Convocation: Better and Dr. Wilson

Convocation 2012 Response Paper Quam Onigbanjo As students poured inside of the auditorium, and the Morgan State alumni and faculty made their entrance, the first convocation of the 2012 school year began. The air was filled with peaceful music from the choir, as well as buzz of noise from the crowd. The aisles and staircases were packed with students trying to get seated near their friends. After most of the students were situated and the choir stopped singing, Dr. David Wilson began his introductory speech. Dr.Wilson began with greeting the new and or returning students and faculty. Then, Wilson starts to get into the depth of his speech by talking about how Morgan can, and is expanding into a generally better place. Wilson speaks of the newly built CBETS Building and about plans to build the Earl G. Graves business building. Wilson also talks about starting to improve the Jenkins building and softball fields. As Dr. Wilson spoke about the physical improvements that are planned for the campus, an aura of excitement came about the crowd.The part that seemed to excite the crowd the most was the announcement of the demolition of Montebello and the Soper library in order to create a new building that would take over Montebello’s duties. A general sense of pride filled the auditorium. The idea that Morgan was on its way to obtaining a better campus pleased everyone. As, a small HBCU in the middle of Baltimore city, Morgan’s campus does not compare to that of UMD College Park, which many students at Morgan would prefer to go to.However, it is clear that as Morgan is expanding into an even more beautiful campus, students and staff will be more confident in their school and will be encouraged to represent Morgan with some pride. As, the president continued his speech, the auditorium remained quiet with all eyes focused on him. Dr. Wilson then started talking about respect and conduct. This topic was guareanteed to come up as Morgan has been in the news is the past weeks due to a shooting in the student center. Dr.Wilson made a general message that was meant for everyone when he says to â€Å"respect yourself with the highest dignity and don’t accept things that go against who you are†, implying that you should have respect for yourself and one another in order to create a better environment for everyone. Due to the events in the past few weeks, Morgan’s name has been in the news for very bad reasons. These reasons were due to students at Morgan involved in murder and cannibalism, as well as stabbings and shootings.Although these events show a negative image to the outside world about Morgan State University, it is understood that Morgan is a school that is advancing and on its way to being a prestigious college. As a closing remark, Dr. Wilson wanted his staff and students to know that everyone should conduct themselves in the highest manner. This is to ensure that unfortunate events such as the ones that have occurred in the recent past do not occur again and that we as a university can restore our name contrary to what media portrays us.He closes his speech with encouraging his audience to find a deep respect for knowledge, learning, and education, as these should be the primary goals of any institution. After the choir sang the Alma Matter, a sense of inspiration seemed to have spread through the room as people were exiting the auditorium. The President has sent his message for the 2012 school year, which was to make Morgan a better place together.

Brechtian Performance †Message Delivery Essay

Our group explored and used a variety of different Brechtian techniques. Our chosen form of â€Å"social improvement† was â€Å"safe sex†, and we chose to use a parody of the well-known Bible tale of Genesis to deliver our message, hence juxtaposing contemporary society. We presented it with quite a lot of satire, with physical comedy (the banana and the throwing of clothes whilst Adam [Ryan] and Eve [Steph] were behind the curtains) as well as verbal comedy (â€Å"But God said we could do anything but touch the bananas!†). This example of verbal comedy was to parody God’s command to not touch the apples in the book of the Bible. We also had a narrator (Rebekka) who proved to be effective and acted in the style of a â€Å"Brechtian† narrator. We had individuals step out of the group to address the audience too – God (Jasmin) talked directly to the audience. This is a very popular Brechtian technique as it breaks the â€Å"fourth wall† and jars the audience. God and the narrator also gave stage directions, an example of self-reference which is again jarring for the audience. Since we used a Biblical story, there is already the presence of God, who made the judgment on characters in the end and resolved piece of epic theatre – another Brechtian technique. Also, when God entered, the music We Will Rock You was played in the background, juxtaposing God’s holiness and seriousness and creating opportunities for comedy at the same time. I think certain Brechtian techniques were utilized quite well in our piece of epic theatre. By choosing the tale of Adam and Even, we do not need introductions or monologues in order for the audience to understand the characterizations of the roles – even if not everyone is religious, I think it can be assumed that the whole of the audience are quite familiar with the basics of the tale. This allows the audience to be easily engaged in our performance. Our physical and verbal uses of comedy was successful – the audience understood the innuendos and showed this by laughing at the appropriate times. We also presented the Bible view of contraception satirically, and in the end used the narrator to tell the audience what the message really was – to have safe sex. Thus our issue of social improvement was clearly understood by the audience. When God said â€Å"to go forth and multiply†, the narrator also held up a placard that said â€Å"= MAKE BABIES†, a nother attempt at humor and also translating the Biblical language to make sure the audience could comprehend and follow the story. Critically, I believe we employed the Brechtian techniques well, but there is still a lot of room for improvement. We used self-referencing – both the narrator and God gave stage directions. The narrator also, whilst speaking to the audience, did not speak as herself – instead, she used â€Å"The narrator enters stage right and proceeds to tell the audience that this story is going to be about the issue of safe sex.† This use of third person is jarring and effective. God also gave directions to turn the lights on and off, which made the â€Å"theatre† of our piece evident. However, there were a lot of opportunities to use more Brechtian techniques, but we didn’t. I feel our use of juxtaposition wasn’t particularly strong – we could have used a contradicting type of music when Adam and Even were behind the curtains and throwing the clothes out instead of using the music we chose, which fit with the scene instead of contrasting it. Also, we only used â€Å"frozen images†, and not gestus – Adam and Eve froze whenever God and Satan entered, but it couldn’t be called a representation or summary of all the feelings and emotions depicted in the scene. Personally,I do not think my portrayal of Satan was up to its full potential. I didn’t really use any Brechtian techniques in my role, and my wearing the Devil horns seemed to fail as a humorous stereotypical presentation of Satan. I also think the narrator might’ve given herself more stage directions at times to create an even more jarring and comical effect. For example, â€Å"The narrator says the end to conclude the story. /pause/ The end.† We did not really have time to try this out though, so it might not be a good idea and is merely what I would’ve wanted to try. I also feel we should’ve tried juxtaposing the â€Å"sex† scene to be more sarcastic and humorous – perhaps with a classic, slow, romantic song, paired with the frantic throwing of the clothes. Again, our lack of organization meant we could not try that out, so it is only another personal goal that I wanted to attempt. I wish to have explored more Brechtian techniques, especially in my own role. For example I could’ve used a mask – perhaps a typical Halloween type of mask for a comical, stereotypical presentation. I think we synthesized our content with our form quite successfully. Choosing the Biblical tale of Genesis as the base of our form was a good choice as we favourably parodied God’s commands and the audience could follow the story with ease. This form we chose was effective because it allowed us to employ a variety of Brechtian techniques. The use of physical comedy was also very effective – the audience liked it and it was a sarcastic and humorous symbolism when Adam and Eve went behind the curtains. The use of the banana as a symbol was also very popular and the audience liked it. These uses of physical comedy were effective because we allowed the audience to piece things together and realize the joke, thus making it more amusing for them. The use of the narrator’s third person was also very well executed as it jarred the audience – they were not used to this and it made â€Å"theatre† more evident. Adam and Eve also spoke in colloquial language, p arodying the sophisticated Biblical text and making it more modernized, relating to the targeted audience. Overall the audience understood and appreciated the message we were trying to bring through, as well as our social improvement, thus I would consider this as well synthesized. Our group did not use any cross cutting, which I think is a very effective Brechtian technique. For example, for Tanisha’s group, whose social issue was the modern attitude to obesity, the use of cross cutting was executed very well. When Chloe was giving statistics about obesity and discussing facts about â€Å"Tanya†, Tanisha was at the background eating her Doritos. With this, we understand more easily what Chloe was saying – it was like she was describing the Tanisha at the back. This also provided a lot of comedy and the audience laughed a lot. It could still be an example of juxtaposition and contrast, where Chloe was talking about how Tanya’s condition was very fatal and she must be helped immediately, whilst Tanya was at the back just eating and eating. I also really like the use of the â€Å"original song† in the Gay Marriage group, and feel like we could have employed that technique too. YMCA is a song we, the audience, all know, and changing the lyrics to fit their own message was very successful. It was effective because we understood right away that they were gay and supported gay rights, and it was also very amusing as the lyrics to our well-known song are not changed in such a way. More comedy was created by their stylized acting – Georgia, Amalissa and Charlotte were so serious when singing the song, like it was an anthem and such – which made it more humorous for us. The use of making up your own lyrics to a well-known tune is, I feel, a very effective Brechtian technique, as the audience would easily understand and would also find it very funny. The â€Å"power relationships† demonstrated in Cora’s group was also something I would’ve wanted to use. Their social issue was bullying, and the bullies stood on chairs and towered over â€Å"Cinderella†, who was backed up against the wall. This is a very famous and popular Brechtian technique in demonstrating power – and I find this very effective. This explicit exaggeration of statuses makes the audience question the otherwise â€Å"normal† relationship. We’ve become so used to bullying that we know it’s wrong, yet we never really question the immorality of it or how to stop it anymore. Having the bullies stand on chairs and Cinderella cowering in fear was like a â€Å"wake-up call† – we see the power relationship and we see how wrong it is. Hence this was an effective way to get the social improvement across to the audience. Lastly, I really liked how Tanisha’s group â€Å"broke the fourth wall†. When the two contestants introduced themselves, we were given instructions to clap and give a round of applause. This made the â€Å"theatre† of the piece very evident – the audience is actually joining in and somehow â€Å"taking part† in the performance – we provided the applause. This technique is very effective because it jars the audience and makes them realize they are watching a piece of theatre. I would like to perhaps take this even further and try to ask questions and demand answers from the audience. This penetrates the fourth wall strongly and having the audience participate in such a way is very effective in making â€Å"theatre† obvious. This will make the audience think about the social issue more – the piece of theatre was not merely something you went to watch and got absorbed in, but rather, a representation of reality. I believe this is a n extremely effective Brechtian technique.

Describe some of the different ways of conducting an archaeological Research Paper

Describe some of the different ways of conducting an archaeological excavation - Research Paper Example Research indicates that the earth’s surface is completely enclosed by the soil which comes from the original bedrock. This might include chalk, sand and granite, different types of rocks or clay (Barker). Since the fundamental nature of the soil is analyzed through its underlying rocks therefore initially the subsoil is studied then soil’s fertility is known which further helps in the determination of farming or vegetation settlements. Archeological sites are broadly defined as the settled residues of different structures which over the period of time convert into earthworks and rubble through the process of stone-rubbing, erosion, decay and invasion by the animals and plants (Barker). Sometimes it is possible that the researchers locate a residual settlement which is on its way to become an archeological site. This basically facilitates scientists in studying the archeological process. The archeological sites are usually found at lowland areas (Barker). One of the important factors in locating an archeological site is the confirmation of the fact that rocks present at the upper layer of earth were formed later than those beneath them. For instance, lave forms after the development of mountainside rocks. However, surface of the earth never remains in the same pattern and hence after some time the covering of different structural settlements remove and the rock beneath them comes to the surface. The same thing happens with the archeological sites since when the superimposed layers are removed the underlying surface becomes visible which indicates the historical remains and the presence of previous living and nonliving objects (Barker). Archaeological remains are distinguished into different types. The first archeological type deals with the antiquity of man i.e. the recognition of former civilizations, for instance, those humans who lived in caves centuries ago. There are various written records which

Schools Need Dress Codes Essay Example | Topics and Well Written Essays - 1250 words

Schools Need Dress Codes - Essay Example Then why cannot one opt the issue of uniforms in schools. In most of the countries it have been identified that there is no need of uniforms. Students are attending college in casual dress such as Canada. This is unethical, for instance if we are working in a particular organization each individual is asked to do formal dressing. This sense of equal dressing should be created in children’s from the very beginning, starting from schools, were each child is same in the eye of teacher. But one must consider the other perspective also, i.e. the children’s, what they feel when they see the other child in a good dress as compared to themselves. This may create a sense of demotivation in children’s as well as parents. For instance, a child with good financial background will wear luxuries clothes as compared to the child with low income group. This will create a gap in child’s mind and the former will force parents to get good clothes. This will affect income and expenditure pattern of the family. Therefore to control this situation it is imperative to have dress codes in schools to promote equality among children’s (Ann Svensen, 2000). Training Uniforms are required to train the students for future. In some of the jobs, mostly Asian countries employees are required to wear a uniform. If a child is not made to wear uniform in school, then he will not be able to wear that even later in life, because we human being perform in a way and principles learned in schools. Educational institution is the place which makes a child disciplined. Students can be trained by for future if they are required to wear uniforms. Most of the jobs specification requires servile attitude in people and a student wearing a uniform throughout his academic life is accustomed of having a servile attitude, which will help the child in future. In contrast, children are who are made to wear casual dresses in schools lack this form of attitude which is a main drawba ck. So, it can be said that uniforms in schools can lead to future success of children’s (Alleyene Sylvan, 2009). Equity This focuses on the fact that there exists a problem of rich and poor children’s due to the lack of uniforms in school. This factor is very important in a child’s life. If it is avoided, may ruin the entire life of children. This statement verifies the utmost importance of uniforms in schools. The equity arguments are mainly made by state schools who are more concerned for the future development of children’s. Presently, many private schools in Asia are focusing on this equity theory. School uniforms make students look alike and reduce the differences among them. Children’s mainly judge themselves from their physical appearances i.e. their clothes (David L Brunsma, 2004). Conflict Lack of uniforms may lead to conflict. As discussed earlier children’s judge themselves on the basis of their clothing, if they feel something i s less, more demands are made to the parents. In most cases, parent can’t afford to make their children wear luxuries clothes. This creates a sense of demotivation in a child. One gets frustrated. In result, there exist conflicts among children’s studying in same classes. It creates a sense of hatred among them. This can lead to increase in fights and democracy in an educational institution. It will not only harm children’s but as well as the school itself. Therefore, in order to solve these conflicts wearing uniforms should be

Law case Essay Example | Topics and Well Written Essays - 500 words

Law case - Essay Example However, when Freddy arrived he found that there was only a selection of 35 records available. He there upon informed Richard, the manager of the Red Lion, that he could not perform under these circumstances and left the pub immediately. Richard was furious, he told Bill to leave the equipment set up and began telephoning around to find another DJ. He eventually found a DJ called Sally who agreed to perform at that Red Lion for  £150-00. Richard agreed to pay this fee; but when she arrived she found that Bill had taken down all the equipment and had gone home shortly having done so. Richard was forced to pay two local boys  £35 each to set up the equipment for Sally. Freddy and Bill are demanding their fees of  £60 and  £20 from the Red Lion Club. Richard has refused to pay them and is threatening legal action by the Red Lion which is an incorporated company against Freddy for Breach of Contract. In the above, it is necessary to discuss whether either party can sustain a claim for breach of contract. In order to do this it is necessary to discuss the formation of a contract and the issue of privity of contract with regard to any potential claim Bill might have. From this is should be possible to advise the parties with regard to any monies they might be entitled to. The formation of a contract requires there to be an offer1, followed by acceptance2, and then consideration. If all three elements are present the court will generally rule that the contract has been fully constituted. In the above, the contract has been created between Richard and Freddy, with Freddy offering the services of Bill to assemble the equipment, and Richard acting on behalf of the Red Lion Club. When considering privity of contract it is important to note in this case that privity exists between Richard and Freddy. Privity can be horizontal or vertical. Horizontal privity would occur in the case of Bill as he will be getting the benefits from the contract made between

Annotated Bibliography Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Annotated Bibliography - Research Paper Example In the article, the author sees organizations as agent of culture in the global domain. For this reason, this article provides a first-hand understanding of culture and how managers can adapt their expansions strategies to benefit from rational global culture. Notably, this article can equip managers of organization with the necessary understanding of cultural rationalization of the global business environment. Borges, L., & Tian, K. (2011). Cross-cultural issues in marketing communications: An anthropological perspective of international business. International Journal of China Marketing, 2(1): 110-121. In this article, two college professors discuss the role of culture and its impact on communication in global business. Borges and Tian (2011) reveal that many global cultures are focused on retaining their culture rather than accepting new culture. The article further explains why this tendency can impose extra challenge on business expanding in the global front. Indeed, this explai ns why many organizations must understand how culture affects their communication process in order to tailor their messages to suit the needs of the local communities. Most importantly, the article describes how cultural values affect communication and the necessity of business to learn cultural values of foreign cultures. Boyer, M. A., & Lavalee, T. M. (2006). Globalization and local governance: Implications from Wal-Mart’s expansion. International Studies Perspectives, 7: 254–266. The article makes use of Wal-Mart to illustrate the effect of culture on expansion of business in new business environment. Boyer and Lavalee (2006) reveal that business which expands to global market often faces local forces that are not willing to trade their local culture. In this journal article, the authors emphasize that understanding the local culture is paramount in business expansion. Written by renowned university scholars, the article serves as an example to managers on how they can face local culture and prevent failure of business as they expand to new global frontiers. This suitable article can galvanize the ability of managers to succeed in global markets. Deleersnyder, B., Dekimpe, M. G., Steenkamp, E.M., & Leeflang, P. S. H. (2009). The role of national culture in advertising’s sensitivity to business cycles: An investigation across continents. Journal of Marketing Research, 21: 623–636. In this journal article, the author discusses the intricate relationship between advertising and culture. The authors posit that national culture can affect advertising and multination businesses must be aware of these cultural variations to adapt their advertising strategies. The article overemphasize that decisions to set advertising can affect the success of business expanding into new global markets and business must understand how culture shapes their advertising. Written with a focus on managers and their role in advertisements, this article offers new insight on advertising in the global market. Garvin, D. A. (2004). What every CEO should know about creating new businesses. Harvard Business Review, 82(7/8), 18-21. In this article, Garvin (2004) illuminates several reasons that limit the creation of business and culture is one of them. In particular, the article faults the lack of cultural awareness as one of the proxy for business

Business Statistics SPSS Research Paper Example | Topics and Well Written Essays - 1000 words

Business Statistics SPSS - Research Paper Example The progress of a university is determined by the HR department who provide a favorable professional environment for collecting information and giving tangle consideration of information gathered. According to Pausits, 2015, the quality of academia and management depends on the quality of HR department and functions. In our case study, the HR department considered collecting data about the number of employees and students while benchmarking their annual pay rise because this is the only two main ends that are involved in circulation of finance in the University holding the universities' infrastructural development constant. The reason for benchmarking the pay rise comparing with 25 other universities is to have an overview of several aspects such as progress and performance of the institutions. The main need for HR department of benchmarking this information is to determine if the size of the university regarding student enrolment and the number of staffs (employees) influence the an nual pay raise. By comparing at 25 universities pay rise, we can be able to carry out data analysis and determine in the universities with the highest number of enrollment (large) have the highest pay rise comparing the universities with a low enrolment (small) rate which has the least pay rise. Since of a large number of the information provided, we are going to determine the mean (average) pay rise depending on the size of the universities (Small, Medium, and large). The hypothesis will be formulating, suitable data analysis technique and recommendation will be made according to the results of the analysis.

Excessive Guns Laws And Gun Crime Statistics Essay

Excessive Guns Laws And Gun Crime Statistics - Essay Example The report takes a â€Å"Pro-gun† or â€Å"Pro-gun user† stand and points out facts that support the relaxation of guns laws. It elaborates on the need to shift the focus to other restrictive measures as for example stricter registration procedures, stringent tracking, and recording, background check etc instead of exercising excessive laws on weapon possession. The backdrop of the prevalent gun crime scenario of the United States and the United Kingdom have been taken into consideration in preparing the data, literature review and facts and figures. The report concludes that excessive guns laws are ineffective in curbing gun-related crimes and is against the second amendment. The second amendment to the United States Constitution is a part of the larger US Bill of rights and is concerned with protecting the individual’s right to bear and keep arms. This amendment was adopted on December 15, 1791, along with the rest of the Bill of Rights. The interpretation of the second amendment of Guns Laws clearly states that the affiliation of a person to a militia (well regulated military establishment) preserves, guarantees and protects the pre-existing right to possess arms in view of their responsibility for the security of a free state. It, however, doesn’t grant an individual the right to keep and bear arms. During the discussion, tabling, and ratification of the 2nd amendment to the Guns Laws there was a clear intention to prevent jeopardizing the rights of individuals invested with the safety and security of a free state, to possess and carry firearms (e.g.: Guns). This is in clear accordance with the continuation of fire-arm possession of individuals already doing the same and barring any individual from possessing or bearing fire-arms without the need of protecting a community.

Motivation, leadership style and performance management Essay

Motivation, leadership style and performance management - Essay Example This essay is structured in different sections, with each section dealing with one factor of crucial influence on performance. The first section discusses the various theories of motivation including the works of Maslow (1943), Alderfer (1972), McClelland (1955) and evaluates the impact of motivation on the group’s performance. The second section discusses theories of leadership by XYZ, and assesses the impact of leadership style on the performance of our group. The third section of the essay covers performance measurement as the factor that impacts on the team performance. The final section of this essay covers my conclusions and the recommendations that can help in better performance management. The first factor that I intend to relate to performance of team is motivation. Motivation has been one of the most studied and discussed topics relevant to performance. According to one of the oldest and most popular theories of motivation, motivation is the result of drives or needs that human beings have. For example, Maslow’s Theory of Hierarchy of Needs (1943) states that there are several stages of needs, like the basic needs for food, shelter and security; social needs related to feeling a sense of belongingness or affection, status and self-esteem needs, and self-actualization needs. As a person is able to fill his lower order needs, the higher order needs become operant and motivate him. See Figure 1 below: Figure 1: Maslow’s Hierarchy of Needs Theory (Source: Maslow, 1943). Another version of the derive theory is that proposed by Alderfer (1972), which segregates these needs into only three categories – ERG or existence, Relatedness and Growth needs. According to Alderfer (1972), all three types of needs can be operational at the same time. Similarly, a theory of need is proposed by McClelland (1955), which states that people are motivated by different needs and the prominent need defines what factors may motivate them. For example , according to McClelland (1955), people who have a high need for achievement are motivated by challenging tasks and lofty objectives, while people who have a high need for affiliation are motivated by opportunities that furnish them with more social interactions or recognition. Need for power is high in people who are motivated to obtain positions of high status and power. These theories root the basis of motivation into an internal need of the person. In contrast to these theories, theories like that of Vroom (1964), consider the external rewards and expectations as the driving forces for motivation and performance. Vroom’s theory states that people gauge if their efforts are capable of getting them the desired performance, and if the performance outcome can lead them to their goals or rewards. This means that there are basically two aspects to motivation one is the expectations of a link between effort and performance, and the other a direct link between the performance an d rewards. Another essential aspect of motivation according to this theory is the desirability of the reward or the expected value of the reward. People are motivated to expend the effort only if the reward has value for them. As such, motivation according to this theory is a product of: Motivation = Expectancy X Instrumentality X Valence Where, Expectancy is expectation that the effort leads to performance Instrumentality is the perception that the performance will be instrumental in attaining the reward Valence is the value of the reward for the person In addition, motivation can be both extrinsic, as in the case where rewards and incentives are the motivating factors, and intrinsic, where the person wants to fulfil an internal need –

Marketing Essay Example | Topics and Well Written Essays - 1000 words - 2

Marketing - Essay Example The facility only specializes in the treatment of orthopedic issues and this therefore implies that visiting patients do not have to queue alongside patients who suffer from contagious diseases. Patients are additionally not triaged behind the patients who are suffering from medical conditions that take longer periods to diagnose or treat. The hospital has physicians who may provide support to the injuries that need extended care along with therapies at the hospitals highly developed orthopedic center. The hospital is therefore ideal for attending to injuries sustained in sporting activities, household chores or at work due to their capability of offering extended along with immediate medical attention. This mainly happens when the goal is to make a speedy return to the activity being performed (Ortho On-Call, 2012). The four components of the marketing mix which are place, promotion, price and product are vital to the success of the Ortho On-Call. The major product that the hospital deals is offering orthopedic medical care. The hospital offers immediate responses to patients suffering from orthopedic problems with the purpose of satisfying their needs of diagnosis and treatment (Ortho On-Call, 2012). ... This is mainly because their marketers can be able to decide whether they can augment their products depth or the amount of product lines they deal in. In addition, the hospitals marketers should make decisions concerning the positioning of their products, exploitation of their brands and the hospitals resources and how they should configure their product mixes so that their products may complement each other (Vieceli & Valos, 2010). Prices are what customers pay to the hospital for the services or products they have received in order to satisfy their needs along with wants (Cant, et. al., 2009). They are vital in determining the profitability or loss levels along with the survival of the hospital. Adjustments in the prices charged for the products or services on offer may have profound effects on the hospitals marketing strategies. This is mainly because depending on their product’s price elasticity, their sales and demand is affected (Vieceli & Valos, 2010). When formulating the hospitals marketing mix, their marketers always set prices that will complement the prices charged for the other elements of their marketing mix. When setting the prices for their products, the hospitals marketers should always take into account the perceived values of their products along with services to their customers. These marketers may utilize pricing strategies like market skimming, market penetration along with the neutral pricing strategies. When setting the prices for the hospitals products along with services, the marketers should consider their products reference and differential values in contrast to the values of other products that compete against theirs. On the other hand, promotion represents the different methods that the hospitals marketers

Racism in Morocco Essay Example for Free

Racism in Morocco Essay AP History Take home test Yasser Benamirouche1-compare and contrast president Polks willingness to go to war against Mexico over Texas but not against Britain over Oregon. I believe that there is political and economical reasons behind that.. Britain is a much stronger enemy and I do not think it was a good idea to go to war with them because it might end badly for the U.S while Mexico that just got its freedom it was an â€Å"easy target† I believe and it kinda was the case because the United States one the war and got Texas and more. A second reason will be that Polk; being from the Jacksonian party which stood for slavery; wanted to get Texas and make it a slave state which will give more power to the slave states while if they got Oregon it would have been a free state which is not what Jacksonian democrat would want. Those were the political reasons now with the economical reasons, getting Texas would open a gateway to California and therefor the trade with Southern America which will be very profitable for the United States of America. 2-what are the reason that American settlers were so eager to go west in this time period? Discuss the hardships they would have faced on their journey West. American settlers moving West was motivated by different ideas like that the settlers were responsible of spreading Christianity and that the United States was meant to spread in the continent making a â€Å"making a new heaven on earth† and it was documented and it became the practical document â€Å" Manifest Destiny which was used by democrats to explain their expansions â€Å" the War with Mexico etc.. 3-Asses the validity of the following statement†although Americans percieved manifest destiny as a benevolent movement, it was in fact an aggressive imperialism pursued at the expense of others† I believe what was said is very true, the Manifest Disteny was a way to explain the unexplainable which is going to war and taking over lands by killing its native habitants like in the War of Mexico and the Trails of tears, while at the same time discourage any attempt by the eastern world to take any similar actions 4-asses the validity of the following statement â€Å" the Mexican war was a major reason of the American civil war†. Caused by the addition of vast new territories and the fight between the southerners and northerners to see which states will be slave states and which states will not, the northerners wanted California so badly so they had to give something in exchange and the thing they gave was the right for southerners to hunt down any running slaves and bring back which irritated the northerners and overheated the whole debate by the end of 1850s+.

Importance of Monitoring Assessment Record keeping and Reporting

Importance of Monitoring Assessment Record keeping and Reporting Over the course of the previous 30 years assessment has been a major focus of educational discussion and research. It is generally accepted that assessment is a vital part of a teachers role which needs to be carefully considered. According to Kellough and Kellough (1999, p. 417), Teaching and learning are reciprocal processes that depend on and affect one another. Thus, the assessment component deals with how well the students are learning and how well the teacher is teaching. Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning. Although this is a fairly broad definition, it does allude to the wider importance of assessment. Assessment is used to measure teaching and learning and to inform future practice by individuals on various levels related to education: Pupils to identify current achievement, attainment and areas for progression. Parents / carers can identify and aid student progression; additionally understanding individual and school performance compared to national standards. Teachers to identify areas of strength and weakness in their pupils skills and knowledge, thus informing planning, providing work of an appropriate challenge, covering the national curriculum and ensuring progression. Senior Leaders / Governors to identify schools areas of strength and areas of development with regard to national standards and additionally to local issues and demographics thus informing the school development plan. Government can use a variety assessment data and statistical testing to measure school performance, identifying good / best practice or areas which may need closer monitoring and support. The assessment process clearly provides an extensive range of uses for many people associated with education and schools. It is important to break the assessment process down into two widely accepted strands, assessment of learning (AOL) and assessment for learning (AFL). AOL is characterised by the use of tests, targets and exams whereby pupils receive a fixed mark, grade or exam result (e.g. the end result of a GCSE exam) (ONeill Ockmore, 2006). In comparison, AFL is concerned more with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue (Assessment Reform Group, 1999; 2002). The purpose of AOL is to report on the achievement and attainment of pupils at a given time or stage within their learning (Harlen 2007), the term summative assessment is commonly used. Summative assessment refers to measuring the total sum of learning at a given point in time. It uses end of topic, end of key stage or end of qualification assessments to provide data which can be used to assess learning or to compare performance to national standards. These comparisons can be in different areas such as comparison to peers (normative assessment), pupils past achievements (ipsative) or set criteria (criterion referenced e.g. National Curriculum level descriptors) (Riding and Butterfield 1990). Clearly, assessing achievement encompasses ipsative assessment, assessing pupils progression form previous grades and assessments to their most recent activity. This can be done at the student, school and LA level. Students can record end of unit grades to understand and identify their own progression made (this can be linked to AFL); the school and Local Authority (LA) can use the assessment as performance indicators i.e. has the child made appropriate 3 levels of progress, is the school adding value to the child. Adding value can be an important factor; even though a child may not compare well to national averages, the child may have made significant progress in particular areas showing great ipsative improvements. For a school in a deprived area with fourth generation unemployment (such as my second school) this can show teachers, students and LA that progression and improvements are being made, even if these improvements are not reflected in the schools exam results or league tab les. Normative assessment is the assessment of a student compared to their peers (Browning 1997). Normative assessment is used frequently by many in education: by schools to place students in pathways / sets, by teachers to differentiate work and provide challenge and by LA / Government to compare schools and groups of students. Normative assessment does require students to be taking the same assessment. Potential problems arise via alternative / vocational qualifications or teacher judgement and discretion of which tests students in their class may sit if the assessment is not a school-wide focus or policy. Criterion referenced assessment is a common feature of most summative / AOL tasks now employed. Students are marked and ranked against a given criteria, a set benchmark; this may be a mark scheme for a GCSE or National Curriculum level descriptors correlated to specific year group for key stage 3 (National Curriculum testing). Criterion referenced assessments are believed to be much fairer and more objective than normative assessment (Dunn et al 2002) as all students are measured against the criterion given. This however provides some positive and negative features for those involved; teachers will become familiar with content to cover allowing adaption of teaching and experimentation to find best practice and hopefully improve learning. Students should be aware of standards and expectations that they must meet (linking with AFL) allowing for focus and attention to be paid to particular areas. Both teachers and students can familiarise with grade boundaries and nature of questions as ked. Finally at a LA or Government level an objective comparison can be made from school to school, town to town or demographic to demographic. Unfortunately the positives can have a negative aspect. Teachers and students may teach and learn to the test resulting in a poor understanding of the subject but excellent grades being attained by coached pupils. This can lead to inaccurate or insignificant comparisons being made by LA or Government and incorrect inferences being made. Coaching or teaching to the test is somewhat of a topical issue within keys stage 2 and 3 education; with many schools choosing not to entre students into Standard Assessment Tests (SATS) at the end of key stage 2 and 3 because of aforementioned issues. As mentioned coaching for a test can provide weakness in subject knowledge resulting in overinflated expectations of a pupils ability causing problems for teachers and senior leaders. Firstly teachers will have to retest or find true baseline information allowing for effective provision and challenge of work; later difficulties can be created due to students having over estimated predicted grades or potential. This is an obvious concern for senior leadership as school results may be affected by a child not achieving potential, a potential which may be unrealistic before intervention and provision. For senior leaders at key stage 2 and 4 the figures could produce a rather insignificant league table of results affecting reputation and i ntake. Such problems are trying to be resolved with alternative forms of testing. The Middle Years Information System (MidYis) test is now commonly used. Midyis tests are sat with no prior preparation and are designed to test ability and aptitude for learning rather than achievement (http://www.cemcentre.org/midyis). The tests are available for students at the end of key stage 2 and 3 and have good correlations with attainment. The test measures a whole host of skills including reading, writing, maths, perception and skills such as visualisation, block counting and spatial awareness. As no prior preparation is involved, teaching to the test is removed. Many schools now deploy assessment points throughout the year to monitor progression of pupils. There are many ways of collecting this data to monitor progression. Some schools may use the discretion of the teacher to produce a level based on their professional judgement; this can be done for academic ability / achievements and also personal qualities such as effort level. Additionally data can be produced from blanket assessments across faculties for particular year groups; or again with discretion of teachers to provide an assessment for their particular classes. Both rationales have merits and drawbacks to be considered before advancing with a particular methodology. Indeed at key stage 4, summative assessments are mainly produced by or with reference to qualifications being studied by pupils. Qualification boards provide the criteria to judge students objectively within cohorts studying the same qualification; however differences in qualification expectations are vast. There is great provision set aside for young people in an attempt to ensure every child can achieve, make a positive contribution and ultimately develop and become employed. Depending on demographics and catchment the provision made by the school will vary greatly. A more affluent catchment area consisting of employed families with a higher regard for education is more likely to encourage academic achievement and qualifications, such as triple award science and GCSE qualifications; providing a more academic qualification base instead of a more skills, practical base. From limited experience these differences have been apparent; with a more affluent lead school offering a wider ran ge of academic qualifications and GCSEs compared to a more deprived second school which provided a whole host of alternative qualifications such as BTEC, OCR National or applied GCSEs. Indeed this reflects engagement and choice from students but also shows the judgments which must be made by schools to match students to appropriate qualifications and assessments. Due to the nature of KS4 assessment teaching to the test is not an option. Skills based, practical qualifications often involve students producing evidence of meeting benchmark standards or gaining experience. The more academic qualifications ask questions in a variety of ways, including open questions, forcing students to understand their subjects. There is some discrepancy and controversy in data being produced at the end of key stage 4 due to GCSE equivalent qualifications. Schools currently use equivalents as a part of the data produced for Key stage 4 A-C grades; with many arguing that equivalents do not have the same rigour as GCSEs, an issue currently being reviewed at Government level by Professor Alison Wolf on behalf of the Department of Education. The data being produced at the end of key stage 4 via summative assessment plays a vital role in school performance. RAISEonline provides analysis of school and pupil performance data with aims of allowing school to better self evaluate, provide common data analysis for schools, LA, inspectors and school improvement partners and better support teaching and learning; it will enable schools to examine context, attainment and value added data explore hypotheses about pupil performance and moderate pupil targets (https://www.raiseonline.org/About.asp). The subjects mainly covered by RAISEonline are English, Maths and Science with some information on all GCSE subjects at the end of Key Stage 4. The document can provide a comparative of the school relative to national standards not only on attainment but also context and demographics. It is possible to see percentage of pupils on free school meals indicating deprivation, looked after children, percentage of pupils from ethnic backgrounds or that has Special Educational Needs status; all of which bring about varied challenges for schools. This allows schools to be put into to context in terms of pupils, catchment and demographics. Additionally prior attainment can be considered. Those schools with a higher than average number of pupils achieving a level 4 (on average) and a lower than average achieving a level 5 at the end of Key Stage 3 will find it more difficult to achieve a higher percentage of A-C grades (as with second school experience). This may result in more intervention being made for a larger number of students on C/D borderline to help increase attainment levels. RAISEonline uses an average point score (each level given an equivalent number to allow for statistical testing) to provide a picture of the attainment of pupils of all abilities. This can be used as mentioned above or it can be used to identify groups which may need more assistance e.g. a high score for GCSE points but low A-C points would suggest many students received qualifications for GCSE or equivalents but only managed 4 or less and not 5. This may suggest that middle ability students need to be extended further to achieve a C or that equal opportunities could be better promoted as other schools on average attain more C grades. At the lead school, average point score for English, Maths and Science is consistent with the national average however A*-C score is higher, this may suggest that middle ability students are focused on more for the core subjects with optional subjects being better resourced and focused to achieving higher grades. The final piece of RAISEonline data I will consider is the Contextual Vale Added (CVA) score. CVA is a prediction of attainment that accounts for pupil background, prior attainment, demographical or situational difficulties (as mentioned). If a school has a high CVA score (as with second school) it would suggest that the school is making very good progress with students, this may not be reflected in the average point score for A-C grades; but catchment area of pupils will limit that potential. If a school is very high in CVA it would suggest that the pupils are making more progress than predicted compared to national average. If this is not the case, further investigation can be complete to determine areas which need more attention and support to raise attainment, thus affecting the school development plan; an area which should continually evolve with the use of RAISEonline data. Over the next few months and years RAISEonline itself is likely to be adapted and evolved as current gove rnment reviews will change how schools and education is measured. The aforementioned Wolf Review will focus on vocational qualifications to determine which are sufficiently rigorous and useful to students and economic society. The recently released White Paper The Importance of Teaching is set to change how schools are measured; with an inclusion of Science to English and Maths as a floor target. The paper also outlines the importance of GCSEs and the movement away from vocational qualifications; rendering such vocational or alternative qualifications as obsolete and ineffectual. Within the exploration of summative assessment, there have been improvements in my knowledge of the range of assessments (Q12 appendix 2), which have incorporated the assessment requirements for those who I need to teach and their qualifications (Q11 appendix 1). The range is vast and importance must be placed on suiting the student to the qualification, considering rigour of qualification, strengths of the student and their aspirations. This is particularly important for student attainment and achievement and also school performance. Due too much of the data generated in summative assessment being used to provide data for statistical analysis (Q13 appendix 3); its importance must not be undervalued. Having accurate information on student ability, school context and issues can only serve as a benefit for teachers, a benefit which should be maximised. The information can be used coherently as part of the teaching and learning process, raising standards and levels of attainment. The second strand of assessment, Assessment For Learning (AFL), is very different to AOL. AFL is more concerned with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue, rather than assess the learning taken place Assessment Reform Group, 1999; 2002). The term formative assessment is commonly used in place of AFL being described by Bell and Cowie (2001) as assessment which is intended to enhance teaching and learning. An analogy of making soup describes the difference most clearly; when a soup is being prepared, the cook tastes the soup, adjusting amounts of ingredients and determining what needs to be added, this is formative assessment. When the soup is served and tasted by customer that is summative assessment (Guskey 2000, cited in Lund and Tannehill 2010 p86). AFL is usually an informal process, entrenched in all facets of teaching and learning (Black et al 2003). As figure 1 illustrates, formative assessment can be best described as an ongoing process that interlinks with other elements such as planning, teaching and learning (Casbon and Spackman, 2005) Figure 1. The plan-teach-learn-assess cycle (cited Bailey, 2001 p141) The cycle illustrated reflects the relentless approach needed by teachers to meet best practice. Assessment must be used in order for the teacher to glean understanding of ability and set appropriately challenging work. This clearly links to planning to organise such work, allowing effective teaching and progressive learning. As teachers glean this knowledge of the group, they often require baseline data to assist their own judgments. Diagnostic Assessment (DA) is often used; it involves teachers assessing pupils progress against a given criteria (a potentially summative task), allowing them to become informed about their next steps in planning for effective learning (a largely formative task). There is debate over DA forming a part of formative assessment, summative assessment or being an individual, separate entity. In my opinion, due to its very nature of ascertaining previous knowledge, strengths, weaknesses and skills to inform planning, it is a part of the assessment for learni ng process. Indeed the DA may be an overlapping area of the 2 strands of assessment; completed in a more summative or formative way, largely depending on teaching style and preference. Upon completion of DA, the continual cycle mentioned above will become an inherent focus for the teacher. As emphasised by ONeill Ockmore (2006), assessment should not be viewed as a separate entity, but rather an imbedded principle as the other elements are dependent on this to develop and progress effectively. Using the levels ascertained in summative or diagnostic assessment, the teacher can then enhance learning and future attainment. An influential paper by Black and Wiliam (1998) Inside The Black Box; raising standards through classroom assessment showed formative assessment to have a pivotal role in raising standards, particularly when students are actively involved in the assessment process; and the results of assessments are used to inform planning. This information is invaluable to teachers. As mentioned via the learning cycle assessment is vital to inform planning and thus facilitating effective teaching and learning. By incorporating students into the process, focusing o n quality of learning and feedback, educational and learning standards can be raised. Additionally, Black and Wiliam (1998) explored developmental areas for improvement; providing some indication of evidence to support particular improvements of formative assessment methodology; indicating that the process requires further developments. The Assessment Reform Group (ARG) attempted to provide such developments; as a follow up to Inside The Black Box, the ARG produced Assessment For Learning: Beyond The Black Box (1999) identifying five key factors in effective AFL: providing effective feedback to pupils; actively involving pupils in their own learning; adjusting teaching to take account of assessment results; recognise the influence of assessment on pupil motivation and self-esteem, both vital to learning considering the need for pupils to be able to assess themselves and to understand how to improve. In practice, for educators, the factors clearly allude to facilitating understanding of what good learning or work is to students; they can therefore identify their stage of learning, areas to develop and how to improve. The ARG (1999) also provided risk factors with regard to assessment, factors which undermine the AFL process and should be avoided, these include; having an emphasis on quantity and presentation rather than valuing quality of learning; lowering confidence / self-esteem by concentrating on judgements and thus not providing advice for improvement; providing feedback to serve managerial / social purposes rather than helping pupils learn more effectively; working without a sufficient understanding of pupil learning needs. Building on the ARGs work and their own work in developing formative assessment Black and Wiliam et al (2002) produced Working Inside The Black Box; Assessment For Learning In The Classroom; hoping to pick up where they had left off and further develop AFL pedagogy under four main headings: Questioning To develop educators questioning skills, asking pertinent questions, allowing thought and response time for students, having follow up activities that are meaningful, and finally, only asking questions for which the teacher requires information or that the students need to think about. These are fairly simple points and a concept which can be considered and introduced to teaching practice quickly and efficiently; improving teaching and learning with a fairly immediate effect. Peer and Self Assessment Criteria for evaluating learning must be shared with and be clear to pupils; thus facilitating a clear overview of the aims of the work and what it means to be completed successfully. Pupils should be taught the habits and skills of self and peer assessment so that students can keep in mind the aims of the work and assess progress as they proceed. This will hopefully allow pupils to develop learning in a unique way which cannot be achieved in any other way. Practically this means sharing learning objectives and outcomes of lessons and activities and making self and peer assessment a common process. Revisiting aims of learning and assessing success can then be used to guide learning both for the teacher and by the student, promoting independence. Feedback Through Marking Written tasks should encourage pupils to develop and show understanding of key features of the subject studied. Written feedback should identify areas of strength, improvement and how to make that improvement; additionally providing opportunity for the improvements to be made. And finally to be effective, feedback should stimulate thinking to take place. In an area often rushed, it is clearly invaluable for teachers to consider their comments. Providing effective feedback empowers the student and allows for independent improvement; indeed, opportunities for learners to make the improvements are vital. The effective feedback concept is one which can be closely linked to peer and self evaluation. Having a consistent approach with clear criteria, making assessment and feedback a habitual process, will assist all feedback to be thought about and considered by the learner. Formative Use Of Summative Tests Summative tests should be seen to be a positive part of the learning process. Pupils should be engaged in a reflective way of the work they have done to revise effectively. This may and should involve students setting and marking questions within given criteria, to help them understand how the assessment process works and ways to improve. This can be linked closely to peer and self assessment and effective feedback once again promoting self ownership to students. It is imperative that teachers consider the formative assessment process and apply principles effectively and frequently. Teaching and learning goes hand in hand emphatically underlying the need for an open, clear process, which involves the student to think and consider at every possible opportunity. At the lead school many different activities have been engaged as part of the formative assessment process; many of which reflect the aforementioned principles and features of AFL. There is however a clear scope for improvement; especially in providing a transparent criteria for students to understand in completing their work. This does not reflect coaching to the test as mentioned in summative assessment, more of an understanding of what is expected to classify excellent work and how expectations can be met. To improve practice it is important to habitually employ the features of good AFL technique; this will assist students in becoming very aware of the learning process and their own learning needs whilst allowing teachers to facilitate the learning to maximal effect and efficiency. Within my exploration of AFL there have been vast improvements to my pedagogy and practice of assessment. The formative assessment process has immense importance to ensure effective teaching and learning (Q12 appendix 2). The AFL process can encapsulate all other forms of assessment to make the purpose more beneficial to the student; enhancing the learning cycle and thus teaching and learning. Statistical data and national information (Q13 appendix 3) can be used to inform the AFL process; likewise AFL can be used to enhance the summative process. In my opinion, AFL is one the most important aspect of classroom practice. It will allow further knowledge of students and ability, both by the student themselves and the teacher; leading to better planning, teaching and learning. This can only better serve the student and facilitate improvements in attainment. An area for development at the lead and second school was the recording of AFL. Formative assessment can provide a far more holistic picture of a child, the learning journey and performance comparatively to summative assessment. It removes individualised responses to the test condition and pressure felt at the time. Additionally, recording the formative assessment process enables teacher reflections of the learning taken place; ensuring all range and content is covered whilst facilitating better planning and enhancing the active learning cycle. This is an area which has little focus but could play a vital part in best practice for teaching and learning. A particularly important area for me is to ensure improved links between the formative and summative process. The summative process must be used in a more engaged, learning centred way stimulating thought and encompassing more AFL ideology. Thus making the learning journey more meaningful and enjoyable for students; hopefully promoting confident, motivated, independent, life long learners; of which all reach their full potential. In conclusion, all forms of assessment have merits and advantages. It is however the skill and knowledge of the teacher, in selecting the best suited assessment for the task, student ability and aims of learning which is most vital. The assessment process for the student must be transparent and informed allowing for though and reflection thus facilitating higher standards and superior learning. Appendices Appendix 1 Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications. Appendix 2 Q12 Know a range of approaches to assessment, including the importance of formative assessment. Appendix 3 Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

How Is Virtue Ethics Different Philosophy Essay

How Is Virtue Ethics Different Philosophy Essay Recently there has been a revival in virtue ethics due to some philosophers like G. E. M Anscombe. In 1958, she suggested that modern moral philosophy is misguided, and therefore we should top thinking about obligation, duty and rightness and let virtue ethics take centre stage. (Rachels, 1999, p. 177a) Since the re-awakening of the theory of virtue ethics, it has been seen as being a rival with other moral theories such as, Kantianism (also known as duty ethics) and Utilitarianism (also known as consequentialist theory). The reason for comparisons is not farfetched the revival of virtue ethics has been perceived by some as a theory that is meant to take the place of the other two theories, however, this is proving to be very difficult since virtue ethics has also been found wanting on some grounds as well. The most significant difference between all three theories seems to me to be the centralised question they ask, which is the basis for each moral theory. Utilitarianism is a theory about actions and consequences, and all it asks is this: which action will produce the best possible outcome? Kantian on the other hand deals with rules and obligations, and asks this: what is the right thing to do? Virtue ethics on the other hand is fundamentally about character of the moral agent and asks the question: what is the right character to have? But it is not just limited to character, if not it would tag virtue ethics as character ethics. It is also about human flourishing. An intriguing aspect in the revival of virtue ethics is the fact that some deontologists and utilitarians have recognized its importance and have therefore added it to their own theories. For example, the revived interest in Kants Doctrine of Virtue (Hursthouse, 1999, p.3a) However, virtue ethics has not come this far without criticism; the list of criticisms is numerous. Amongst others the most popular is that virtue ethics does not give appropriate guidance. I shall start by defining virtue ethics and moving on to analyse the concepts surrounding it. Thereafter I will attempt to distinguish between it and other moral theories i.e. utilitarianism and Kantianism. Furthermore, I will talk about issues in global ethics and how virtue ethics may be applied to them, and finally, address the question on if there are any difficulties in doing so. What is Virtue Ethics? For a long time two methods of understanding morality have been taken up by two moral approaches which are Kantianism and Utilitarianism. Kantianism which is also known as deontology is a result of the work of the German Philosopher, Immanuel Kant which is concerned with ideals of universal law and respect for others; Utilitarianism, also known as consequentialism is known to maximise end results. However, recently, there has been a revival in virtue ethics, a theory which focuses on moral agents and virtuous character finds its roots in the ancient Greek philosophy, and has been neglected over the past years since the likes of Aristotle, Socrates, and Plato talked about it. (Baron et al, 1997, p.3) Virtue ethics is an approach to ethics which focuses on character and virtues and has its roots in Aristotle. The two most distinct features of virtue ethics are; it is agent centred, and makes use of areteic terms. According to Rosalind Hursthouse, it has been described as: an ethics which is agent centred, rather than act centred, and as concerned with being rather than doing, as addressing itself to the question, what sort of person should I be? rather than to the question what sorts of action should I do?; as taking certain areteic concepts (good, excellence, virtue) as basic than deontic ones (right, duty, obligation) (1999, p. 25) Other features are numerated by Oakley and Cocking as follows; firstly an action is right if and only if it is what an agent with a virtuous character would do in the circumstances (2001, p.129). Another feature is that goodness is prior to rightness. Virtue ethics claims that we need an account of human good before we can determine what the right action to take is; which makes virtue ethics a teleological rather than a deontological ethical theory. (Oakley, Cocking, 2001, p.19) Furthermore, virtues are seen as irreducibly plural intrinsic goods i.e. they are valuable for their own sake rather than as a means to promoting some other value. Virtues are also objectively good in the sense that is they can add value to a life (Oakley, Cocking, 2001, p.21). For example the virtue of kindness is in itself good independently Also, some goods such as friendship are agent-relative while others are agent neutral (Oakley, Cocking, 2001, p.23), and finally acting rightly does not require that we maximise the good. From the above description, it is easy to see the basic idea that virtue ethics promotes. It emphasizes on the moral agent; that is the character of a human; how the person acts, how the person behaves, how the person thinks, and the whole entirety of this person. For example, it focuses on who I am as a person, not on the things I do. It draws attention to the way I reason which in turns influences the way I behave. If I think about evil things long enough, I will eventually perpetuate such acts. If I have an ill will towards my neighbours and wish them dead, sooner or later, I will begin to act in an ill manner towards my neighbour. Virtue ethics focus on being the right person, and the train of thought follows that if I am a good person, I will do good things; if I am a bad person, it will be difficult and almost impossible to do right things because of the kind of personality and being that I am, It motivates people to work on their character, so that they can know the right action to follow. Hence, virtue ethics asks the question; what kind of person should I be? However, it will be difficult to know the kind of person one should be without knowing what the ideal person should be like. If you are a certain way, you would act a certain way. If you are greedy, you would steal, as a consequence of your greed (that is if you cannot meet your insatiable needs). So what is the kind of person we should be? According to virtue ethics, what kind of person we should be is a result of the virtues we possess because virtues play key roles in our lives. How then can we know these virtues, in other words, what is virtue? How can we differentiate virtues from vices? And why is it good to possess these virtues? Also, do these virtues apply to everyone? (Rachels, 1999, p.185) In answering the first question; what is virtue? Edmund L. Pincoffs, a philosopher who taught at the University of Texas suggested that: virtues and vices are qualities that we refer to in deciding whether someone is to be sought or avoided and that virtue as a trait of character is manifested in habitual action which is good for a person to have (Pincoffs cited in Rachels 1999, p.178). The above definition begs the question of what virtues are, and what kind of characters constitutes a virtue? There seem to be no definite answer for this question, however, there are list of traits which can be classified as being virtues. This is by no means a comprehensive list of virtues but just a summary of lists that are seen as basic virtues. They include; honesty, kindness, courage, generosity, loyalty, discipline, courteousness, fairness, friendliness, compassion, confidence, tolerance etc. In as much as there are categories of virtues, there are classifications of vices as well, some of which are; selfishness, laziness, arrogance, greed, jealousy, anger etc. (Rachels, 1999, p.178) There is a slight controversy on the question on if these virtues apply to everyone or not; some theorists believe that there are basic intrinsic virtues that all human beings should strive to acquire no matter what society or generation or way of life they have as opposed to different people having different classes of virtues. For example, instead of only soldiers possessing courage, all humans should possess that character. Aristotles view supported the above statement, he believed that one may observe in ones travels to distant countries the feelings of recognition and affiliation that link every human being to every other being (Aristotle cited in Rachels, 1999, p.186) However, this belief seems to be lacking credence because people and societies are different and what may be seen as virtuous in one society may not be the same in another; People who live in a particular society have live their lives according to the norm of that particular society. What was believed as virtuous hundreds of years ago may not be virtuous in these contemporary times. For example, if it was seen as virtuous for a woman to be married as a virgin in the ancient times, that may not be applicable now because of the change in our times, yet the fact that a woman does not get married as a virgin in these times does not connote that she is not virtuous. Virtues are good but why are they important for one to develop the virtues instead of vices and why is it necessary? Wallace states that: certain virtues play different roles and functions in a human life, some factors in many different ways contribute systematically to human good and virtues in specifiable ways so contribute as a part of such a system (1978, p.15). Also, Rachels says it depends on the specific virtue being talked about. Therefore we can say: generosity is desirable because some people will inevitable be worse off than others and will need help. Honesty is needed because without it relations between people would go wrong in myriad ways. Courage is a good thing because life is full of dangers and without courage we would be unable to cope with them (1999, p.184) We cannot give all the reasons why every virtue is important but we can analyse the above statement and see that they are important in their own way. Aristotle answered that the reason why being virtuous was important was because the virtuous person will be better off in life, not necessarily richer, and it is needed to conduct our lives well (Aristotle cited in Rachels, 1999, p. 185). Virtue Ethics and Utilitarianism The essence of utilitarianism is in getting the best possible outcome in any given circumstance; Utilitarianism believes in the greater good or maximising outcomes. How can an outcome be defined as good? How can it be characterised as producing the most happiness? If a gang of robbers go into a house and rob Billy of all his possessions, is it okay? Since it will give the robbers greater joy to rob poor Billy as opposed to the aggregate of the happiness Billy will get from not being robbed. For utilitarians, the end always justifies the means, and it does not matter if greater satisfaction is as a result of lying or cheating someone, as long as it satisfies more people. As Mill stated: the utilitarian doctrine is that happiness is desirable and, the only thing desirable as an end; all other things being desirable as means to that end (Mills cited in Rachels, 1999, p.108) Virtue ethics believes that if a person is good, their actions will be good as well, so instead of focusing on the outcomes one should focus on having the right character. Virtue ethics makes character essential to right action at least in the sense that its criterion of rightness contains an essential reference to the character of a virtuous agent, and this distinguishes it from utilitarianism which evaluate an act according to the consequence that it actually results in (Oakley, Cocking, 2001, p.11) Utilitarianism can be associated with some ideas which distinguish it from other theories. Utilitarian theories are welfarist, consequentialist, aggregative, maximising and Universalist (Scarre 1996, p.4). An action is okay if the greatest satisfaction is achieved. You count the consequences for human happiness of one or another course, and you go with the one with the highest favourable total (Taylor cited in Scarre, p.1) The major distinction between virtue ethics and utilitarianism is this; while virtue ethics is agent based, utilitarianism is agent neutral. For virtue ethics, Hursthouse states: It is agent centred in that it introduces the concept of the virtuous agent in its account of right action, where utilitarianism and Kantianism introduce the concept of consequences and moral rule respectively (1999, p.29). This is different for utilitarianism. Slote says: consequentialism is agent-neutral, ones obligations to oneself are no weaker or stronger than those to any other single person (1997, p.191) Scarre distinguishes utilitarianism further: It is clear that utilitarianism is a theory of moral justification, concerned to lay down conditions of right and wrong actions but should also be seen as a theory of moral deliberation, aiming to inform us how to decide which actions to perform and which to avoid (1996, p. 13) In addition, virtue ethics is also seen as being pluralistic, in as much as it insists upon the richness and complexity of the ethical while utilitarianism treats all values as ultimately commeasurable and of a single kind (Baron et al, p.201) Virtue Ethics and Kantian Ethics Kantian ethics which is another moral approach to morality that differs from virtue ethics, and can also be known as duty based ethics or deontology. It is a theory that focuses on rules not consequences like utilitarianism or character like virtue ethics. An action is either right or wrong not because of the consequences it produces, or the person in action, but because the act in itself is wrong. Kants ethics lays moral rules down that must be adhered to, for instance, do not lie, do not steal, and do not commit adultery. Kants ethics also follow that a person should do the right thing irrespective of the consequences that follow. For instance, if I had to tell a lie to save my life, it would go against Kantian doctrine. Immanuel Kant, believed that morality is a matter of following absolute rules rules that admit no exceptions, that must be followed come what may (Rachels, 1997, p.122). And according to the Kantian tradition, morality is based on a universal and impartial law of rationality (Crisp, Slote, 1997, p.1). The first point of differentiation is that while virtue ethics emphasize that persons rather than actions should be the primary focus of ethics and should address itself to the question, what sort of person should I be? rather than to the question what sorts of action should I do?(Baron, 1997, p.34). Kantian ethics is believed to focus more on rightness of an action than about virtuous character based on its principle of the Categorical Imperative which is the basis of all other rules. This principle aims to provide the right guidance on actions that are morally permissible. Wood writes: a moral imperative is categorical because its function is not to advice us how to reach some prior end of ours that is based on what we happen to want but to command us how to act irrespective of our wants or our contingent ends (2008, p.67) Another distinction between Kantian ethics and virtue ethics is their different understanding of the nature of character and that of a virtuous person. Baron states: many virtue ethicist have as their model of the virtuous person someone whose dispositions and temperaments are ideal; someone for whom acting virtuously is a second nature, and whose desires, tastes, likes, and dislikes, interests and manner just naturally are those of a virtuous personfor Kantians, being virtuous involves more conflict between ones desires and what one sees one should do; less automatic responses and more reflection (Baron et al, 1997, p.40). Also, unlike virtue ethicist, Kantians are believed to act out of duty and obligation. Baron states that virtue ethicist favour areteic terms (good, bad, virtuous, vicious) over deontic terms (right, wrong, duty, obligation) (Baron et al, 1997, p.34). Furthermore, another distinction has to do with motivation; a virtuous person does not act from duty rather he/she is motivated because they have desires that virtuous people have. The virtuous person has virtuous desires, and a right action is one that issues from virtuous desires (Baron et al, 1997, p.34). Virtue Ethics and Corruption Corruption is a global ethical problem in the sense that corruption is multicultural and is found in every strata of a society and every race. It can also be distinguished into different degrees which can be either minor or major forms of corruption, but no matter the distinguishing of varying degrees, no one is better off than the other. Corruption is corruption and should not be condoned. No one can claim ignorance to it since it is something that can be found in different levels and at varying degrees. Elliott writes: It occurs in democracies and military dictatorships, and at all levels of development and in all types of economic systems, from open capitalist economies such as that of the United States to centrally planned economies such as the former Soviet Unions (1997, p.1). Corruption has globalised in the past few years and has emerged as a global issue. Corruption does not have a singular universal definition but several authors have come up with different definitions that will sum up the concept of corruption. Several scholars have sought to define it but corruption is not a concept that can be confined to one simple definition because different people and offices define it differently, as it relates to them. Corruption can be defined by public opinion, as well as official law of nations and also as it affects the general public. Therefore there are different definitions of corruption. However, I will prefer to focus on public corruption, which is corruption by public officials. Public corruption is defined by Neild as: the breaking by public persons, for the sake of private financial or political gain, of the rules of conduct in public affairs prevailing in a society in the period under consideration (2002, p.5). Features of corruption can include c ronyism, bribery, fraud, nepotism, embezzlement, favouritism, trafficking. There have been a lot of suggestions and ways on how to tackle corruption; different organisations such as the OECD, Transparency International (TI), and European Union have initiated a lot anti-corruption reforms such as taxation, development aid, and  governance, however, it has not been as effective as it ought to be. This is where the need for the application of virtue ethics emerges. I believe that virtue ethics once combined with other anti corruption initiatives will effectively reduce the rate of corruption because virtue ethics is the only moral theory that encourages individuals to develop positive character traits, and if people do have good character they will not be involved in vices such as corruption, and although moral practices differ globally, there are still some character traits that are consistent and valued globally. For instance, virtues such as respect, courteousness or friendliness are universal. In Africa for example, it is a sign of respect for one to greet elders by kneeling down before them, while in South East Asia, it is by bowing. Both are respectful acts and although both acts differ because of their custom, their actions are a representation of the same values. This goes to exemplify how universal the virtue of respect is. So now that we have laid down the ground work of what virtue ethics is and what core virtues really are, we can suggest that virtue ethics can combat corruption alongside other anti corruption policies. Khan suggested: reducing the discretion of public officials through liberalization and privatization, Improving salaries of public officials, thereby addressing their low living standards in many cases, but also increasing the opportunity cost of corruption since they stand to lose their positions if detected, improving the rule of law so that corrupt bureaucrats and politicians can be prosecuted and punished, and encouraging greater transparency of government decision-making through deepening democratization, decentralization and the creation and encouragement of civil society watchdogs (http://www.unctad.org/en/docs/gdsmdpbg2420064_en.pdf). Since corruption is an abnormally in the morality of a society, moral reasoning is also needed to treat this issue. Dramer suggested: an ongoing ethics programme containing two main parts: a character development part aimed at developing dispositions, attitudes, habits or virtues such as honesty, loyalty, fairness, benevolence, conscientiousness and more, and a reasoning ability part aimed at (1) sensitising public servants to moral problems, (2) improving their analytical skills, and (3) developing their ethical imaginativeness (http://www.oecd.org/dataoecd/40/15/2093526.pdf). Other forms of combating corruption seem to be about coercion and enforcement, but virtue ethics is a non-coercive method because it encourages individuals to develop morally acceptable ethical behaviour, which consequently will promote integrity. There seems to be no hitch in applying virtue ethics to this global ethical problem. Virtue Ethics and Euthanasia Another problem in global ethics is the issue of Euthanasia also known as mercy killing. Euthanasia is the act of ending someones life, especially someone who is sick or terminally ill to end their pain and suffering, thus when we define euthanasia, it should be as: death understood as a good or happy event for the one who dies (Foot, 1979, p.15). Euthanasia can be justified only if the person involved is undergoing so much pain that even drugs do not relieve him or her and if the prognosis of their health is declining. Euthanasia is classified into different types such as; voluntary euthanasia (whereby the patient is coherent enough to request for it), involuntary euthanasia (the person is not capable of giving consent, e.g. people in comas) and non-voluntary euthanasia (whereby it is imposed on the patient). It can be further classified into passive euthanasia or active euthanasia (Ladd, 1979, p.8). However, my analysis will be based on voluntary euthanasia which has been characterized by Tooley as a situation whereby a person in his normal reasoning has chosen to end his/her life because living does not pay off in the long run based on available prognosis (Tooley cited in Brock, 1979, p.101). Euthanasia has been through many debates, is ending the life of someone in great physical pain regarded as paying them a favour? One school of thought believes that if the patient actively ends their life because they can no longer bear to go through pain, it may be considered as suicide. On the other side of the coin, is the school of thought that believes that if the persons life is ended by someone else, it can be placed on the same shelf as murder. The question is can virtue ethics be applied to euthanasia? Stewart suggests: If the focus is on the virtues in play, the character of the patient, their families and friends and the doctors involved-and if the desire to have euthanasia stems from a virtuous character then it would be a good thing, a noble act, where active or passive, voluntary or involuntary (2008, p.91) As long as the decision to have euthanasia comes from a virtuous person, then it is the right thing to do, because a virtuous person always does the right thing. Hursthouse says that in tragic dilemmas a decision is right iff it is what a virtuous agent would decide, but the action decided may be too terrible to called right or good. I believe we should live a life of happiness, people living in misery cannot be said to be living in eudemonia, and so in such cases I believe eudemonia is compatible with euthanasia. If not giving euthanasia to a patient is going to make their life more painful and full of misery then it does not tally with Aristotles concept of human flourishing. Brink suggests: a valuable life consist in the possession of certain character traits, the exercise of certain capacities, and the development of certain relations with others and the world (Brink cited in Scarre, 1996, p.6). Living can only be considered flourishing if the patient goes through less pain, and if euthanasia seems to be the only option, then by all means, we should go down that route. It is out of the virtue of compassion that euthanasia is applied, and it is a courageous thing for the patient to do also, virtue ethics would promote a painless, peaceful way to end the patients life to alleviate suffering rather than an exit full of anguish. Virtue ethics is fine with euthanasia as long as it is done virtuously. According to Aristotle: an action is virtuous only if it is the right sort of action performed for the right sort of motive (Brody, 1988, p.35) Stewart states that different virtues are necessary in order to apply euthanasia; the virtue of courage is needed when the patient makes the decision on when to die, also the virtue of pride, and the virtue of wisdom to know when the right time is. As for the medical staff, virtues needed are professionalism, compassion and also wisdom. Family and friends would also need wisdom to advice the patient if they feel he/she is making the wrong decision (2008, p. 92) There is a bit of difficulty in applying virtue ethics to the issue of euthanasia, due to the fact that it does not present what the right time is for a person to be euthanized. It just says that the virtue of wisdom will be applied and this answer does not seem sufficient based on the reason that virtue ethics does not gives rules or directions on how things ought to be done. Aristotles theory emphasizes only one moral appeal which is an appeal to the virtues, and this feature is both its strength and weakness. Its weakness, apart from the question on whether it adequately defined the virtues, is that it fails to take into account the other many moral appeals which must be incorporated into any adequate moral theory (Brody, 1988, p.9) Also, concerning the virtues, there might be some conflict, in the sense that, courage needed for euthanasia is considered a virtue, what if the patient decides to be enduring? Or exercise more patience? Courage and patience are classified as virtueswhat then, does one do? This question is insufficiently answered by virtue ethics as relying upon the virtue of wisdom to prevail. I agree with Hursthouse, who states that: Charity prompts me to kill the person who would (truly) be better off dead, but justice forbids it. So virtue ethics fails to give me any guidance over the rightness or wrongness of euthanasiavirtue ethics lets us down just at the point where we need it the most, where we are faced with the really difficult moral quandaries and do not know what to do (1999, p.43) CONCLUSION In the beginning of this essay, I defined and analysed the concept of virtue ethics, and in the following paragraphs I attempted to distinguish between the three moral theories which are, utilitarianism, virtue ethics and kantianism by enumerating the features. I also tried to apply virtue ethics to two issues in global ethics which are corruption and euthanasia. Virtue ethics can be applied to some problems in global ethics like corruption and euthanasia because virtues are relevant to the moral evaluation of individuals and their actions (Brody, 1988, p.35), however, it wont be without some difficulties. In summary, I believe virtue ethics was compatible with corruption because I discovered that an ethics of virtue can reduce the rate at which corruption is globalising if public officials possess or develop certain virtues however; there seem to be difficulty applying it to euthanasia because of the many criticism of virtue ethics that I stated earlier, the major being that virtue ethics does not provide guidance. It only tells us to develop ones character but it seems to be vague.

Got Milk? Advertisement Analysis Essay -- Advertisements Commercials M

â€Å" This advertisement was found in the October issue of Cosmopolitan. â€Å"Got Milk† advertisements are seen in all types of magazines from sports to beauty, featuring many different kinds of celebrities selling their product. The product being sold in â€Å"Got Milk† advertisements is, of course, milk. They are trying to reinforce that the calcium in milk keeps bones strong and helps prevent osteoporosis. In this advertisement for milk irony is it’s secret weapon to get the point across. There is a green eyed blonde with a low cut â€Å"little black dress† caressing her flawless body with her arm around a martini glass filled with milk. She is seductively leaning against a glass covered wooden bar with a luring gleam in her eyes. Her and the milk are the main focus of this advertisement. In the background is faded liquor and wine bottles. While looking at her you cannot take your eyes off of her milk mustache and the milk martini glass that got to touch her full pink lips. The irony of this advertisement is that out of all the handsome tall liquor bottles, she chose the thin lean martini with milk in it. The difference between her night black dress and the pure white milk contrasts like night and day. Good and bad shows their faces at the bar. The sex appeal of this woman in a bar full of alcohol drinking milk makes you question what the purpose of this add is. The positioning, proportions, and color in this ad portray the use of the goodness/purity of white milk positioned directly by the dark seductive woman and liquor bottles, which make you question what is good and bad for yourself. The proportions of the liquor bottles and the martini milk glass in this advertisement show the sizes, or importance of these objects. The liquor bottles, being small and in the back of the advertisement show that they are not as important to the viewer as the milk, which is larger and in the front. Of course it would be this way because the whole point of the advertisement is selling the product, milk. The liquor bottles are, therefore, in the back of the advertisement to cause your eye to wander to notice them and to intrigue your conscience. The martini glass is tall and slender just like the woman that stands beside it. The figure of the martini glass stands out to the viewer and makes him or her think about what is right for their body. The martini glass is a positive aspect of ... ...s for yourself. With the dark, liquor bottles in the background it suggests to the viewer that they should accept the temptation and not choose the milk. The milk, being the only white object in the advertisement is chosen by the woman and will influence the viewers by the vibrant white color of the milk. The colors used in this advertisement try to influence and tempt the viewer into picking what is bad for them, but because of the bold, white color of the milk viewers are not mistaken. The use of the goodness/purity of white milk positioned directly by the dark seductive woman and liquor bottles, that make you question what is good and bad for you is portrayed by the proportions, positioning, and color in the advertisement. The proportions show the sizes and importance of the objects in this advertisement by deceiving the eyes of the viewer. The martini milk glass and the liquor bottles in this advertisement lead one to think about the good and bad choices they make for themselves everyday by the positioning of the objects. The enforcement of the idea, black and white, or good and bad, is described through the colors of the liquor bottles and the martini milk glass.   Ã‚  Ã‚  Ã‚  Ã‚  

A. H. Maslow Essay -- essays research papers

Abraham Harold Maslow (1908-1970) Abraham Harold Maslow was born on April 1, 1908 in Brooklyn, New York. He was the oldest of seven children born to his parents, who were uneducated Jewish immigrants from Russia. His parents, wanting the best for their children in the ?new world?, pushed him hard in his academic studies. In order to satisfy his parents, Maslow studied law at the City College of New York. After a few semesters in college, Maslow married his 1st cousin, Bertha Goodman, against his parent?s wishes and had two daughters. They moved to Wisconsin, where he attend the University of Wisconsin and studied psychology. He met his chief mentor Professor Harry Harlow, who was famous for the behavior studies on baby monkeys. He received his BA in 1930, his MA in 1931, and his PhD in 1934, all in the field of psychology, all from the University of Wisconsin. In the year of 1935, he returned to New York to work with E.L. Thorndike at Colombia, where he studied similar topics. From 1937 to 1951, Maslow worked full-time on staff at Brooklyn College. In New York, he found two more mentors, anthropologist Ruth Benedict and Gestalt psychologist Max Wertheimer, whom he admired both professionally and personally. These two people were so accomplished in what they did and such ?wonderful human beings?, that Maslow began taking notes about them and their behavior. This would be the foundation for his lifelong research and thinking about mental health and human potential. He wrote ...

Oedipus: Fate Is Unavoidable :: Oedipus Rex, Sophocles

Oedipus: Fate is Unavoidable No matter what anyone tries, no matter what anyone does, no matter what anyone believes they have accomplished, they have not controlled fate. Fate is uncontrollable. Much like betting on a  ³sure thing ² and knowing in the back of your mind that there are infinite factors in the outcome--anything could happen. It ¹s unfortunate that the people of Ancient Greece sanctioned the concept of fate. In the Era of Enlightenment the idea of God-controlled fate was finally challenged with the notion of self-fulfilled destiny; until then, men turned to prophets and oracles. In the play Oedipus, by Sophocles, there was a ongoing synergy between fate and knowledge that was constantly rejected. Oedipus, the main character, struggled to dominate his own destiny, but ironically fell back into his bizarre misfortune that was in the end, inevitable. Misfortune, false realities, deception: all a result of Oedipus knowing too much and at the same time too little of his true lot in life. Knowledge was what nurtured him into false pretenses. Knowledge was a false pretense. By knowing that his parents were out of harms way, namely his, he knew that his prophecy would not come true. He knew that as long as his father was still alive and he was married to a woman not even related to his mother, he would not bear the offspring that  ³men would shudder to look upon. ² It was the epitome of irony for Oedipus to know his fate, and try to avoid it with the  ³knowledge ² that he had obtained: "My father was Polybus of Corinth, my mother the Dorian Merope, and I was held the foremost man in all that town until a thing happened- -a thing to startle a man, though not to make him angry as it made me. We were sitting at the table, and a man who had drunk too much cried out that I was not my father ¹s son--and I, though angry, restrained my anger for that day; but the next day went to my father and my mother and questioned them. They were indignant at the taunt and that comforted me--and yet the man ¹s words rankled...I sought where I might escape those infamous things--the doom that was laid upon me." When Oedipus fled from his parents, he started the chain reaction of ironic happenstance that would eventually direct him in a complete circle back