short story dates back as early as the 14th Century. It offers what a novel or the equivalent would offer but it has a swiftness and completeness about it. According to Ruby Redinger, the short story is most powerful through graphic narration (752). The short story has captured a diverse group of things from the supernatural to an everyday occurrence. Nearly any situation can be worked into a short story if the right writer is managing the idea. The first masters of the short story in the eyes of Redinger were Boccaccio, Decameron, and Chaucer, Canterbury Tales (752). These stories were both written during the 14th Century. During the Renaissance period the short story lost its edge and writers’ attempts to do what Boccaccio and Chaucer had done failed. In the 19th Century America was the first to declare the short story as a literary form. During this time the authors Edgar Allan Poe, Washington Irving, and Nathaniel Hawthorn contributed to the survival of the short story . During this timeframe realism, romanticism, and impressionism were the more common literary movements. The short story can also use many other forms and types of criticism to describe it. A few different forms are surrealism, Dadaism, Imagism, Romanticism, and many others. The satire is both a type of literature and a literary manner. It has an early history in poetry as a genre. C. Hugh Holman states that it originated in the 2nd Century B.C. by Roman satirist Lucilius and later practiced by Horace, Persius, Juvenal, and Quintilian (294). A satire is more frequently a literary manner in which the imperfections of a person, entire mankind, or an institution are ridiculed with the intention of correcting them. Satire is also applied to magic songs and ritualistic incentives in Greek, Old Irish, and Arabic literatures, where the ritual curse was believed to have powerful effects. The satire is often confused with the satyr play of Greek drama and coarse comic manner. This has influenced and confused the ideas about a satire in English literature. Although the satire is often comic, its primary object is not to provoke general laughter but to provoke laughter for corrective purposes. The satire always has a target, which is held up to mock upon the satiri st’s unveiling. The satirist’s viewpoint is nearly that of the cold-eyed realist, that penetrates shame and pretense for a didactic reason.

Case Study Concerning The Well-Being Of Mrs. Nancy Jamison

The following document is created to discuss a case study concerning the well-being of Mrs. Nancy Jamison, a 67 rear-old retired woman who is suffering from basilar infiltrates consistent with congestive heart failure. Within this document, the following will be reviewed: Steps in the continuum of care which could have been bypassed in order to expedite care of the patient; observations regarding the care provided for this patient; specialty services in the Philadelphia area that provides care for the following needs: coronary care, trauma care, burn care, complicated obstetrical care, and premature infant care.Upon conclusion, all the previous mentioned will be clearly elucidated. There were a few steps that could have been omitted when Mrs. Jamison arrived to the RediCare located at the local mall. The on-duty care provider there should have checked her insurance and administered her to the appropriate hospital immediately for prompt care. It was very time-consuming to transport he r to other hospitals. Immediately following the medical history and medication list that was provided by the computer system, and the physical assessment was performed, Mrs.Jamison should have been disposition to City Heart Institute cath lab. For prompt attention at arrival, Dr. Miller should contact the cardiologist on call at the City Heart Institute, so that appropriate measures will be applied upon arrival. Other observations regarding the care provided for Mrs. Jamison were the lack of prompt decision making skills, lack of considering the time, lack of administering proper medication for release of pain and various symptoms and lack of researching the insurance information so that Mrs. Jamison is disposition to the correct hospital appropriate for the symptoms she was having.In this case, Mrs. Jamison was provided with the care that she needed. However, the entire process was very time-consuming and much could have been omitted. The entire process took approximately two hours before she received the proper care. It does not take long to have a heart attack or for the problem to worsen. Jana, at RediCare, suggests that Mrs. Jamison is administered to the Marysville Community Hospital, but Mrs. Jamison should have been immediately transported to the City Heart Institute cath lab which would have saved some time.There are several locations in Philadelphia that provide services for various needs: 1. Coronary Care: Hospital of the University of Pennsylvania. The hospital has a special unit for Coronary Care. Located at 3400 Bruce Street in Philadelphia. 2. Trauma Care: Hahnemann University Hospital. Hahnemann University Hospital is a 541-bed academic medical center at Broad & Vine Streets in Philadelphia, Pa. The hospital is a tertiary care institution that specializes in trauma services. 3. Burn Care: Temple University Hospital.The hospital has a Severe Burn Care Unit that specializes specifically on the burn. Located at 3401 North Broad Street 400 Carnell Hall in Philadelphia. 4. Complicated Obstetrical Care: Temple University Hospital. Temple Care University Hospital is a major provider to obstetrical services. Located at 3401 North Broad Street 400 Carnell Hall in Philadelphia. 5. Premature Infant Care: The Children’s Hospital of Philadelphia. The hospital has a Neonatal Intensive Care Unit (NICU) that provides services for complex problems for premature babies who are in need of intensive medical attention.Located on 34th Street and Center Boulevard in Philadelphia. This review was created to discuss a case study concerning the well-being of Mrs. Nancy Jamison, a 67 rear-old retired woman who is suffering from basilar infiltrates consistent with congestive heart failure. Within this document, the following has been reviewed: Steps in the continuum of care which could have been bypassed in order to expedite care of the patient; observations regarding the care provided for this patient; specialty services in the Philadelphia area that provides care for the specific needs.

Sarbanes

Sarbanes Introduction The Sarbanes-Oxley Act of 2002 was enacted into law in 2002 to respond to the various financial scandals that were taking place in the for-profit corporate sector of the United States. The act was meant to address the abuse of finances and accounting standards by companies such as Adelphia, Enron and WorldCom where the executives of these companies defrauded their shareholders, their employees and the US economy of billions of dollars. Once it was enacted, SOX was meant to introduce major changes to the corporate governance and financial management of capital in many corporations within America. The Sarbanes-Oxley Act or the SOX act of 2002 was developed by Senator Paul Sarbanes and House Representative Michael Oxley and it contains eleven sections which outline the responsibilities of chief executive officers as well as financial controllers in managing the finances of a company (Morgan et al, 2008). Examination of the SOX Act of 2002 Under the Sarbanes-Oxley Act of 200 2, companies that are publicly traded in the US are required to increase their internal financial and accounting controls after personal clarification with the chief executive and chief financial officers of the company. This is meant to strengthen the auditing, accounting and financial practices of the company.Advertising We will write a custom essay sample on Sarbanes-Oxley Act specifically for you for only $16.05 $11/page Learn More The act also requires for-profit corporations in the country to increase their external controls through enhancing the duties and responsibilities of the audit committee. The act also states that chief financial controllers and auditors need to provide supporting evidence that will be used to whistleblow on the abuse of company funds (Morgan et al, 2008). The SOX bill does not apply to privately held companies as many of the laws deal with the management of shareholder, corporate and public funds which are usually common in p ublicly traded companies. The new and enhanced standards within the SOX Act deal with additional responsibilities for the corporate board and chief executive officers of most organizations as well as the introduction of criminal penalties for managers caught defrauding corporations of public funds. Other enhanced standards within the act include auditor independence, enhanced financial disclosures, conflicts of interest and corporate fraud accountability. All these aspects are included within the eleven sections of the act where they analyse the specific mandates and requirements that managers need to have when conducting financial reporting (Kuschnik, 2008). Each of these sub sections are important and necessary in the financial management of publicly traded corporation as they ensure that there is accountability during the management of financial funds. For example auditor independence which falls under the second title deals with limiting the conflicts of interest that arise duri ng audit reporting while corporate fraud accountability which falls under the eleventh title of the act deals with the identification of corporate fraud and the various penalties that are served to deal with fraud. This section also revises the sentencing guidelines that were in existence before to deal with people who defrauded companies of billions of dollars. This review was seen to be important as it would enable the Securities and Exchange Commission (SEC) to temporarily freeze any transactions or payments that were deemed to be unusual for the company (Kuschnik, 2008).Advertising Looking for essay on business corporate law? Let's see if we can help you! Get your first paper with 15% OFF Learn More In general, the act deals with ensuring the financial reports generated by auditors and finance managers within organization to develop internal control reports that can be used to determine the accuracy of the company’s financial data. The adoption of the SOX act is meant to establish a best-practice standard when it comes to the management of corporate funds. The act also changes how corporate management boards and executives interact with each other as well as with their corporate auditors and financial controllers. It also ensures that the top managers of a corporate organization are held accountable for the accuracy of financial statements released at the end of every company financial year (Litvak, 2007). Benefits and Costs of the Sarbanes-Oxley Act According to Bednanrz (2006), the costs of implementing the SOX act will exceed the benefits of the act when it is fully implemented. A survey conducted on the compliance costs of the act in various publicly traded corporations within the US revealed that the first year compliance costs would exceed $4.6 million dollars. This figure applied to all the large multinational and domestic companies in the US. Medium sized companies and smaller companies operating within the US were l ikely to incur significant additional costs that were projected to amount to $2 million during the first-year compliance with the SOX guidelines. These huge costs incurred during the first year would make it difficult to determine whether the Sarbanes-Oxley Act was actually working in managing corporate finances and auditing issues (Bernanrz, 2006). With regards to the benefits of the act, various financial analysts and experts noted that the borrowing costs were lower for companies that had improved their internal control measures while corporate transparency had improved within many publicly traded organizations during the first year of compliance. Section 404 of the act ensured that companies had conservative reported earnings where financial reports and statements underwent verification to determine their accuracy before being presented to the various stakeholders of the company. Companies that had strong internal controls were able to experience an increase in their share price s and their financial statements were more reliable (Morgan et al, 2008).Advertising We will write a custom essay sample on Sarbanes-Oxley Act specifically for you for only $16.05 $11/page Learn More Reactions of Company Executives and Changes to Accounting Practices While many legislators have praised the Sarbanes-Oxley act to be effective in dealing with financial fraud within corporations, many business managers have expressed frustration with the act. The Federal Regulation Board has been faced with a lot of complaints about the high costs that are needed to implement the act in major public corporations within the country. Executives from General Electric, Lockheed Martin and Emerson Electric were among those who spoke about the various challenges of complying with the SOX act two years after it was implemented (Bednanrz, 2006). The executives agreed that while it was too soon to determine the benefits of complying with the act, there were considerable costs such as audit fees which were expected to increase by approximately 40% during the first year of compliance. Business managers working for BP saw the duplicate testing of internal controls to dilute the business practices of the organization as they saw it to be a frustrating exercise. They instead preferred to perform a single internal control testing exercise which would enable them to identify and document any financial issues or problems (Bednanrz, 2006). References Bednanrz, A., (2006, May 11). Executives tell regulators Sarbanes-Oxley costs exceed benefits. Retrieved from:Â  https://www.networkworld.com/article/2311689/execs-tell-regulators-sarbanes-oxley-costs-exceed-benefits.html Kuschnik, B., (2008). The Sarbanes-Oxley Act: big brother is watching you or adequate measures of corporate governance regulation. Rutgers Business Law Journal, 64-95 Litvak, K., (2007). The effect of the Sarbanes-Oxley Act on non-US companies cross-listed in the US. Journal of Corporate Fin ance, 13(55), 195-228Advertising Looking for essay on business corporate law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Morgan, D.F., Green, R., Shinn, C.W., Robinson, K.S., (2008). Foundations of public service. New York: M.E. Sharpe Incorporated

electoral college1 essays

electoral college1 essays The Electoral College is the collective name for the electors who choose the president and vice president of the United States. The electoral system was developed by the drafters of the Constitution, to entrust the responsibility to people whose choice would be unaffected by partisan politics. In Article II, Section 1, of the Constitution, the method of selecting electors is delegated to the separate state legislatures. When a voter chooses a candidate in a presidential election that person is not directly voting for that specific candidate. The voter is actually voting for the electors in their state to vote for that candidate. Each state is allotted a certain number of electoral votes based on population. Presently the fifty states and the District of Columbia have a total of 538 electors. A simple majority of 270 votes is necessary for a candidate to win the election. With this system it is possible for a candidate to have enough electoral votes to win the election, while loosing the popular vote. The issue is whether or not the Electoral College should be eliminated. There is no doubt that the Electoral College is a very important part of the election process, and therefore should continue to be used. First, turning to a nationwide popular vote to pick a president would give less power to the smaller states and lesser populated regions. Voters from smaller states, already struggling for attention in presidential races, worry about being ignored altogether by candidates who choose to campaign exclusively in a highly populated region. If the president were elected by popular vote, it wouldnt matter what the less populated regions wanted. For example, the 2000 election is so close that loosing the three electoral votes from a smaller state, such as South Dakota or Rhode Island, could decide the whole election. With a popular vote the only places that would really affect the outcome of the election would be v ...

Causes and Effects of teenage abortion in the USA Research Paper

Causes and Effects of teenage abortion in the USA - Research Paper Example This research will begin with the statement that each year in the United States, approximately 750,000 teenagers between the ages of fourteen and nineteen become pregnant. Of this number, an average 200,000 teenagers a year seek an abortion. As more teenagers find themselves becoming pregnant, more are finding ways to avoid the responsibility of parenthood at such a young age. Unfortunately, not only do the excuses for obtaining abortions continue to rise, but so does the number of young pregnant females obtaining an abortion. As with any physical damage to one’s body, though, abortion comes with its consequences. Pregnant teenage females often seek abortions when their pregnancies are a result of rape or date rape. Rape is the forcing of sexual intercourse by one person on another. More often than not, rape is administered by a complete stranger, though there have been many cases of friends, extended relatives, teachers, and even church officials raping and impregnating young women. Date rape, on the other hand, is rape that is administered usually after the female has been drugged or otherwise made unconscious. This form of rape is often done by someone that the female knows well, like a friend or even a boyfriend. However, there are some men that drug women they do not know while at a party or a gathering and then invite them out to a place where the rape occurs. Date rape generally takes place while the female is spending time with the potential rapist, like on a date, hence its name.... Similar to rape, incest often comes without the consent of the other person. Sexual abuse can also be brought on by a male family member, but the teenager can also face sexual abuse from her boyfriend or a close male friend. The primary factor in both incest and sexual abuse is that the teenager had no say in the engaging of sexual intercourse. Unfortunately, physical violence can also be administered during the process of the abuse, rendering the teenager helpless to get away. There are many reasons that a teenager gets an abortion as a result of incest or sexual abuse. The first reason is simply because the pregnancy was due to incest and the teenager does not want to keep the baby who was fathered by someone that she is related to. The teenager might also abort to avoid revealing that a family member had gotten her pregnant. They want to avoid the shame that comes with such a confession, even though they had no part in what took place; they might also have been threatened to keep it a secret, and might not have a choice of whether or not to abort. Likewise, if the teenager was sexually abused by her boyfriend, she does not want to keep a baby that was created by force with someone that she loved and trusted. Another reason is because many children that are conceived out of incest often have physical deformities or mental illnesses. Teenagers abort for this reason as they do not want the responsibility of raising a baby that might be sick and need special attention and care. Promiscuity Promiscuity is when a person has many sexual relationships, which makes up a large percentage of pregnant teenagers at any given time in the United States. Many of

Reading assigment Assignment Example | Topics and Well Written Essays - 500 words

Reading assigment - Assignment Example It is also a strategy that affirms the need for new business entities to tend to customers through the original ideas of the pioneer such as Halston. Overall, it ensures both the old and young can come together in terms of fashion. However, the initiative undertaken by the Net-a-Porter has a great impact upon copycat manufacturers and fast fashion retailers because they will find loopholes of exploiting the fashion market. This is through the use of less creative and innovative mechanisms such as reproduction and offering sales at cheaper prices to attract customers. On that note, the original business owner fails to attract his deserved royalties in that case causing infringement copyright issues. It is equally compounded by the blatant use of logos and designs that belong to Halston thereby aggravating the intellectual aspect of safeguard all creative materials of other artists. In other words, this strategy is wrought with different failures because both retailers and customers are not bound to get their bargains. One of the disadvantages to offering pieces of collection includes the fear of contravention of the existing intellectual and copyright laws. All materials displayed at the runaway show belong to Halston’s fashion empire the Net-a-Porter company. Another glaring disadvantage involves the wrapping, packaging, and eventual delivery that could fail to meet the targets of ideal customers in the market. This implies that Halston’s name could be misused to the demerit of his legacy and reputation in launching and re-launching new and old products respectively. Similarly, the designs will suffer integrity and authenticity issues during display because they lack a distinct collector after the presentation at the runaway shows or even galleries. It connotes the risks of engaging in second party merchandising. Consequently, from the Net-a-Porter perspective, there are various risks associated with this type of