Zen Buddhism Essays - Yogacara, Buddhism, Mahayana, Nondualism, Zen

Zen Buddhism Buddhism's trek through history, politics, and America Zen, or Zenno (as it is known by the Japanese word from which it derives), is the most common form of Buddhism practiced in the world today. All types of people from intellectuals to celebrities refer to themselves as Buddhist, but despite its popularity today in America, it has had a long history throughout the world. "Here none think of wealth or fame, All talk of right and wrong is quelled. In Autumn I rake the leaf-banked stream, In spring attend the nightingale. Who dares approach the lion's Mountain cave? Cold, robust, A Zen-person through and through, I let the spring breeze enter at the gate." -Daigu (1584-1669, Rinzai) (DailyZen) Zen Buddhism's history begins where Buddhism's history began. It originated on the continent of Asia around 500 B.C.. The founder of Buddhism; Gotama Siddhattha, a former price in what is now known as India, is known as "The Buddha," which roughly translates to " one who is awake" (Merit 102). "At the age of twenty-nine, deeply troubled by the suffering he saw around him, he renounced his privileged life to seek understanding. After six years of struggling as an ascetic he finally achieved enlightenment at age thirty-five" (DailyZen). In 475 A.D. a Buddhist teacher, Bodhidharma, traveled to China and introduced the teachings of Buddha there. In China Buddhism mixed with Taoism, and the result was the Ch'an School of Buddhism, and from there Ch'an spread to Japan where it is called Zen Buddhism (DailyZen). The Buddhist Religion has always been passed down from teacher to student, and through the use of books and sacred works such as the Malind-panha, Pali Tipitaka, and the Pitaka series (Merit 102). These books and teachers taught students of the religion the philosophies of the practice. They taught of Satori, or enlightenment, which is the main goal of the Zen Buddhist, which is to achieve peace of mind despite external turmoil ( Archer ninety-six). One way to reach enlightenment is through meditation. Zaren is sitting in meditative absorption as the shortest yet most steep way to reaching enlightenment (Zen 233). The Buddhists stressed the fact that existence is painful. They believed that suffering was a result of false human attachments to things that were impertinent, "including the attachment to the false notion of self or 'I'(DailyZen)." They said that, " the conditions that make an individual are precisely those that also give rise to suffering. Individuality involves limitation; limitation ends in suffering (Buddhism eighty-six)." They taught that ridding themselves of these attachments they could end suffering (DailyZen). " This pure Mind, the source of everything, Shines forever and on all with the brilliance Of its own perception... If you students of the Way desire knowledge of this great mystery, Only avoid attachment to any single thing beyond Mind.-Huang Po (DailyZen)." As well with the philosophical side of the teachings were the basics of Guidance and ethics. "Buddhist philosophy is both a system of thought and a set of ethical norms (Buddhism eighty-six)." It offers practical guidance in everyday social affairs. Socially, the Buddhists have often been thrown into the political arena. Due to the nature of politics, where originally, "in Vietnam, the Buddhist Community was not politically activated until it was mistreated (Brittanica ninety-two), "the Buddhists have been divided into two groups. There is the moderate group that was led by Thich Tri Quang, that claimed political neutrality, but any of their movements for peace were seen as a weakness in the face of communism by the government of Saigon. And there are the militant Buddhists, who support upheavals. One such incident of upheaval was in 1963 when " the government (of Vietnam) forbade the flying of the Buddhist flag during the May eighth celebration of Buddha's birthday (Britanica ninety-two). "A riot erupted by Buddhists against their cruel treatment, but it was it was put down by heavily armed guards. Not only did the government serve as a political persuader for the Buddhists, but the Roman Catholic Church was excessively partisan against the Buddhists, and the Ngo Dinn Diem family had an anti-Buddhist policy. The militant Buddhists also organized a coup against the Diem regime on November first, 1962, but it too was put down. The Buddhists also protest in more passive ways, "since 1963 there have been over thirty self- immolations of monks in South Vietnam protesting the ruin of their country (Britanica ninety-two)." China Town in San Francisco, California, is where much of Buddhism started in the U.S.. By the mid 1850s many temples began to appear, "within

USS Idaho BB-42 World War II Battleships

USS Idaho BB-42 World War II Battleships USS Idaho  (BB-42)   Overview Nation:  United StatesType:  BattleshipShipyard:  New York  ShipbuildingLaid Down:  January 20, 1915Launched:  June 30, 1917Commissioned:  March 24, 1919Fate:  Sold for scrap Specifications (as built) Displacement:  32,000 tonsLength:  624  ft.Beam:  97.4 ft.Draft:  30 ft.Propulsion:  Geared  turbines turning 4 propellersSpeed:  21  knotsComplement:  1,081  men Armament 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes Design Construction Having conceived and moved forward with five classes of dreadnought battleships (,  ,  ,  Wyoming, and  New York), the US Navy concluded that future designs should utilize of a set of common tactical and operational traits.   This would allow these vessels to operate together in combat and would simplify logistics.   Designated the Standard-type, the next five classes were propelled by  oil-fired boilers instead of coal, did away with amidships turrets, and carried an â€Å"all or nothing† armor scheme.   Among these alterations, the change to oil was made with the goal of increasing the vessel’s range as the US Navy believed that this would be critical in any future naval war with Japan.   The new all or nothing armor approach called for key  areas of the battleship, such as magazines and engineering, to be heavily protected while less important spaces were left unarmored.   Also, Standard-type battleships were to be capable of a  minimum top sp eed of 21 knots and have a tactical turn radius of 700 yards or less.    The characteristics of the Standard-type were first employed in the  Nevada-  and  Pennsylvania-classes.   As a successor to the latter, the  New Mexico-class at first was envisioned as the US Navys first dreadnought design to mount 16 guns.   Due to extended arguments over designs and rising costs, the Secretary of the Navy elected to forgo using the new guns and ordered that the new type to replicate the  Pennsylvania-class with only minor changes.   As a result, the three vessels  of the  New Mexico-class, USS  New Mexico  (BB-40), USS  Mississippi  (BB-41), and USS  Idaho  (BB-42), each carried a main battery of twelve 14 guns mounted in four triple turrets.   These were supported by a secondary armament of fourteen 5 guns.   While  New Mexico  received an experimental turbo-electric transmission as part of its power plant,  the other two battleships carried more traditional geared turbines.      Ã‚        Ã‚   The contract for construction of Idaho went to the New York Shipbuilding Company  in Camden, NJ and work commenced on January 20, 1915.   This proceeded over the next thirty months and on June 30, 1917, the new battleship slid down the ways with Henrietta Simons, granddaughter of Idaho Governor Moses Alexander, serving as sponsor.   As the United States had become engaged in World War I in April, workers pressed to complete the vessel.   Completed too late for the conflict, it entered commission on March 24, 1919, with Captain Carl T. Vogelgesang in command. Early Career Departing Philadelphia,  Idaho  steamed south and conducted a shakedown cruise off Cuba.   Returning north, it embarked Brazilian President Epitacio Pessoa at New York and carried him back to Rio de Janeiro.   Completing this voyage,  Idaho  shaped a course for the Panama Canal and proceeded on to Monterey, CA where it joined the Pacific Fleet.   Reviewed by President Woodrow Wilson in September, the battleship carried Secretary of the Interior John B. Payne and  Secretary of the Navy Josephus Daniels on an inspection tour of Alaska the following year.   Over the next five years,  Idaho  moved through routine training cycles and maneuvers with the Pacific Fleet.   In April 1925, it sailed for Hawaii where the battleship took part in war games before proceeding on to make goodwill visits to Samoa and New Zealand. Resuming training activities,  Idaho  operated from San Pedro, CA until 1931 when it received orders to proceed to Norfolk for a major modernization.   Arriving on September 30, the battleship entered the yard and had its secondary armament expanded, anti-torpedo bulges added, its superstructure altered, and new machinery installed.   Completed in October 1934,  Idaho  conducted a shakedown cruise in the Caribbean before proceeding back to San Pedro the following spring.   Conducting fleet maneuvers and war games over the next few years, it shifted to Pearl Harbor on July 1, 1940.   The following June, Idaho sailed for Hampton Roads to prepare for an assignment with the Neutrality Patrol.   Tasked with protecting the sea lanes in the western Atlantic from German submarines, it operated from Iceland.   It was there on December 7, 1941, when the Japanese attacked Pearl Harbor and the United States entered World War II. World War II      Immediately dispatched with Mississippi to reinforce the shattered Pacific Fleet, Idaho reached Pearl Harbor on January 31, 1942.   For much of the year, it conducted exercises around Hawaii and the West Coast until entering Puget Sound Navy Yard in October.   While there the battleship received new guns and had its anti-aircraft armament enhanced.   Ordered to the Aleutians in April 1943, it provided naval gunfire support for American forces when they landed on Attu the following month.   After the island was recaptured, ​Idaho shifted to Kiska and aided in operations there until August.   Following  a stop in San Francisco in September, the battleship moved to the Gilbert Islands in November to aid in the landings on Makin Atoll.   Bombarding the atoll, it remained in the area until American forces eliminated Japanese resistance.    On January 31, Idaho supported the invasion of Kwajalein in the Marshall Islands.   Aiding the Marines ashore until February 5, it then departed to strike other nearby islands before steaming south to bombard Kavieng, New Ireland.   Pressing on to Australia, the battleship made a brief visit before returning north as an escort for a group of escort carriers.   Reaching Kwajalein, Idaho  steamed on to the Marianas where it commenced a pre-invasion bombardment of Saipan on June 14.   Shortly thereafter, it moved on Guam where it struck targets around the island.   As the Battle of the Philippine Sea raged on June 19-20,  Idaho  protected the American transports and reserve forces.   Replenishing at Eniwetok, it returned to the Marianas in July to support the landings on Guam.    Moving to Espiritu Santo, Idaho underwent repairs in a floating dry dock in mid-August before joining American forces for the invasion of Peleliu in September.   Beginning  a bombardment of the island on September 12, it continued firing until September 24.   In need of an overhaul,  Idaho  left Peleliu and touched at Manus before proceeding on Puget Sound Navy Yard.   There it underwent repairs and had its anti-aircraft armament altered.   Following refresher training off California, the battleship sailed for Pearl Harbor before ultimately moving on to Iwo Jima.   Reaching the island in February, it joined in the pre-invasion bombardment and supported the landings on the 19th.   On March 7, Idaho  departed to prepare for the invasion of  Okinawa.    Final Actions Serving as the flagship of Bombardment Unit 4 in the Gunfire and Covering Group,  Idaho  reached Okinawa on March 25 and began attacking Japanese positions on the island.   Covering the landings on April 1, it endured numerous kamikaze attacks in the following days.   After downing five on April 12, the battleship sustained hull damage from a near miss.   Making temporary repairs, Idaho  was withdrawn and ordered to Guam.   Further repaired, it returned to Okinawa on May 22 and provided naval gunfire support to the troops ashore.   Departing on June 20, it shifted the Philippines where it was engaged in maneuvers in Leyte Gulf when the war ended on August 15.   Present in Tokyo Bay on September 2 when the Japanese surrendered aboard USS  Missouri  (BB-63),  Idaho  then sailed for the Norfolk.   Reaching that port on October 16, it remained idle for the next several months until being decommissioned on July 3, 1946.   Initially placed in reserve, Idaho  was sold for scrap on November 24, 1947.    Selected Sources: DANFS: USS  Idaho  (BB-42)NHHC: USS  Idaho  (BB-42)USS  Idaho  Pride

Human sense paper about book Foul and the Fragrant by Alain Corbin Essay

Human sense paper about book Foul and the Fragrant by Alain Corbin - Essay Example The issue of "bad air" was on the high agenda, as it was believed to lead to dangerous contagious illnesses; the doctors were found to have engaged themselves for the solutions of cleaning the air through the means of various fragrances. The mountain air came into light for the preservation of public health with restriction of urban malodors by whatever possible ways. Then during the first half of the 19th century for health goodwill, the absence of any odor instead of good odor was conceived as a more welcoming sign. Therefore, heavy perfumes were rejected and application of light fragrances like flowers accepted; the woman's charm was especially smelled as a natural element. The men almost stopped the use of perfumes while women too kept her skin away from it. This craze was later replaced by the deodorization. The subject matter of sanitation was expanded with new theories from the perspective of public wellbeing related to the cleanliness. "The first, Alain Corbin's tour de force The foul and the Fragrant (1986), originally published in French in 1982, not only focused on scent and the phenomenology of everyday life but drew out the profound influence of odors upon major social, political and cultural events during Frances's modernization in the eighteenth and nineteenth centuries". The term vigilance may describe more the actions rather than any sense or taste. The sense of smell can be associated with many other words such as attention, awareness, or consciousness; and when put together with the word olfactory it becomes olfactory awareness or so on. But, Alain Corbin has skillfully chosen "Olfactory Vigilance" to best suit the French social environment of that time. Through this term - olfactory vigilance, he explores the behavioral and emotional patterns of the people of that period; this greatly influenced the relationships amongst the people as well as the classes and groups of people. Moreover, people used to engage themselves in findings of meaning, creating dispute, or having opinion differences for more or less proving themselves to be powerful; and this also touched the theme of smells. Corbin writes that this olfactory vigilance came into being through scientific approach involving scientist, doctors, chemist, etc. who established that the origin and spread of disease were due to the ignorance about the various odors; and also that the proper diagnoses and treatments of the same could be achieved through adequate awareness and control of odors. The gases emerged for latrines, cesspools, pits, corpses, etc. were classified on account of their bad odors. Corbin talks about an expedition undertaken by Microbiologist Halle who walked alongside the riverbank in an environment marked greatly by unhealthy odors. Halle proved his concept about the relationship between the public health and the poor condition of the river. The science had actually been concerned about these odors since a long time before, but the extent to which the treatment started to be carried out was distinctive. The distinction was sought out between intolerable and acceptable; this led the odors to b e smelled more "olfactorily" -

Services Marketing Essay Example | Topics and Well Written Essays - 1500 words

Services Marketing - Essay Example Services industries primarily provide intangible products to customers by offering services. Retail, transports, food services etc are the example of services industries (Pezzullo, 1998, p.194). The marketing activities in services sectors are known as services marketing. Marketing is one of the major activities in business organisations and its importance and necessity have been multiplied with increasing completion and market size. There are certain differences between marketing activities of manufacturing industries and services industries. For example, in services marketing there are 7 Ps instead of 4 Ps which include product, price, promotion, place, people and physical evidences (Jobber and Fahy, 2008, p.177). Therefore, managing the marketing activities in service business is difficult as management has to consider many aspects at the same time. This paper will attempt to assess an organisation engaged in services business using various management models and tools for offering a set of conceivable and effective recommendations. In this respect, at first, a brief description of the company will provided to understand its nature of business and other aspects. In order to analyse the company’s business environments management analytical tools will used. Finally, based on the research findings, conclusion and recommendations will be made. 2. Brief Description of EasyJet Airline-211 EasyJet is a UK based airline company and it is one of the leading airline services providers in entire Europe. This airline company aims to become a low cost airline service provider in Europe. Stelios Haji-Ioannou, a Greek business started an airline business with two leased aircraft and he named this airline ‘EasyJet’. The growing importance of airlines services and EasyJet’s efficient performances, made this airline as a one of the market leaders. By the end of 2009, EasyJet became pan airline that operated with â€Å"over 400 routes with over 175 a ircraft in 27 countries† (EasyJet Plc-a, n.d.). Its efficient business and services strategies have led to increase the popularity of the company, and during 2009, nearly 50% of its total passengers were recorded as non-UK people. The business model of EasyJet includes five major values that have enhanced its business activities and these values are safety, teamwork, pioneering, passionate and integrity. Its present headquarter is in Luton, England and it has â€Å"over 7,300 people including 1,900 pilots and 4,300 cabin crew† (EasyJet Plc-b, n.d.). In order to manage its sustainability issues, it has also included its responsibilities towards society, corporate, environments and community. Due to efficient managements and growing market size, the financial position of the company has become stronger in UK airline industry. 3. Swot Analysis In order to access a company’s internal & external position and external opportunities and strengths, SWOT is one of the mos t widely used tools. SWOT analysis is very helpful in providing a summary concept of various internal and external factors which are very important for strategic managements and decision making process. Carlock and Ward has been able to identify the importance of SWOT analysis and in this respect they have commented that â€Å"the SWOT analysis helps to capture data in order to qualitatively plot the firm on the

Analysis of Amores Perros Film by Alejandro Gonzalez Inarritu Essay

Analysis of Amores Perros Film by Alejandro Gonzalez Inarritu - Essay Example This paper would try to look at how Mexican history is actually portrayed in the movie. In order to achieve this, the researcher would try to look into three main themes: the background of the different people behind the production of this movie (especially the director and the screenwriter), the contemporary socio-cultural, economic, and political contexts during the showing of this film, and on how the film itself portrayed or provided a representation of Mexican society from the historical elements in it. In discussing such themes, the researcher would try to answer the following questions: Does the background of the director and the screenwriter, especially in their class origin, heavily influenced their view of Mexican society, and on how it was portrayed in the movie? How did the film try to represent contemporary issues in the movie (including socio-cultural, political and economic issues)? Did the film attempted to identify the historical roots of the complexities of todayâ⠂¬â„¢s Mexico City as portrayed in the movie, or did they isolate significant historical developments from their portrayal? Body The director behind the highly acclaimed â€Å"Amores Perros† is director Alejandro Gonzalez Inarritu. Inarritu, born in Mexico City in 1963, actually came from a middle-class family (Deleyto and Azcona x). Not having the resources that the Mexican elite possessed, he started to make a living as a deejay at one radio station, all while he was actually studying filmmaking (Deleyto and Azcona x). In addition, by the 1990s he then started to become one of the youngest producers of the Mexican television station Televisa, which also happened to be one of the premier television stations in the country (Deleyto and Azcona x). For most of the 1990s, Inarritu devoted his time in making commercials, until he finally met Guillermo Arriaga towards the end of the decade (Deleyto and Azcona x).  Ã‚  

Positive reinforcement within the classroom

Positive reinforcement within the classroom Positive reinforcement within the classroom. Classroom management and discipline is the most challenging aspect of teaching (Yost Mosa, 2002). Aksoy (2003) describes classroom environment as; multifaceted, simultaneous, fast occurring, and unpredictable. This environment means that at any time, teachers have to attend to a vast range of pupil needs fairly and consistently. (Edwards 2003). It is therefore important teachers implement and refine strategies focusing on reducing behavioural issues in order to maximise potential for learning and ensure smooth classroom practise. Due to the increased diversity of pupils in schools teachers now encounter a much wider range of behavioural difficulties in an average class, this is partly as a result of the Individuals with Disabilities Education Act (Quinn et al., 2001). Interestingly the most common request for assistance from teachers relates to behaviour and classroom management (Rose Gallup 2005). Disruptions in class take up student’s valuable learning time and decreases potential learning opportunities of the class. (Witzel Mercer Miller 2003, Cains Brown, 1996) Teachers who regularly encounter problematic behaviour often report increased amounts of stress and frustration (Browers Tomic, 2000). This in some circumstances can make teachers question their capability for their role (witzel, Miller and Mercer 2003). The importance of classroom management in reinforced by Shinn, Ramsey, Walker, Stieber, Oà ¢Ã¢â€š ¬Ã… ¸Neill (1987) who found classrooms frequently experiencing behavioural disruptions had less time engaging in learning, and pupils tended to leave school with lower grades compared to peers. Within the literature it is clear that there is a wide spectrum of strategies implemented by teachers to increase effectiveness of behaviour management strategies. Some educators argue strong discipline and setting limits are most effective, others assume creating an exciting curriculum works best. All strategies highlight the importance on how to behave, pupil responsibilities and adhering to class and social norms. It is also clear that many of the strategies identified have a basis embedded in psychological principle. These include behavioural, psychodynamic, biological and developmental approaches. It has often been disputed how best to apply psychological theory to classroom practice. This review will focus on the use of positive reinforcement in classroom management. Theories will be discussed, evaluated and related to classroom practice. What defines Positive reinforcement? Positive reinforcement refers to the implementation of positive stimuli to desirable behaviour. Described by Skinner (1938) as operant conditioning, it is used to increase the probability of desired behaviour occurring again (Fontana 1994). It is most effective if implemented immediately after desired behaviour occurs and often used as a behaviour management strategy. It can be applied through social cues (a simple smile), positive feedback and reward/sanction systems and best used alongside a classroom context (rules and routines). Theoretical basis of positive reinforcement Behavioural theories have been highly influential to positive reinforcement in the classroom, although they have not always been highly regarded by the educational community (Axelrod 1997). Nevertheless the use of positive reinforcement appears frequently within literature regarding behaviour management. It is important to identify principles underlying positive reinforcement and the criticisms to these theories. Also how these core behavioural principles can be converted to classroom practise and the issues surrounding implementing techniques. The first major contribution to positive reinforcement was Edward Thorndike’s â€Å"Law effect† (1911) which implies behaviour that generates positive effects on the environment are more likely to be continued (Miltenburger, 2008). This implied reinforcement and praise play fundamental role in shaping behaviour. Shortly after this Watson (1913) describes â€Å"Behaviourism†. He bases his theory on the understanding that behaviour is learned and therefore can be unlearned. Behavioural changes are therefore due to environmental circumstances (Miltenberger 2008). Ivan Pavlov (1927) describes â€Å"Classical conditioning†, in which a stimulus is linked to a naturally occurring response that occurs with a different stimulus to evoke an unnatural response. This manifests in a classroom scenario such as using a â€Å"finger click† to attract attention. It is a strategy used to consistently hint students to stop working. This example explains a â€Å"conditioned† behaviour in which pupils have been taught to behave in a specific manor to an unrelated cue. Much of his work at the time was conducted on animals within Laboratories. B.F. Skinner’s research has been significant in the development of positive reinforcement (Labrador 2004). He argued that positive reinforcement was more effective than punishment when trying to modify behaviour. Through his study he identifies â€Å"operant conditioning† which explains how reinforcement and punishment play a key role in the recurrence of behaviour. He explains how behaviour that is consistently reinforced with praise/ rewards will occur more often. He identifies five obstacles that inhibit children’s ability to learn. These included fear of failure, complication of task, clarity, direction and lack of reinforcement (Frisoli 2008). Additionally he recognises techniques such as breaking tasks down, repeating directions and giving positive reinforcement (Frisoli 2008). Classroom research that followed was based on his findings. Studies focused on adult’s childrearing (Baumrind, 1971) and children in a Laboratory setting (Kenney Willicut, 1964; Soloman, 1964). Most studies found reward to be more effective at managing and influencing behaviour. Bandura (1965) explains these findings as a product of children’s previous conditioned responses to reward and punishment, influencing its success in class. The Importance of Positive reinforcement Positive reinforcement refers to any event that follows a behaviour used to increase the chances of the behaviour reoccurring. It can also be used to motivate students. (Domjam 2003). Bracey (1994) states; 15 years of research have confirmed that reinforcing behaviour can increase the likelihood that the behaviour will be performed under subsequent non-rewarded conditions. Similarly Miltenberger (2008) states â€Å"disruptive behaviours can be controlled or eliminated with behavioural intervention† (p11). Due to this considerable research has been conducted into the application of positive reinforcement in schools. It is used to further teaching methods, control inappropriate behaviours and improve social and functional skills (Miltenberger, 2008). Positive reinforcement techniques have however been perceived to threaten individual’s freedoms (maag 2001). Society perceives reinforcement as externally applied to an individual with the aim of coercing behaviour and leading them to become dependable on extrinsic reinforcement (maag 2001). Although an understandable concern, Akin-Little, Eckert, Lovett (2004) describe these concerns as unwarranted. Studies have found positive reinforcement to increase intrinsic motivation (Cameron, Banko, Pierce, 2001), especially rewards based on meeting a performance objective (Eisenberger, Pierce, Cameron 1999). Conroy et al (2009) describes how ‘teacher reactions’ play a significant role in influencing students behaviour, pupils will try to gain attention through predictable behaviour linked to common teacher reactions. For example, a teacher who focuses attention solely on disruptive behaviour will cause children to behave in a disruptive manor in order to gain the teachers attention. Teachers should use positive attention within feedback to influence desired behaviour (Conroy et al 2009). Chityo Wheeler (2009) highlight the importance of using positive reinforcement with pupils that show signs of behavioural difficulties. Due to the nature of their difficulties and the disruptive effect on the class it is imperative to positively reinforce desired behaviour for these students (Chityo Wheeler 2009). Positive reinforcement in the classroom. Consequences Positive reinforcement influences desired behaviour, ignoring undesired behaviour decreases the chance of it reoccurring (Conroy et al, 2009). Rules and routines are used to prevent unsuitable behaviour. They establish behavioural context for the classroom and instruct pupils on expected behaviour and the consequences if inappropriate behaviour continues (Colvin et al., 1993). This method of instructing behavioural expectations is used in nearly every school and vital to creating a productive learning environment. Chitiyo Wheeler (2009) expand on this by explaining how appropriate behaviour can be established through modelling desired behaviour and by building naturally occurring reinforcement within the classroom environment. This involves managing inappropriate behaviour through consequences (Mather Goldstien, 2001). Rules and routines play a significant role in determining a context for consequences to be applied throughout the classroom. Consequences play a fundamental role in managing classroom behaviour and creative a positive learning environment. These are highly valuable tools used to encourage learning and prevent problem behaviour (Conroy, Sutherland, snyder, al- Hendawai and Vo 2009). Consequences should be used to further learning and stop disruptive behaviour occurring (mather Goldstien 2001). Mather and Goldstien (2001) describe a consequence approach to managing behaviour. This involves defining the problem, developing a behaviour plan, identifying an effective reinforcement and constantly reinforcing desired behaviour. Reinforcement should occur soon after the desired behaviour occurs and used to teach appropriate behaviour, social and communication skills (Mather Goldstien 2001). Teachers must select consequences that are relevant and strengthen behaviour. Bushell (1973) refers to irrelevant consequences as neutral consequences that do not affect behaviour. It is important for teachers to evaluate use of reinforcements to make sure consequences are positively reinforcing behaviour of all individuals (Bushell 1973). Positive feedback Social reinforcement is significant to all children’s development and very common within the classroom. Social cues including walking around the class, smiling, complimenting or commenting are vital in increasing and maintaining positive behaviours. These can be implemented verbally; â€Å"I like the way your group is working!†, Written; â€Å"Great!† or through expressions such as clapping or nodding. Skinner (1953) suggests that pupils need significant amounts of social reinforcement and positive attention in the first few years of school. He argues it establishes several generalised social enforcers including; attention, approval, affection and submissiveness. It also promotes confidence and responsibility within children. Convoy (2009) found praise can improve the whole class environment. Effective praise increases positive behaviours and interactions with pupils and teachers. (Convoy et al 2009) Infantino Little (2005) describe a range of important principles governing praise; Praise should be initiated by the teacher, dependent upon desired behaviour, focusing on improvement, age appropriate and structured around individual needs. These different principles describe a wide range of factors that together determine the effectiveness of praise. Despite this huge range of significant factors Smith Rivera (1993) show how praise is most effective overall, applied to specific behaviour. In the literature behaviour specific praise has been linked to positive outcomes for students and a decrease in negative behaviour. (Thomas, Becker Madsen 1968, Ramsey, Walker Gresham 2004) Most importantly praise has been shown to increase student motivation (O’Leary Becker 1969) and have positive effects on tea ching reading and math’s (Gable Shores 1980). Morrison and Jones (2007) addressed the topic of Positive Peer Reporting. This positive action of saying positive things about pupils peers reduced tension, negative feelings and encouraged positivity throughout the class. An example of this in class is ‘star of the week’ or ‘show and tell time’. This shows how praise is not just teacher orientated, but in fact can be applied throughout the class in a variety of different ways. This can help promote more learning within the class, specifically areas of development etc social skills/ personality. Despite this the effectiveness of praise in diverse classrooms is questionable due to individual differences and prior experiences of praise (Lam, Yim and Ng 2008). Infantino Little (2005) noted student’s preferred to receive praise for good work privately, as they prefer not to be singled out. This may infer that in school there are underlying cultural perceptions within children that performing well is a bad thing or something to be ashamed of. Teachers can combat this by using group praise/rewards or by offering a range of rewards to individualize rewards and increase motivation. Praise is a good example of a commonly used environmental event used to reinforce student’s behavior (Brophy, 1981). Important studies suggest teachers do not praise good behavior as much as they could (Wehby, Symons, canale go 1998). Rewards systems Schools have used external rewards to manage behavior for many decades. The use of rewards for good behavior is directly related to academic and social success (Slavin 1997). On the contrary some evidence suggests that expectations of rewards can undermine intrinsic motivation (Holt 1983, Deci, Koestner, Ryan 1999). A reward is defined as; the offering of an environmental event in exchange for participation or achievement (Craighead, Kazdin Mahoney, 1981). To successfully shape problematic behavior students must comprehend and accept rewards used to reinforce behavior. Pupil’s perception of a ‘good’ reward has been shown to change with age (Shreeve, Boddington, Bernard, Brown, Clarke Dean, Elkins, Kemp, Lees, Miller, Oakley, Shiret 2000). This can have a major impact on the effectiveness of using reward systems. To combat this issue, Infantino Little (2005) state rewards should be â€Å"mutually agreed by students and teachers, realistic and deliverable†. Rewards can help define behavioral expectations, recognize positive behavior and provide a safe, consistent school environment (Shreeve et al 2002). This provides students with a sense of community and self belonging which increases opportunities for learning (Zimmerman 1989). Rewards are significant in helping motivate children with reading, Math’s and social skills (Reiss, 2005). Research suggests reward systems are effective at improving behavior (Clifton Cook, 2012). A wide range of factors contribute to the overall effectiveness of using classroom rewards. These include; perceived fairness, providing choices of reward, establishing a sense of community and individualizing reward systems. It is important that teachers evaluate their strategy to make sure these factors influence how reward strategies are implemented through school. Barriers to application of positive reinforcement. While implementing positive reinforcement within the classroom teachers face several barriers. Briesch and Chafouleas (2009) identifies that a lack of time and resources means teachers are unable to reinforce all desired behaviour within the class. Also there is a danger that the teacher becomes an unconditioned stimuli resulting in children only acting in specific ways in teacher presence (Briesch and Chafouleas 2009). Reinke, Lewis-Palmer Merrell (2008) describe ‘Locus of control’ being taken away from children when using excessive positive reinforcement, this resulting in a loss of intrinsic motivation. It is therefore crucial that teachers evaluate how productive their strategies are in their specific class. Another major issue within the literature is that when a child is rewarded for completion of a task many times, they tend to lose interest in the actual task and focus more on gaining the reward at the end. (Kohn 1993) this can seriously impact the learning environment and have adverse individualised effects on their attention processing systems (Hidi 1990). Also noted within literature is that teachers can easily make bad use of reinforcement and as a consequence, unintentionally reinforce negative behaviour. For example; sending a student outside for bad behaviour removes the child from the unwanted stimuli (work) and reinforces their behaviour because they have achieved their goal (not having to work). This means the underlying behaviour will most likely be repeated (Maag 2001). Another important fact to consider is that due to the culture of schools, and behaviour deemed appropriate, therefore reinforced, all children are being taught (reinforced) the same information decided by the small group of individuals who write the national curriculum. This does not promote individual learning and must surely have detrimental effects on the diversity and individualisation amongst the general population. Conclusion The use of positive reinforcement is based on a strong amount of literature that suggests behaviour is reinforced by contingent rewards. Most noticeable within laboratory experiments based on animals and food, positive reinforcement has become widely accepted as a behavioural modification strategy/tool. Due to the increasing range of pupil’s abilities in the average classroom teachers have to incorporate and build upon strategies that successfully promote progression with the vast majority of abilities encountered. In a class setting, strong rules and routines provide instructions to pupils that are used to direct behaviour. Verbal prompting of these rules can drastically increase the effectiveness of reinforcement. Consequences, rewards and positive feedback are used as an effective motivation tool and can supply incentives for behaving in specific ways, effectively influencing a wide range of decisions in the classroom. Praise is highly regarded by individuals and important to development of the self and social awareness. It has the ability to motivate students and build self confidence. To use reinforcement effectively through rewards, pupils must not become motivated solely by the reward, losing their intrinsic motivation can have adverse effects on individual motivation. To combat this reinforcement must be individualised for each child and teachers should incorporate a wide variety of reinforcement strategies into their classroom management strategy. It is important to note that how teachers apply positive can ultimately decide its effectiveness within the class. Strategies should be refined and built upon as children within the class develop or the teacher is at risk of reducing the effec tiveness of reinforcement and sometimes impacting negatively of their education. Positive reinforcement plays a fundamental role in creating a positive learning environment for all pupils. It is important it is used correctly and this involves reinforcing desired behaviour, not disruptive behaviour. Therefore it is important I use positive reinforcement in my own teaching by utilizing rewards, praise and sanctions to build a safe environment centred to learning. I will incorporate different reinforcement strategies into my teaching. The use of peer group feedback and praise is easily applied to pupil’s self assessment of the lesson and can help build social relations within the class environment to further learning. Word 2843

Recreating the Brain :: Biology Essays Research Papers

2001: Recreating the Brain Perhaps one of the most interesting and least understood aspects of neurobiology is human consciousness. For many, this "experience of self" (an aspect of consciousness which will be used interchangeably with consciousness in this particular paper) defines what it means to be human. Personality and emotion, and their connection to the experience of self, can yield insight into creating artificial intelligence that can mimic conscious human brain function. By discussing the implications of consciousness in computers with artificial intelligence, the significance of the experience of self within humans becomes clearer. The challenge of understanding personality may be more easily surmounted by studying the significance of personality in relation to something else, in this case alcoholism. Alcoholism is a disease that affects millions of people and is influenced by both environmental and genetic factors (1). Low self esteem and abusive relationships can lead to alcoholism in individuals who do not show a genetic tendency towards the disease. However, it is not necessarily the alcoholic's fault, or his/her family's fault, that the individual displays alcoholism. No one is destined to become an alcoholic, but it is true that a tendency towards alcoholism can be inherited. Alcoholism is twice as likely to appear in homozygous twins than in heterozygous twins (1). Children born to alcoholic parents, but brought up by non alcoholic adoptive parents, are three times more likely to develop alcoholism than the natural children of the adoptive parents (1). However, many children of alcoholic parents never have to battle alcoholism themselves (1). Therefore, it should be viewed as a disease that individuals can be predisposed towards, much like diabetes or hypertension (1). Personality traits also seem to have a role in inheriting a tendency towards alcoholism (2). Some researchers believe that, using personality traits, they can predict with 80% accuracy which individuals have the capacity to develop alcoholism (2). This implies that individuals who manifest these personality traits are most likely genetically predisposed to develop alcoholism at some point in their life. So individuals are genetically predisposed toward personality traits as well. This interplay between genetics and personality traits brings up an important point, the exact definition of the word "personality". Careful inspection of the common use of the word "personality" illustrates that it holds different meanings at different times. When an individual refers to someone else's personality, they refer to that person's tendency to behave in a certain way.

Christopher Marlowe Works During The Renaissance

Many major and influential authors emerged during the Renaissance. Among these talented individuals was Christopher Marlowe. Marlowe and his fellow writers of the late sixteenth and early seventeenth centuries, impacted the course of writing, which preceded their life. Their works continue to be read and studied by numerous people, to this day. Christopher Marlowe was a dominant English poet and playwright, who perhaps was William Shakespeare†s most important predecessor in England (Britannica 917). Of all writers in the Elizabethan era, he was perhaps the most dashing, tempestuous, and appealing (Microsoft Encarta). Although Marlowe was considered the most important dramatist, prior to Shakespeare, his entire career as a playwright lasted only six years. Marlowe was born on February 6th, 1564 in Canterbury, England. His father, John Marlowe, was a shoemaker and tanner. His mother, Catherine Author, was the daughter of a clergyman. Marlowe attended Kings School in Canterbury, England. At Kings School, he received a very regimented education, which was considered one of the best available during that time. The school day began and ended with a prayer at six am and five p. m. respectively. In addition to daily instruction in religion and music, they also sang the morning mass in the Cathedral. The boys were allowed to speak solely in Latin, even while at play. He was granted a scholarship, established by Matthew Perry, to attend Corpus Christi College in Cambridge. (Gale Research) After receiving his BA in 1584, he became known as â€Å"Dominus† Marlowe(. At age twenty-one, his motto was â€Å"That which nourishes me, destroys me† (Kunitz 823). This statement foretold and shaped his writing style. From thereafter, many absences from the university were recorded. In 1587, he was allowed to obtain his Masters, only after the Privy Council sent a letter to the university making it very clear that his service to the government had frequently taken him abroad. He left Cambridge after six and a half years of study with the intention of taking holy orders and entering the Anglican Church, as ordained by his scholarship. However, instead he entered the government service, as an agent. In edition, Marlowe became a playwright for the London theatres. As an occasional actor in 1589, Marlowe maintained his role as a regular dramatist for the Lord Admirals Company. He also wrote for The Earl of Nottinghams Companies. Marlowe was often in trouble with the law, and little is known about his life, aside from his writings. He led an adventurous and dissolute life. Earlier playwrights concentrated on comedy, while Marlowe worked on tragedy, and advanced it considerably as a dramatic medium. By uncovering the great possibilities for strength and variety of expression in blank verse, Marlowe helped to establish the verse as the predominant form in the English drama. His first successful play, Tamburlaine the Great, was divided into two sections, parts one and two. It appeared that originally Marlowe intended to only write the first part. However, the popularity of the first part motivated him to create a second part. It was produced at Rose Theatre from 1587 to 1588, and published by R. Jhones in 1590. The ambition-maddened hero, in Tamburlaine the Great, was a shepherd, who desired the crown, luxury and power. However, his conquests were damaged by his absurdity. Tamburlaine marked the birth of the Shakespearean drama. The following lines from Tamburlaine illustrate Marlowe†s opinion of human glory: Nature that fram†d us of four elements Warring within our breasts for regiment, Doth teach us all to have aspiring minds: Our souls, whose faculties can comprehend The wondrous architecture of the world, And measure every wandering planet†s course, Still climbing after knowledge infinite, And always moving as the restless spheres, Wills us to wear ourselves and never rest, That perfect bliss and sole felicity, The sweet fruitition of an earthly crown. (Britannica 917) His masterpiece, The Tragical History of Doctor Faustus, told of a man selling his soul for the price of all knowledge. This appealed to the superstitious Elizabethans. It was produced in 1594 as Dr. Faustus at the Rose Theatre. V. Simmes published The Tragical History of Doctor Faustus in 1604. The following lines from this work show the possible redemption through Christ†s blood: The stars move still, time runs, the clock will strike, The devil will come, and Faustus must be damn†d. O, I†ll leap up to my God! -Who pulls me down? – See, see, where Christ†s blood streams in the firmament! One drop would save my soul, half a drop: ah, my Christ! – Ah, rend not my heart for naming of my Christ! Yet will I call on him: O, spare me, Lucifer! – Where is it now? 'tis gone: and see, where God Stretcheth out his arm, and bends his ireful brows! Mountains and hills, come, come, and fall on me, And hide me from the heavy wrath of God! (Britannica 918) In addition to writing plays, Marlowe also wrote poetry. His major poetic work was Hero and Leander. This was incomplete at his death, the first two sections were completed at his death and the remaining two were finished by George Chapman in 1598, almost five years after Marlowe†s death. Marlowes writing here shows an amazing skill in the management of the narrative decasyllable couplet. No agreement was reached as to the composition date of this poem, but it is ranked as a major work along with Tamburlaine and Faustus. Marlowe began writing poetry and performing plays, when he entered Kings School. His education shaped him to become the genius who first created the Shakespearean blank verse drama. This is why many hailed him as â€Å"The Morning Star†, of the turning point from comedy to drama in England (Marlowe Society Home Page). Marlowe had a dangerous reputation for being â€Å"atheist†; however, he could have had just unorthodox beliefs. He was aquatinted with Sir Walter Raleigh, who was adventurous in his religious beliefs. Marlowe was summoned on May 18th, 1593, to appear before the Privy Council for accounts of â€Å"atheism and immortality†. The charge was a heresy and a most serious crime; the ultimate penalty was burning at the stake. Despite the seriousness of the crime, Marlowe was released bail, however he had to appear at the court daily. Marlowe escaped to Debtford, England. He stayed at Dame Eleanor Bull†s house who hired out rooms and served meals. Marlowe was murdered there on May 30th, 1593, at age 29. The strange circumstances for Marlowes murder in that room in Debtford, have been the subject for many debates. Four men were present at the house on that day Robert Poley was an experienced government agent who carried the Queens most secret letters to and from the courts in Europe. He had arrived from Debtford, straight from The Hague, where he had been on the Queens business. Igram Frizer was the personal servant and business agent of Marlowe†s patron, Thomas Walsingham. Nicholas Skeres often assisted Poley. Poley, Skeres and Frizer were all experienced con men and liars. Also present that day was Christopher Marlowe. Some believe that the cause of his murder was a dispute over a dinner bill. Others believed that Marlowe was murdered because the three men believed that he knew too much about the government. Although the facts surrounding his death are unknown, the end result was Marlowe†s death by stab wounds. Igram Frizer was accused of the murder of Marlowe, however he was pardoned on June 28th, 1593. Marlowe was buried in Debtford on June 1st, 1593. The death of Christopher Marlowe led many scholars to theorize that he faked his death and assumed the name William Shakespeare to escape the Privy Council. Shakespeare was born two months after Marlowe, and he became very popular shortly after the death of Marlowe. Little is known about Shakespeare other then mentioned of his poor education. There is not much evidence of his existence other then baptism paper, and a will left leaving his bed to his wife. There is no mention of his works or manuscripts in his will Marlowe began his career as a poet and playwright towards the end of the Renaissance. The Renaissance was the period from about 1350 to 1600 in which European scholars revived the learning of ancient Greece and Rome. It was a period in European history that saw a renewed interest in the arts. In this time, the middle ages and feudal times were transformed into a society dominated by the arts. It was a time of achievements in the arts and sciences as well as a period when people were deeply concerned with religious issues. Renaissance is a French word meaning â€Å"rebirth†. Scholars reacted against what they saw as the â€Å"dark ages† of medieval Europe and revived the learning of ancient Greece and Rome. Like painting and sculpture, literature expressed the attitudes of the Renaissance. The middle class formed a demanding new audience, which enjoyed dramatic tales rather the comedies. Literature was often written in the common language, but some continued to write in Latin. Literature emphasized religious as well as worldly themes. Invention of printing during the Renaissance greatly increased the number of book available. In the fourteenth century, Europeans learned from Arabs who had previously learned from the Chinese how to make paper from rags and wood pulp. The fifteenth century invention of movable type by Johann Gutenberg also shaped the way literature had previously been written. Gutenberg developed a type of metal that could be used to make movable type. In 1455, the first complete edition of the bible was printed; this started the era of printed books. More and more pieces began to be printed up, and thus decreased the cost of books, making them more available and more popular (Beers 245). Each of Marlowe†s play included a protagonist with single passion that dominated them. The character is doomed to destruction due to their desire of power. He had a background of classical and theological learning. Marlowe â€Å"turned blank verse into a supple instrument for dramatic expression†. (Gale Research). Marlowe worked on tragedy and advanced it immensely. â€Å"Marlowe shows the power to view a tragic hero from more then one angle, achieving a simultaneous vision of grandeur and impotence† (Microsoft Encarta). Renaissance impacted Marlowe due to the desire of the middle class for tragedy rather then comedy, which had previously been the focus of European literature. Marlowe was one of the first writers of drama and tragedy that shaped the history of Europe. Marlowe laid the foundation of tragedy of what would rise up as a new era, known as the Shakespearean Era. Writing was a competition and was taken very seriously by writers including Marlowe. Writers are impacted tremendously by the time period that is taken place during their careers. The Renaissance was a time of new ways of writing and expressing ideas, which impacted the attitudes of the people. The writers changed their style to reflect the time and attitudes. They influence the minds of people to think about their ideas and opinions on a particular subject. Writers can persuade people concerning a topic by revealing the positive and negative aspects of it. Marlowe was an influential and powerful writer. It was unfortunate that his career was cut short. He had a very promising career, but his own decision to become a government agent endangered his career and stopped him from becoming an more popular and productive playwright.

Letter memo reports Essays - Free Essays, Term Papers

Letter memo reports Essays - Free Essays, Term Papers Letter memo reports Keep it short put revelent information on the paper practice good organization Keep the focus your center - reader center Keep your correspondence focused on reader"I received the report today" not as good as "Your report arrived today." Exercise sort out important information reorganize sentenience Structure to deliver good and bad news When you're delivering good news in a letter or memo, use a direct approach. Put the good news in a summary statement at the beginning, then fill in the details. End with a goodwill statement. When delivering bad news, you should know how to do it in two different ways. Directly and Indirectly (the only exception to the "bottomline" rule). Study the structural approach used by different cultures in their correspondence if you want to make a good impression Indirect approach Begin with a neutral or pleasant opening statement related to the subject. This is the buffer. Give the reasons or circumstances leading to the bad news. State the bad news in as positive terms as possible. Give a helpful suggestion or alternative, if one exists. Close with a goodwill statement. encounter less resistance feel more prepared for bad news easy to accept Don't mislead the reader with an opening that's too positive (It's a glorious day for workers everywhere; however, you didn't get the job.). Keep the explanation short. Too much detail is hard to get through when you're nervous. Make sure the reader is clear about the bad news. Don't use negative language if there's a positive way to say the bad news. You've just given bad news: end with a goodwill statement, not artificial cheer.

How does Revolutionary Communism compare with Democratic Socialism

How does Revolutionary Communism compare with Democratic Socialism Introduction The last two centuries have been characterized by the emergence of ideologies which have brought about potent political movements advocating for change and transformation of the government systems of the world. While some of these ideologies have been largely ignored and practiced by an inconsequential proportion of the population, there are those which have been widely embraced and used by states all over the world.Advertising We will write a custom research paper sample on How does Revolutionary Communism compare with Democratic Socialism? specifically for you for only $16.05 $11/page Learn More These varied political ideologies have differed in terms of their philosophies, policies and agendas. Arguably the most prevalent political ideology is democratic capitalism which is championed by the western world and is currently the most popular system in the world. Revolutionary communism and democratic socialism are two other potent political ideo logies. While communism remains to be a former shell of what it was in the past, democratic socialism still has a significant following though out the world. Both these political systems differ profoundly from the capitalist ideology which hugely favors the capital contributors in the society. This paper will undertake a concise yet informative comparison between revolutionary communism and democratic socialism so as to arrive at a conclusion as to which of these systems is better off. The political questions on which these two movements agree as well as those which they disagree on will be articulated. A discussion on which of these systems offers a better government will also be presented. Brief overview of Communism and Democratic Socialism Communism by definition is a system or form of common life in which the right to private or family property is abolished by law, mutual consent, or vow† (Woolsey 1). This definition parallels the ideals of socialism which are centered on giving power to the workers who not only form the majority but responsible for the creation of wealth. Socialism therefore calls for them having an equal share to the profits that they help generate. Socialism and communism share some major characteristics with the major difference being that while socialism is only an economic system, communism is a political system. Communists advocate for the socialist system which is characterized by centralized planning agencies and the single legal party. Notable Communist regimes are the collapsed Soviet Union and China. In these regimes, the single party is authorized to set goals and organize activities of the workers collectively as well as devise plans that balance the need to reward skilled workers against the need to prevent high income inequalities that characterized capitalist societies (Kornblum 479).Advertising Looking for research paper on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Socialism is regarded as the primitive stage of communism in which public ownership maintains a dominant position in the economy especially in key economic sectors. However, this system does not hold some of the radical views as expressed by the communism ideal. As such, democratic socialism can be seen to be and evolved or precursor to the communism system which advocated for an absolutely socialist nation. Democratic Socialists believe that both the economy and society should be run democratically to meet public needs, not to make profits for a few (DSA). As such, the government structures that are set up under the capitalistic ideology out to be transformed so that the ordinary citizen has a greater say in decision making. Similarities Arguably the most apparent similarity between social democracy and revolutionary communism is that both see capitalism as a grossly exploitative system that results in numerous social injustices (Schwartz and Schulman 4). Both of these political systems argue that capitalism inevitably gives rise to vast disparities of wealth as the working class’s efforts are used to make the wealth industry owners even wealthier. Both systems blame industrial capitalism for destroying important human values such as compassion, religious believes and altruism among others and replacing them with naked exploitation as everything is based on money (Wren). The two systems also see capitalism as hugely undermining the individuals sense of personal value since the working class who are responsible for creation of wealth are never paid or valued enough and instead, the wealth goes to the capital owners. Both social democracies and revolutionary communism praise the efforts of the laborer who turns the raw materials into something of greater value and as such believe that he should play a bigger role in decision making. The very symbols of communism which are a hammer and a chisel reinforce the importance with whic h the working force is held in revolutionary communism. Kornblum notes that Karl Marx, the acclaimed Father of Communism taught that the socialist state which communism sought to create would be controlled by the working class led by their own trade unions and political parties (479). Social democracies on the other hand advocate for an increase in the power that the worker has as well as an increase in the share that they receive from the profits since they are deemed to be the most important piece in the economy. Social democrats and communists alike view capitalism as being socially unjust and somewhat undemocratic. While capitalism purports to be democratic in nature, Schweickart questions this proposition by highlighting the enormous role that money plays in contemporary elections and the fact that major media outlets which influx public opinion are owned by and controlled by the wealthy (8).Advertising We will write a custom research paper sample on How does Revolution ary Communism compare with Democratic Socialism? specifically for you for only $16.05 $11/page Learn More As such, capitalism results in the elite being in power as a result of their enormous wealth and vested interests in media. Schwartz and Schulman note that while capitalism proposes an economic and political relationship that is free and private to all; this is not feasible since such a contract is not made among economic equals and as such, only the well off benefit (1). A significant similarity between communist parties and social democratic parties is their relationships with trade unions. The BBC suggests that communist trade unions played a significant role in government and were used as the communist partys transmission belts which increased the power of the communist regime. Democratic socialists on the other hand back up trade unions and propose for the incorporation of democracy in industry which results in a situation whereby the workers are not only â€Å"drones† but play an active role in establishing their destiny. Democratic socialists continue to enjoy a close relationship with trade unions since they view building of strong trade unions and community organizations as the only means through which the imbalances that capitalism has created can be redressed (Schwartz and Schulman 4). Differences A significant difference between communism and democratic socialism is with regard to property ownership. In communism, the private ownership of property is abolished in favor of public property which is run by the state for the good of all the people. As such, changes to communist regimes are characterized by the widespread repossession of land and property from the rich and a management of the same by the state. On the other hand, social democracy does not call for the abolishment of private property but rather believes that the public should have some measure of control on the use of property. This is in line with the democr atic socialism belief that private property may exist at the same time that large corporations are owned by the state and run for the benefit of all citizens (Kornblum 478). Social democracies advocate for the promotion of majority social ownership in which there exists a property-owning working class. Guo notes that social democracies propose a system whereby stock ownership by individual workers is the main form of public ownership in the society (124). Another difference between democratic socialism and communisms is in their idea of how the change into their political ideals can be made. Revolutionary communism holds it that the capitalism would never let go of their hold on community and political power and as such, only a violent revolution can result in the changes that communism calls for.Advertising Looking for research paper on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The 1917 Bolshevik revolution that threw off the Czar in Russia and led to the establishment of a communism state were marred with violent uprisings. This revolt was led by the workers and the peasants just as the communism mandate proposes that such revolutions would occur. The socialist revolution that occurred in china also had a violent history with little sympathy being shown to the bourgeois democracy that had once ruled the nation. Social democracy on the other hand believes that the changes they propose for the society can occur through an evolutionary process that follows the democratic means that are a part of our modern society. The prevalence for following of democracy by social democrats is evident with most European countries having parties which identify themselves as social democrats. Social democracy and communism also show huge differences in the economic model that they follow. Communism follows the non-market, centrally-planned economy. Schweickart notes that mod ern day social democracies have distanced themselves from this economic model and rather follow a post capitalistic economy that retains market completion, but socializes the means of production and in some instances extends democracy to the workplace (9). This difference in their economic outlook can be best articulated in the difference between the socialist principle of from each according to his ability, to each according to his work to the communist principle of from each according to his ability to each according to his needs (Bornstein and Fusfeld 117). Discussion While both revolutionary communism and democratic socialism continue to play second fiddle to capitalism, both are influential ideologies. The demise of the Soviet Union was without a doubt a major blow to communism and Ziblatt notes that the collapse of communism presented a significant challenge to the ruling communist parties of East Central European as they lacked the central leadership, Moscow (123). As such, m ost of these parties reinvented themselves as social democratic parties. Following the dissolution of the Soviet Union, many parties which were once socialist began to distance themselves from the socialism as it was traditionally understood and reinvented themselves as social democratic parties Guo notes that while the European social democrats have been criticized by most of the capitalism oriented parties, this has changed with time and in the recent years, these former critics are gradually endorsing the ideas of the social democrats (127). Firm believers of democratic socialism such as Venezuelas President Hugo Chavez hold it that only this political system can solve the world problems and bring about social justice and prosperity for all. This is a sentiment that has sound theoretic backing since social democracy combines the best from the major political ideologies of the world namely; capitalism and communism. While most people deride communism and social democracies as bein g undemocratic, the New York Times notes that capitalism as well comes in various forms and in the same manner that a communism or socialist state might fail to be democratic, capitalism is not necessarily democratic as was the case with Hitlers Germany or Mussolinis Italy. As such, each ideology should be taken on merit and the making of generalizations should be avoided at all costs. The communism ideal has long lost popularity and communist parties remain unpopular in post-communist democracies. However, their significance in certain organizations such as trade unions remains strong and as such; their influence can still be felt. Conclusion Inequality has been universally acknowledged as a major roadblock in the way for economic and social prosperity. Political ideologies propose to solve this by coming up with systems that income inequality is diminished or ideally done away with therefore leading to a utopian society. This paper set out to perform a critical comparison of two p olitical ideologies; Communism and Democratic Socialism, both of which propose to do away mitigate social ills therefore leading to a harmonious society. From this paper, it has been seen that both this systems have a lot of similarities and that communism is in fact a more evolved form of democratic socialism. From the arguments presented in this paper, it can be seen that at the present time, democratic socialism is not only more feasible but presents the best system of governance. This is because the absolute equality and communal ownership that communism advances may never be achieved in the world but the ideals that Democratic socialists’ advances are achievable in the present time. DSA. Democratic Socialists of America. 2007. Web. Guo, Baogang. â€Å"Old Paradigms, New Paradigms, and Democratic Changes in China.† Journal of Chinese political science, 2008. Kornblum, William. Sociology in a Changing World. Cengage Learning, 2007. New York Times. East Berlin Diary . Web. Sackur, Stephen. President Chavezs socialist world vision. 14 June 2010. Web. Schwartz, Joseph and Schulman, Jason. Towards Freedom: Democratic Socialist Theory and Practice. Schweickart, David. Democratic Socialism Encyclopedia of Activism and Social Justice Sage Reference Project. Sage, 2006. Woolsey, Dwight. Communism and Socialism in Their History and Theory: A Sketch. BiblioBazaar, LLC, 2009. Wren, Christopher. Communists Meet in South Africa. 06 Dec 1991. Web. Ziblatt, Daniel. â€Å"The Adaptation of Ex-Communist Parties to Post-Communist East Central Europe: a Comparative Study of the East German and Hungarian Ex-Communist Parties.† Communist and Post-Communist Studies, Vol. 31, No. 2, pp. 119–137, 1998.

MRKT Assignment Example | Topics and Well Written Essays - 500 words

MRKT - Assignment Example I consider fabric, design and something new in the designs. As it is Armani’s and Italian brand newness can be expected from the clothing and fashion accessories. I think the brand has been positioned for the customers who do not object money when it comes to their clothing needs. The touch, feel, style and fit are the critical factors of consideration for me. Creativity, talent and production each are crucial aspect of any fashion product. Armani has positioned itself at high end segment of consumer. Client at this segment are not large in number but offer high volume in sales. Unit price of products are much higher than the available substitutes. Armani has established itself for its credibility in terms of the brand value offered and as a corporate citizen. Armani brands have been targeted for the luxury product market segments. The clothing and fashion products offer signature characteristics like fit and finishing of the clothing. Each product is prepared with a great det ailing which is available to the client during the decision making process. Armani has also extended some of the brand categories to the mass-markets i.e. jeans. However the success of Armani is due to the well established name and credibility offered by Armani brands. Products are produced with great level of expertise.

Hededge funds Essay Example | Topics and Well Written Essays - 1750 words

Hededge funds - Essay Example Summary of Data The data used for this exercise consists of monthly returns and Assets under Management (AUM) over a period of ten years (September 1999 – August 2009) for over 28 hedge funds. The information on these sample hedge funds was obtained from the EurekaHedge database which stores information on over 21,000 hedge funds. The sample hedge funds follow one of the following strategies typical of financial institutions operating in this domain: Long/Short Equities CTA/Managed Futures Multi-Strategy Arbitrage The table below details results of the results from the Monte Carlo and the Historical simulation methods using the sample data. Historical Monte Carlo             prob Not Losing prob Number of run > 50% Not losing Not Losing prob Number of run > 50% Drift SD Mean    98.90% 9814 13.05% 1,354 98.95% 9865 13.10% 1319 0.45% 1.59% 0.46% Arbitrage 86.56% 8600 53.01% 5,363 86.02% 8532 53.20% 5371 0.76% 5.63% 0.92% CTA/Managed Futures 87.53% 8729 58.98% 5,944 85. 10% 8434 56.77% 5779 0.86% 6.65% 1.08% Multi-Strategy 86.98% 8611 55.45% 5,595 87.10% 8661 52.53% 5331 0.74% 5.19% 0.88% Long/Short Equities The above results show that the mean monthly returns (lowest to highest) for each fund class are 0.46% (Arbitrage), 0.88% (Long-Short Equities), 0.92% (CTA-Managed Futures) and 1.08% (Multi-Strategy). The dispersion (Standard Deviation - SD) of returns among these fund classes follows the same order suggesting that Arbitrage funds have the lowest mean and the lowest SD while Multi-Strategy funds exhibit the highest mean and highest SD. Summary of Approaches used The analysis uses both the Monte Carlo and the Historical simulation methods for answering the key questions listed previously. The Monte Carlo Simulation method depends on the formulation of an appropriate model that can suitably explain and analyze the monthly returns used as input for this analysis. To model the behaviour of these monthly returns, the concept of geometric Brownian Mo tion (BM) was specified (Rubinstein, 2008). The BM used in this context is a Markov Process which simply means that the monthly returns follow a random walk and exhibit behaviour consistent with the weak form of the EMH (Efficient Market Hypothesis) (Robert, 2004). This implies that the Monte Carlo method in this case utilizes the fact that movements in monthly returns are conditionally independent from such movements during previous periods. Under the Monte Carlo Method, a number of iterations for each test case was conducted to analyze the deterministic model configured using a sequence of random numbers generated as inputs. This simulation technique is especially useful when modelling non-linear, uncertain and complex parameters (Hammersley, 2005). On an average, the current simulations utilize between 5500 and 9000 iterations under any given test case. The Historical Simulation method, also known as back simulation, is part of the Value at Risk (VaR) approach which also utilizes a large number of iterations like the Monte Carlo method. As the name suggests, the Historical method depends on past information on monthly returns (unlike the Monte Carlo method that depends on random input) and simulates useful results through the construction of a CDF (Cumulative Distribution Function) of these monthly returns over time) (Dowd, 2009). Key Findings Monte Carlo Method On the question of the chances of