Walter dill Scott Essay Example | Topics and Well Written Essays - 250 words

Walter dill Scott - Essay Example Walter recommended that for efficiency in an association to increment and the issues to be comprehended, choice of the best workers is significant. The choice should be possible through mental testing of the employee’s information, abilities and different qualities that are significant for the association. This article demands that in the event that an association needs to illuminate its issues and dissect its anxiety, at that point it needs to follow the work and belief systems of Walter Scott referenced above or those talked about in his book â€Å"Theory of Advertising.† As per me, the thoughts of Walter Scott talked about in the article and which are proposed to be essential for examining the issues in the working environment can work if the organization’s the executives actualizes them. This is so in light of the fact that worker determination is a significant component of mechanical brain science and it sets the establishment of the organization’s execution and every other issue or concerns. In the event that the representatives are hence chosen effectively and dependent on their capabilities, at that point every single other issue and worries in the work environment can be managed. Tyler, M. (2010, December fifteenth ). â€Å"Benefits of utilizing of authoritative brain research in business.† Helium. Recovered on April sixteenth 2012 from:

Mary Cassatt Art Style: An Overview

Mary Cassatt Art Style: An Overview Cassatt is maybe most popular for her artistic creations of moms and youngsters, works which additionally mirror a shockingly current reasonableness. Customary suppositions concerning adolescence, youngster raising, and the spot of kids in the public arena were confronting difficulties during the last piece of the nineteenth century and ladies also were reexamining and reclassifying their place in present day culture. Cassatt was touchy to an increasingly dynamic mentality toward ladies and kids and showed it in her specialty just as in her private remarks. She perceived the ethical quality that ladies and youngsters got from their fundamental and essential security, a solidarity Cassatt could never feel burnt out on speaking to. The numerous artistic creations, pastels, and prints in which Cassatt portrayed youngsters being washed, dressed, read to, held, or breast fed mirror the most exceptional nineteenth century thoughts regarding bringing up kids. After 1870, French researchers and doctors supported moms (rather than wet-medical attendants and babysitters) to think about their kids and recommended current ways to deal with wellbeing and individual cleanliness, including standard washing. Despite a few cholera plagues in the mid-1880s, washing was empowered as a solution for personal stenches as well as a protection measure against malady. Not long after her triumphs with the Impressionists, Cassatts style advanced, and she moved away from impressionism to a more straightforward, progressively clear methodology. By 1886, she not, at this point recognized herself with any workmanship development and explored different avenues regarding an assortment of methods. A progression of thoroughly drawn, delicately watched, yet to a great extent unsentimental canvases on the mother and kid subject structure the premise of her famous work. In 1891, she displayed a progression of exceptionally unique shaded lithograph prints, including Woman Bathing and The Coiffure, motivated by the Japanese bosses appeared in Paris the prior year. Her choice to turn into an expert craftsman more likely than not appeared past the pale, given that genuine composition was to a great extent the space of men in the nineteenth century. In spite of the worries of her folks, Cassatt picked profession over marriage Jansons History of Art, Seventh Edition p. 879-880 This content gives us a little knowledge into the life of Mary Cassatt (1844-1926). She was an American who was naturally introduced to a rich family and brought up in Pittsburgh; likewise impacted by Renaissance workmanship, she moved toward Impressionism from a womans point of view, mostly as a figure painter. As a female, she was frequently confined similarly as going spots unattended where men could go. Her topic was credited to these limitations. A large number of her topics included ladies perusing, visiting, taking tea, and washing a newborn child. The Childs Bath isn't just an image about wellbeing, however about extraordinary passionate and physical association. Paul case: Cathers comprehension of as far as possible administering the portrayal of sexuality, and the manner in which they were connected to kind, clarifies why she picked the method of indirection recorded as a hard copy her 1905 story of a gay young person, Pauls Case. Late advancements in sexology empowered Cather to describe Paul as a gay without naming his condition. Through foundation data and physical depiction, Cathers storyteller attentively summons decadence hypothesis to clarify her hero, adjusting him to the subjects of ongoing contextual investigations. In the wake of trying different things with the persona of the pixie, Paul utilizes taken cash to change himself into a refined, modern eccentric, yet neither one of the personas demonstrates for all time acceptable. Through its references to Pauls sexuality, the story examines one specific result recently nineteenth-century purchaser private enterprise: the working class, urban gay man. The most effective method to compose it ? Compose your peak first; it will help you to measure appropriately the view-purpose of your story. The peak is the plot in short: here is an indication as to plot finding. Take a circumstance: it might be silly, unfortunate, brimming with riddle, or sensational; yet it must be striking. Life has large amounts of some such, and he who goes about with his eyes open can not neglect to put aside a sufficient store. The end ought to follow intently behind the peak. Its office is to ring down adequately the drapery on the scene. Regularly it dovetails in the peak with the goal that we can not tell where one starts and different finishes At the point when you imagined your peak, without a doubt somebody thing hung out in bolder help than all the rest. It might have been humor, it might have been tenderness, it might have been dismal disaster. Whatever it was, it is the purpose of the story, the focal point of gravity of your story. You astutely gave it a setting in keeping, and in the end let it abide like a waiting note to be an unpleasant memory for some daily. It is the substance of your origination, and in the presentation you held it up before your perusers eyes as the game to be sought after. This we will call the subject of the organization. The inconspicuous intensity of the French school lies in the craft of insinuation. It is what is left inferred instead of what is said that causes the best rush. However, the derivation must be plain: the perusers creative mind ought not be left to develop the story which you set out to tell. Regularly a story will be spared from fatigue to interest by the intensity of recommendation alone. This is especially valid for affection scenes, passings, and such, for example, just a bosses hand at depiction can plan to deal with adequately. Rosebud: One of the key main points of the film is the subject of what precisely Rosebud implies. We pose this inquiry despite the fact that we realize that Welles Co. were to some extent attempting to show that you can't lessen a keeps an eye on riddles to a certain something. Then again, there is an answer for the issue. It is really found in Welless next film, The Magnificent Ambersons. All through Welless radio vocation, his most moving shows, for example, his adjustment of The Apple Tree, were about misfortune loss of a rural past, of a household bliss, of a tranquil life. This subject doesnt appear to have anything to do with Welless reality. Its simply something he enjoyed, however maybe dependent on the loss of his mom at an early age. The Magnificent Ambersons is his most strong acknowledgment of this subject in his work. Rosebud paves the way to that film. Rosebud is The Magnificent Ambersons. The humble community esteems and moms love that the snow-ball summon which helps Kane to r emember his youth home, and the sled called Rosebud are totally investigated in substantially more detail and gave an extra touch of throbbing misfortune, in Welless second film. Rosebud isn't a trick. As a story gadget, it is the sacred goal of the film, the motor that drives the journalist Thompson to fathom the puzzle of Kane, and en route we find out as much about Kane as the characters (and the sabotaging overvoice of the film itself) can let us know. In any case, when we learn, from our advantaged position as watchers of the film, what Rosebud really is, even as it is being crushed, we additionally discover that it's anything but a scam, nor is it hokey. As Bernard Herrmanns lovely music ascends out of sight, we feel both the unlocking of the envelope and the end of a real existence. Its an excellent second, one of the most expressive in all film. Furthermore, guess what? As it were, a keeps an eye on life can be diminished to a certain something, if that thing is the rich bunch of pictures and thoughts that Rosebud contains. The gay subtext in Citizen Kane Who composed Kane? The appropriate response is in the part of the film that everybody is hesitant to make reference to, the gay subtext that shows up in Kane and in a large number of Welless different movies. Im not discussing his private life, wherein, as indicated by Simon Callow, Welles had a talent for drawing in the help of more established gay men, for example, Houseman, who were stricken with the young people vivacity. Welles, an overwhelming consumer, was hitched multiple times and, as Marlon Brando and Warren Beatty after him, had pompous illicit relationships with numerous ladies, among them Dolores Del Rio. None of this appeared to discover its way into his movies. Ladies dont figure that intensely in a large portion of Welless movies, and infrequently sexes genuinely enter. Love and energy are there, however frequently introduced tactfully. Kane presents something of a Madonna/prostitute differentiate, while his next film shows committed lady in a cleanser operaish oleo of pathetic, frequently even unexpressed, love. In spite of the fact that the prematurely ended Its All True commended the enthusiastic existence of Latin America, Welles was truly intrigued by the legislative issues of the time. Ensuing movies managed incredible men and their political lives. Welles played Othello as though he were truly hitched to Iago. There is the recommended assault of a love bird in Touch of Evil, and a nymphomaniac in The Trial. Its a stun to see film from the incomplete The Other Side of the Wind where genuine desire is acknowledged in the rearward sitting arrangement of a vehicle. In any case, the blend of sex and ladies isn't what we divert from a sig nificant number of these movies. Male kinship and its disloyalties intrigued Welles, starting with one film then onto the next, beginning with Kane and enduring right to The Big Brass Ring, a screenplay credited to Welles yet at long last recorded by another person. As in numerous movies with a gay subtext, portions of Kane dont bode well except if you see them from a gay viewpoint. Why, precisely does Jed Leland feel so sold out by Kane? It cant simply be on the grounds that Kanes political habit set back the reason for change 20 years. When Leland, the chump companion, first learns of the political disfavor, he strolls into a bar to suffocate sentiments of what? Leland, who somewhere else says he took artful dance exercises with Kanes first spouse and was exceptionally agile, has no female sidekicks in the film, and his response to Kanes political double-crossing far surpasses its real weight. Theres an affection here that challenge not talk its name. This gay subtext gives another sign of Welless turn in the Kane screenplay. Welless other extraordinary film, Touch of Evil, has a comparative connection between an influential man and a numbskull, in which the influential man is the affection for the saps life: Welless Quinlan and Joseph Calleias Pete Menzi

Ielts Essays Essay Example for Free

Ielts Essays Essay 1. Test exposition: Consistently a great many individuals purchase lottery tickets, trusting their little speculation will make them rich. They regularly accept that in the event that they won a million dollars, their difficulties would be finished. On the off chance that they really got the cash, would their fantasies work out as expected? Regardless of whether individuals live joyfully ever after when they win the lottery likely relies upon what their fantasies are. Cash can get a few things yet not others. Money purchases houses, vehicles, and school trainings; it pays for clinical treatment and clears up past due bills. Cash likewise buys travel and new encounters. A million dollars could permit somebody to stop an intense, exhausting employment and pursue something better. It could give a sentiment of security. Then again, winning such a lot of cash could really mess some up. An individual who quit working may in the long run become exhausted or lose some sense of pride. Relatives may quarrel about what ought to be bought. Tragically deceased companions, family members, and even total outsiders are probably going to need a present. The victor should then conclude whom to help and whom to irritate. In spite of every one of these disadvantages, I would prefer to win the cash than not. The challenges of dealing with a million dollars are inconveniences I might want to have. 2. Test exposition: After the infant is conceived, things will never be the equivalent. Individuals express that to eager guardians and they are correct! It will be quite a while before those guardians can again rest late toward the beginning of the day. A child wakes early, shouting for nourishment. The little child thinks 6 a.m. is the opportune time to begin the day. After that come early school mornings. It will be a very long time before the guardians can go anyplace together spontaneously. Each excursion must be prepared with the goal that a sitter can be found. The spending will be extended, the outstanding task at hand will get heavier, and when guardians can be separated from everyone else, they might be too drained to even think about talking. All things considered, individuals need youngsters. Why? One explanation is that youngsters are a connect to what's to come. They will likely be here after the guardians are no more. Also, their youngsters will live after them. A more profound purpose behind needing kids, maybe, is that the more individuals we need to adore, the more satisfied our lives can be. By providing for a kid, individuals improve their own lives. At long last, we live for ourselves, however for other people. 3. Test article: It damages to take a gander at a check and perceive its amount was taken out for annual expense. That cash could have taken care of some significant tabs. It is anything but difficult to fantasy about getting rid of the personal duty and saving such cash for ourselves. On the off chance that there were no personal expense, in any case, the legislature would have significantly less to spend. The cash we send to Washington appears to fall into a dark opening and vanish. As a matter of fact, however, numerous individuals rely upon it. The cash pays the pay rates of government workers, who offer types of assistance from tranquilize control to thruway building. It underpins our military resistance. Likewise, a significant part of the cash is come back to individuals as understudy credits, veterans advantages, and installments to ranchers, for instance. The administration has been attempting to cut its financial plan of late. With each cut, somebody gripes noisily. So if the personal expense were dispensed with, different assessments would need to compensate for it. Paying those different duties would likewise sting. Deals charges fall most heavilyâ on needy individuals. Charges on producers just outcome in more significant expenses to customers. Personal assessments are terrible to pay. Be that as it may, managing without them would be more regrettable. As I would like to think, annual expenses ought to be made as reasonable as could be expected under the circumstances. At that point we each must take care of business and do our offer. 4. Test paper: TV has changed both the manner in which we invest our energy and what we think about the world. A portion of the progressions brought by TV have improved our lifestyle, however others have exacerbated it. Individuals today on the normal go through a few hours daily sitting in front of the TV. In times past, they would sit on their front advances and visit on pleasant nighttimes. This neighborly visiting assembled dear fellowships, however it only here and there happens any more. Despite the fact that families may all sit in front of the TV together, they may not impart a lot. A few ladies have called themselves sports widows on the grounds that their spouses spend each extra moment viewing broadcast football, baseball, and different games. Then again, individuals have gotten familiar with the world on account of TV. Individuals in humble communities find out about the city, and individuals in urban areas have found out about the nation. Government officials, big names, wars, and calamities show up in the parlor. Projects take watchers to the base of the ocean, the highest points of mountains, and much space. A few people think TV prompts brutality, corruption, and voracity for assets. I am uncertain about whether this is valid. In any case, positive or negative, TV is staying put. It is up to every one of us to capitalize on its chances and stay away from its issues. 5. Test exposition: At the point when absence of cash keeps us from having something we need definitely, it isâ tempting to fantasy about being rich. It is difficult to remember that Americans are as of now affluent contrasted and individuals in numerous different pieces of the world. Our cutting edge accommodations would have been the jealousy of rulers in times past. Regardless, a great many people might want a bigger. Regardless of whether the vast majority are equipped for raking in tons of cash is another inquiry. Individuals in normal conditions can frequently excel through instruction, difficult work, and cautious cash the executives. In any case, excelling isn't equivalent to really getting rich. Just a little level of Americans could be called genuinely well off. A few people joined this gathering from normal beginnings. Normally they have done it via cautiously riding some significant advancement in the economy on its way up. Previously, incredible fortunes have been made in oil, steel, and railways. As of late, a few people have made millions in PCs and land. For the most part, however, it takes cash to bring in cash. Huge financial specialists regularly start rich and afterward get more extravagant. The majority of us can't strike oil or start the following new specialized achievement. A great many people are not naturally introduced to well off families, either. In America it absolutely is conceivable to turn out to be progressively prosperous. In any case, except if somebody wins the lottery, genuine riches isn't probably going to tag along. 6. Test article: You get back home alone in the wake of a monotonous day at work. You make the way for your home. Nobody is there. Is it honored quietness you hear or resounding void? The a great many individuals who live alone today may have either understanding. Some adoration living alone, yet others wish they didnt need to. At the point when they open that entryway around evening time, individuals who live alone don't need to endure requests or tune in to someones clamor or comply with anyones supper time constraints. They don't need to banter about which TV program to watch orâ stay off the telephone since another person is anticipating a significant call. Nobody else wrecks their kitchen. Yet, when they are wiped out, nobody else will present to them an anti-inflamatory medicine or call the specialist. Getting ready supper for one can be troublesome, and having supper for one after a long time after night can be desolate. Maybe nobody truly minds what they did throughout the day. On the off chance that they are feeling miserable, there might be nobody to brighten them up. A few people who live alone state the most exceedingly awful occasions come when something generally excellent happens on the grounds that there is nobody to share the delight. Throughout a lifetime, one may at times live with others and once in a while live alone. Every lifestyle has its preferences. Figuring out how to exploit them is one key to satisfaction. 7. Test paper: Sports incorporates both national groups and the groups for all of us. The national groups are principally worried about winning and with cash. Different groups are fundamentally worried about winning and with cash. Different groups give various fulfillments. Being in a group causes individuals learn cooperation to depend on others and to do their own part also. Players learn both to win and to lose. At the point when the group loses, the individuals discover that they can return from a misfortune. They search for the reasons they were beaten, chip away at their shortcomings, and attempt once more. At the point when the group wins, the individuals can figure out how to be charitable champs and great games. Sports are likewise for play. The greater part of us have work to do more often than not. From time to time we have to have a fabulous time. Sports can give an opportunity to unwind. In the event that a group causes individuals figure out how to cooperate, lose win, and have a ton of fun, its a victor paying little heed to the score. However, in the event that players on a triumphant group have not cooperated, on the off chance that they feel that triumphant improves them than others, if there was no happiness in the game, those victors are failures. Having the triumphant score is significant. Being a champ as an individual is worth significantly more. 8. Test article: Promoters who straightforwardly assault their rivals may entertain me in the event that they do it cunningly. Notwithstanding, they have most likely lost me as a client. Organizations who assault their opponents help me to remember individuals who support their inner selves by condemning others. At the point when individuals do this, I frequently presume they have little to offer and may even have something to stow away. I would prefer to discover what is acceptable about an individual, not what is awful about another person. Also, I like promoting that tells me about items that may address my issues. I dont place a lot of confidence in promotions mentioning to me what might not be right with an adversary item. I will in general speculate that the data could be one-sided. I additionally accept promoters are stupid to name their opponents in light of the fact that by doing so they give the contending item free exposure. In the event that the opposition merits assaulting, I will in general figure it might really have something to offer. In publicizing, as throughout everyday life, I accept we should attempt to be as well as can be expected be, without putting down the following individual or the adversary item. 9. Test exposition: Three ages living respectively can have both budgetary and individual favorable circumstances. Then again, it can likewise have individual inconveniences. In years past and today, three ages have likely lived respectively generally out of monetary need o

How To Find Presentation Topics For School Students

How To Find Presentation Topics For School StudentsPresentation topics for school students can be very difficult to come up with. Not only will you want to find topics that fit the general subject of your class, but you may also want to determine which subjects will help students develop on their own. Some students may find it easier to study a particular subject from the beginning, whereas others will need to move forward at a slower pace. Because of this, you should know that there are things you can do to determine how fast to move along.When looking for presentation topics for school students, be sure to consider their age and interests. For instance, if your students are all between three and five years old, it will be easy to get them interested in history. It would be most beneficial if you started your lessons by talking about different historical periods, as well as their associated situations.As you begin looking for presentation topics for school students, it will help to find out how they will benefit from reading a book or taking a computer class. This information can then be used to design a syllabus to make it easier for the students to complete the course. After that, it will be a matter of finding a reading book or topic to match the topics you have already determined.Another way to find presentation topics for school students is to look at what they need help with. Most students will be able to find something that they are interested in and want to continue with. However, not all students will be able to do this, and you can therefore use the last two weeks of school to explore new topics. Your students will appreciate the opportunity to explore things that interest them.In addition to topics to help students in their studies, you will also want to take into consideration the needs of your school students. While most students in your school will be focusing on their own coursework, some students may be coming into school with special needs. Th is means that the teachers might need to work together to devise a method of teaching your students so that they will not be stuck trying to learn something that does not work.Finally, you should think about how you will introduce your presentation topics for school students. Once you have decided on the topic, you can use some of the ideas you have been looking at to help get the program started. You can then show your students the program and let them go through the material and see if they can absorb it.By making sure that you have a list of topics you will present, you will be better prepared to find presentation topics for school students. This way, you will be able to do some planning ahead of time and know exactly what you will be talking about. And, you will be more prepared to teach your students properly because you will know exactly what you are going to say.

The Right Hemisphere Of The Brain - 1436 Words

Memory plays a key role in all living organisms’ lives. The capability to memorize and therefore remember vital functions e.g. location of nutrient/water sources and manoeuvres of defence and or escape when faced with a predator (excluding plants) is the difference between an organisms survival. The human brain is an organ that serves as the centre of the nervous system and is responsible for all human functions (control centre of body) including memory, movement, the five senses, respiratory and circulatory systems and speech. It is located in the head and is therefore close to most primary sensory organs; visual, auditory, haptic, taste and smell, this is essential for quick procession and comprehension of outside stimuli that shape†¦show more content†¦The cortex is divided into four different lobes, the frontal, parietal, temporal, and occipital, which are each responsible for processing different types of sensory information. The frontal lobe, located at the fro nt and upper area of the cortex and carries out mental processes including thinking, planning, speaking fluently (without fault) and is where personalities are formed. The parietal lobe processes sensory information including mainly taste, temperature and touch and is the upper, back part of the cortex. The temporal lobe processes and comprehends auditory sensory information, serves as a storage area, controls memory and is found at the bottom middle area of the cortex, behind the temples. The occipital lobe processes and comprehends all visual sensory information and is located at the bottom, back part of the cortex. The medulla oblongata, responsible for all involuntary functions (without thought), carrying out and regulating life sustaining activities: breathing, swallowing, blood pressure and heart rate, is located along the lower area of the brain stem. The cerebellum is found in the lower area of the brain, below the pons, is subject to voluntary actions (carried out with purpose) and maintains balance and coordination of muscles and the body. The hypothalamus, located above the pituitary gland and below the thalamus, duties include inducing motivational behaviours such as hunger and thirst, helps maintain constant body temperature and

Marc Chagall Essay - 1399 Words

Marc Chagall Marc Chagall as an artist and as a person cannot be categorized. He was born in Vitebsk, Russia, learned to paint in St. Petersburg and lived in Paris, Berlin, and the United States. His career is influenced by many different factors. His Hasidic Jewish upbringing reflected in the content of his paintings greatly. The lyrical fairy tales of Jewish mysticism, the stories of the Bible, and the Rabbis and scholars who surrounded him in his childhood come out onto his work. When he went to art school in St. Petersburg it was the period when he became exposed to the avant-garde movement in art. With Leon Bakst he saw the reproductions of Fauve canvases, the sketches of Van Gogh and of Cezzanne his ambition to go to Paris was†¦show more content†¦Chagall in order to continue painting used a patterned tablecloth instead of a canvas. He did not disguise this surface but retained elements of it in his composition. You can see the pattern over the fiddler’s shoulder and on his leg. He has the fiddler floating in mid-air with the town below him above and beside him. The different buildings in the town are arranged in geometric shapes and lines. The most important thing as in all Chagall compositions is the symbolism. The fiddler symbolizes severa!l things at once, a memory from Chagall’s childhood, from his homeland and on a personal level himself. His childhood memory was that of his uncle Neuch who didn’t play the violin very well but who was enthusiastic when he played it. Its wider Russian significance is that of the failed revolution of 1905. Th e leader of this revolution was a Jewish fiddler named Edouard Sormus, who led workers through the streets to fight for their rights. Chagall saw himself in the fiddler, a solitary individual, isolated by the strangeness and mystery of art. The whole build-up of the painting reinforces the poetical dimension of the picture. This painting was important to Chagall. He used the symbol of the fiddler in other composition, for example The Violinist (1911), and The Green Violinist (1923-24). Another major work of his, the painting I and the Village (1911-1914) suggests the complexities of opposition and unity, the confrontationShow MoreRelatedCase Study, Marc Chagall1973 Words   |  8 Pagesartist you have studied this year. Refer to work done by this artist to substantiate your statements. Marc Chagall was a Russian/French artist who was born into a poor family of Hassidic Jews on the 7th July 1887. Throughout his working life he was based in Russia from 1906-1910, then he moved to France for four more years before moving back to Russia and Soviet Belarus for eight years. Chagall was strongly influenced, but not limited to, movements such as Cubism, Fauvism and Surrealism. These movementsRead MoreMarc Chagall s Over Vitebsk 1215 Words   |  5 PagesJasmine Walthall Erik Day Art Appreciation 22 April 2015 Marc Chagall’s Over Vitebsk Most artist art work reflects the artist’s inner self, their feelings and thoughts about the world around them. Art is a way for artists to let whatever is in, out. It is also a way for them to show his or her inner thoughts and feelings about something to the rest of the world. Whether it be Upton Sinclair showing the world the nastiness of the meat packing industry and the struggles of the low class immigrantsRead MoreThe White Crucifixion By Marc Chagall1438 Words   |  6 Pages In 1938, Marc Chagall painted the first portrait of his crucifixion series. The White Crucifixion was developed from his own life experiences and combined both traditional and new customs to further showcase the interrelation between the disheveled state of humanity that has continued to exist. This painting has stirred a lot of controversy over the years because of Chagall’s sudden change in themes. Previously, Chagall focused on creating artworks centered on Jewish representations, but switchedRead MoreCompare?Contrast Van Gogh and Chagall806 Words   |  4 PagesComparte/Contrast Van Gogh and Chagall For this essay, I chose to compare and contrast Vincent van Gogh’s â€Å"Starry Night† with Marc Chagall’s â€Å"I and the Village†. The two pieces are lovely and most interesting to evaluate in relationship to one another. I personally love both artists and upon closely examining these famous pieces, I have noticed how similar yet different these works of art are. Vincent van Gogh was a deeply troubled, post-impressionist artist and his painting â€Å"Starry Night†Read MoreMovements in Art Report Essay1427 Words   |  6 Pagesdefined as I would personally like, but that may have been the artist’s intentions. Perhaps Heckel wanted his audience to view this piece as relaxed, leisurely, and out of order. Perhaps, that is what got Heckel into the Degenerate Art exhibit. Marc Chagall was born into a Hasidic Jewish family and studied art in France and Russia. All three of these influences can be found in his work titled The Fiddler. This quasi-cubist painting displays a use of highly contrasted colors to bring to life a fiddlerRead More Russian Art, Music and Literature Essay860 Words   |  4 Pagesthe world. It should be no surprise that the rich Russian culture is producing so much talent, and everyone around the world seems to enjoy it. Great artists such as Peter Ilich Tchaikovsky (music), Valery Yakovlevich Bryusov (literature), and Marc Chagall (art) have shared Russia’s culture with the rest of the world. Peter Ilich Tchaikovsky is mostly known for his great musicals. One of his greatest musicals â€Å"The Nutcracker† has been turned into an ice show in United States of America. PeggyRead MoreThe Life Of Belarus1525 Words   |  7 Pagesreligious funeral services are rites observed by most Belarusians, and the government recognizes important religious holidays as state holidays. Marc Chagall Marc Chagall was the eldest of nine children born to Khatskl Shagal and Mendelevna Chagall in the settlement town of Liozna an area that boasted a high concentration of jews. Raised in a Hasidic family, Chagall attended local Jewish religious schools - obligatory for Russian Jews during this time, since discrimination policies prohibited mixing ofRead MoreA Study On Reims Cathedral2054 Words   |  9 Pageswindows, produced in collaboration with Marc Chagall and Charles Marq. Marc Chagall, born July 6th, 1887, and died March 28th, 1985, was a Russian-French Artist that explored a variety of artistic media; including contemporary stained glass artwork . The artist was commissioned to substitute three replacement stained glass windows in Reims Cathedral’s Axial Chapel in November 1968. The windows are, equally, an item of design on behalf of the artist, Marc Chagall, who produced a variety of developmentRead MoreArt, Art And Art915 Words   |  4 PagesPaintings are often displayed at museums or art galleries in order to allow people to admire them and analyze their meaning. A painting that is displayed at the Albright-Knox art gallery in Buffalo, New York is La Vie Paysanne. French-Russian artist, Marc Chagall, painted La Vie Paysanne in the year 1925. In La Vie Paysanne, the subject matter is the life of the peasants in France. This is portrayed by the many symbols in the painting, such as the way in which the people are dressed in very simple garmentsRead MoreMy Feelings On Various Works of Art Essay examples1056 Words   |  5 Pages compared to the elaborate works of art from the past. A lot modern art seems to be more about style and abstractness, leaving the observer to form their own interpretation of what they see in the piece. I think that artists like Picasso, Marc Chagall, Piet Mondrian, and Paul Klee, for example (who represent modern art), display a child-like style (as if a child could have painted them). In my opinion, art and architecture were most impressive between the Greek and Classical periods.

Comparison od different cats free essay sample

Your Answer Which of the following terms means releasing, transferring, or providing access to protected health information? Incorrect Selection: Confidentiality Which of the following is information that is shared within a protected relationship? Incorrect Selection: Protected Privacy Dr. Josef is recording his dictating notes in the emergency room and you hear him mention that the patient in the next room is a victim of domestic violence. Which of the following describes your knowledge of the situation according to HIPAA? Incorrect Selection: Amendment of protected health information What should a health care worker do if the solution to a problem requires a task that is outside of the scope of practice? Incorrect Selection: Abandon the task Which of the following is true of electronic medical records? Incorrect Selection: Computers and access to records are always available for use. What is the best way to dispose of confidential information in a health care facility? Correct romperlo en pedazitos What is a voluntary agreement between two or more people? Correct contract Which of the following is a purpose of HIPAA? Correct Intentionally touching another person without permission is called what? Correct battery What is professional negligence called? Correct malpractice What is a case called in which a person is harmed because of another persons actions or failure to act? Correcttort What are the rules of conduct enacted and enforced by governments? Correctlaw Prueba 1 Quiz Grade: 91. We will write a custom essay sample on Comparison od different cats or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 7% (11 out of 12 Correct) Question Your Answer Which of the following is information that is shared within a protected relationship? Incorrect Selection: Secure information What is the best way to dispose of confidential information in a health care facility? Correct shred it Dr. Josef is recording his dictating notes in the emergency room and you hear him mention that the patient in the next room is a victim of domestic violence. Which of the following describes your knowledge of the situation according to HIPAA? Correct in Which of the following is true of electronic medical records? Correct el 3, el que dijo pa Intentionally touching another person without permission is called what? Correct battery Which of the following is a purpose of HIPAA? Correct patient privacy What should a health care worker do if the solution to a problem requires a task that is outside of the scope of practice? Correct ask supervisor What are the rules of conduct enacted and enforced by governments? Correct laws What is a case called in which a person is harmed because of another persons actions or failure to act? Correct tort What is professional negligence called? Correct malpractice What is a voluntary agreement between two or more people? Correct contract Which of the following terms means releasing, transferring, or providing access to protected health information? Correct disclosure

Jane Austen Essays (1176 words) - British Films, Jane Austen

Jane Austen Jane Austen's novel Emma is basically a biography. As Jane Austen matured through her childhood years, she acquired many talents which are reflected through the character Emma. Jane Austen lived in the popular image of Victorian society. Many critics agree that Jane Austen bases her novels on her own life. In the novel Emma Jane Austen portrays her life in a time of maturing through the main character Emma. In the early years of Jane Austen, her accomplishments and talents are then reflected in the character Emma. Austen as a child had an excellent talent for drawing, painting, playing the piano, and dancing. As in her novel Emma, the character Emma is very talented in these areas. Emma's expertise was in dancing; she absolutely loved it and was very good just as Austen (Parrish 340). Emma being the perfectionist that she was, always wanted everything ideal, and that goes back to Austen in her talents and everything she did. In the novel Emma, when Emma is asked to paint a portrait of her best friend Harriet for Mr. Elton, she wanted to perfect the artwork all the way down to the finest detail . Even when she thought she had a long way to go to finish it, Mr. Elton stopped her and said that it was perfect the way it was (43). Inevitably, Emma's life was based on the childhood and early years of Jane Austen's adulthood. Although part of the upper class society at an early age, Austen was not influenced by many of the contemporary novelists of that time (Parrish 343). As a child Austen was never around many people. She did not trust herself enough to speak unkind words to anyone, and she controlled her temper well (Parrish 340). She was essentially confined to her home and nearby areas. So everything Austen wrote or any idea she had was genuinely original and a homemade article (Parrish 343). Austen always delivered herself in a manner with great fluency and precision (Parrish 340). Once Jane Austen stated: ?My greatest anxiety at present is that this fourth work should not disgrace what was good in the others? (Lauber 79). Austen was known for taking not of the behavior of mankind and a class of society, having a universality that makes them valid to modern times as well as the days of George III (Hardwick 11). In studying this behavior, Austen tries to identify her characters with those in her life, including herself mainly. Austen's ability to have consistency with perception and depiction of the people around her, and her occasional special touch of irony, makes her novels timelessly successful (Hardwick 11). Also, by her perceptive powers, as Virginia Woaf said: ?Jane Austen was a mistress of much deeper emotion than appears upon the surface. She stimulates us to supply what is not there? (Hardwick 11). The image of the Victorian society in the minds of people is not the reality. It just happens to be that Jane Austen lives in what people believe the upper class Victorian society is. The popular image of this period was elegant, handsome men and women dressed in big fluffy dresses who went to balls and social events most of the time (Mitchell 1). Mainly these people inherited their wealth. Their daily lives consisted of having brunch everyday, long chats, playing cricket, and in the evenings had social balls. The upper class women painted, played the piano, had social graces, and most of the time had general knowledge of political events (Mitchell 7). The middle class women were usually a governess (Mitchell 7). As in Emma, Miss Taylor who later becomes Mrs. Weston was a middle class women, and she was the governess of Emma from the time she was a child till Miss Taylor was married to Mr. Weston (16). Basically, Jane Austen lived in this world. She shows this through the novels she writes. In her novel Emma, Emma meets with her best friend Harriet for brunch one morning to discuss the matter about Mr. Elton (69). Another time Emma throws a ball for Mrs. Elton and invites everyone to show that she does not despise Mrs. Elton (291). The reality of the Victorian society is that it was hard to make a living. Practically everyone except for the upper class had it bad (Mitchell 2). Men struggled to make enough money to support their families and provide food for their wives and children. They would work nonstop, and just barely have enough for the day or week or month (Mitchell 2). So the popular image of

Fukkink and Hermanns Consulting Theory

Fukkink and Hermanns Consulting Theory Topic In the article Counseling children at a helpline: chatting or calling? Fukkink and Hermanns (2009) presents readers with an innovative way in which the Dutch have innovated the traditional method of counseling by providing sessions that can be given to children via an online chat portal or through the phone.Advertising We will write a custom essay sample on Fukkink and Hermanns’ Consulting Theory specifically for you for only $16.05 $11/page Learn More As Fukkink and Hermanns (2009) explain, it has always been the case that counseling has been a face to face/ voice to voice interaction between the counselor and the patient however as seen in numerous cases around the world people/children are sometimes afraid to go in for counseling due to the supposed sociological implications this may have on their reputations or by the sheer fact that they are just merely afraid of going. Hypothesis Fukkink and Hermanns (2009) hypothesized that among the two methods used for counseling sessions it was the use of the chat conversations that would derive a far better form of counseling as compared to phone conversations due to the more impersonal nature of the conversation which allowed children to express themselves more without actually exposing themselves. Methods Fukkink and Hermanns (2009) examined the responses derived from a selection of telephone and chat conversations in order to see which method produced a greater â€Å"connection† between the counselor and patient and which resulted in positive results. Results In their study Fukkink and Hermanns (2009) showed that children who used the chat portal as a means of talking to a counselor were actually able to develop a more meaningful dialogue and this was evidenced by the quality of the conversations that were examined. Conclusion One way in which Fukkink and Hermanns (2009) explain how this occurred is by implying that it is the impersonal nature of chat conversations and how children feel less pressured to answer on the spot that the quality of conversations thus improved. Critique of the Article First and foremost it must be noted that numerous individuals who need counseling sessions go without one and this at times has lead to further erosion of their mental health.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, children who have recently become part of a divorced family, have a father/mother in jail, those who are being bullied, children who have been the victims of sexual and physical abuse as well as children that are labeled as different; these and an assortment of similar cases all warrant some form of counseling in order to help ease children into the situation they are facing and to prevent any permanent mental problems from occurring. Unfortunately, as mentioned earlier, in most of these cases appropriate help isnt give n. When taking into consideration the results of the Fukkink and Hermanns (2009) article it can be seen that social and non-governmental agencies around the world that strive to counsel children have a possible alternative they can pursue in terms of getting help to children that need it the most. While it may be true that the Fukkink and Hermanns (2009) was somewhat lacking in the veracity of its results in terms of having a more varied population base to further prove its assertions it was able to do so adequately in the case of the Netherlands and as such proves that proper and efficient methods of counseling can be provided without necessarily having to either call the patient or arrange a face to face conversation since apparently children respond just as well to chatting as compared to a direct conversation.

The problem of unpaid labour in latin American economics Essay

The problem of unpaid labour in latin American economics - Essay Example International Labor Organization (ILO) in 2006, about 6 million children in Latin America are engaged in the workforce as laborers (Antonopoulos, and Hirway, 2009). On the same score women have been found to be heavily involved in unpaid labor all across Latin American economies. Research conducted by the United Nations on this subject has found that the gap between women and men in paid labor is quite huge. Many women and children still suffer from certain forms of discrimination or slavery at their places of work. Research has also shown that efforts are being made to ameliorate such discrepancies in the workforce and bring some ethics into organizations. Such efforts like bridging the gap in health, education, markets and access to credits as well as protection of labor rights have been devoted to address these alarming disparities. Such initiatives have been important yet not sufficient to bridge the huge gap that already exists and women still feel underrepresented in paid labor (MaganÃŒÆ'a, 2013). It must be recognized that by bridging the gap between paid and unpaid work is a positive goal that influences positively pro-poor growth, social cohesion and general human developments and must be encouraged. As such policy makers must focus their attention to address the gaps that exist in health, education, labor rights and access to credits as these have been found to influence greatly the productiveness of women in the workforce. The ILO defines child labor as any work that interferers with the child’s development. In Latin America many children are engaged in the regional workforce either formal or informal. It is a difficult problem to combat as it as a result of the high poverty levels and entrenched societal customs. It is therefore the aim of this paper to look at such problems of unpaid labor in Latin America and find out possible solutions. The succeeding discussion elucidates the problem in more detail. The number of people engaged in unpaid or

Wireless technology security Research Paper Example | Topics and Well Written Essays - 1500 words

Wireless technology security - Research Paper Example It facilitates easy movement and the extension of common applications to several areas of a building, town or the world minus costly cable installations. Their implementation and administration is based on radio communication, which occurs at the physical layer of the Open Systems Interconnection (OSI) type of network structure (Rappaport, 2002). This paper will discuss various wireless network types and security protocols. Although with several variations, basically, there are three main types of wireless networks namely, Wireless Wide Area Networks (WWAN), Wireless Local Area Network (WLAN) and Wireless Personal Area Network (WPAN) (Pahlavan & Levesque, 1995). Since setting up a wireless network must include means that ensure only authorized users can access and use it, the paper will also look at the security risks government and businesses run by using wireless networks with their associated security measures. WPAN These are low range networks used for linking devices that are ge nerally within a person’s reach in relatively small areas. As cable replacement for peripheral devices, WPANs are commonly used in interconnection of printers, personal assistants, headsets and scanners in the absence of hard wired connections (Pahlavan & Krishnamurthy, 2009). The key technologies in WPAN are Bluetooth and infrared. Bluetooth connectivity can have a 10 Mbps throughput in a range of up to 100 meters without using an amplifier. With the integration of WiFi in some electronic consumer devices and the highly efficient power consumption of Bluetooth technology, the popularity of WPAN is growing (Pahlavan & Krishnamurthy, 2009). Infrared technology can establish wireless connections speeds of a few Mbps over several meters. WLAN A WLAN connects devices over short distances such as in a library, coffee shop, and university campus or aboard an airplane or train, and eventually provides connection to the broader internet via an access point (Geier, 2002). Within the W LAN, all components connecting to a wireless medium are known as stations and are equipped with interface controllers. The stations are broadly categorized into two; clients and access points (APs). Wireless clients are made up of mobile devices like IP phones, personal digital assistants and laptops. They also include fixed devices like workstations and desktop computers fitted with interfaces for the wireless network. On the other hand, APs serve as the wireless network’s base stations and are normally routers. In their function, they receive and transmit radio frequencies from and to the wireless enabled devices, enabling them to communicate with each other. Within a WLAN, users who do not need internet access may create a temporary network among themselves without using the access points. Making use of spread spectrum technology, a WLAN lets users stay connected to the network even when they move around, so long as they are still within the local area of coverage (Geier, 2002). For networks or computers placed in two relatively distant points, the fixed wireless technology makes use of point to point links over a dedicated microwave connection in a line of sight path. An example of such fixed wireless technology occurs in the linking of networks located in several buildings across a city. WLANs offer benefits like reduced ownership costs (except the high initial acquisition cost), quick installation, scalability and flexibility. Its growth is aided by popularity and affordability of laptops and other handheld devices. With public APs, passwords or registrations are not often required to link to the network. WWAN Typically, WWANs offer coverage over wide areas like between bordering cities, towns or neighborhoods. They connect an organization’

Philosophy of Education Essay Example for Free

Philosophy of Education Essay The word education is used sometimes to signify the activity, process, or enterprise of educating or being educated and sometimes to signify the discipline or field of study taught in schools of education that concerns itself with this activity, process, or enterprise. As an activity or process, education may be formal or informal, private or public, individual or social, but it always consists in cultivating dispositions (abilities, skills, knowledges, beliefs, attitudes, values, and character traits) by certain methods. As a discipline, education studies or reflects on the activity or enterprise by asking questions about its aims, methods, effects, forms, history, costs, value, and relations to society. Definition The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. However, even in the latter case it may be thought of as part of the discipline, just as metaphilosophy is thought of as a part of philosophy, although the philosophy of science is not regarded as a part of science. Historically, philosophies of education have usually taken the first form, but under the influence of analytical philosophy, they have sometimes taken the second. In the first form, philosophy of education was traditionally developed by philosophers–for example, Aristotle, Augustine, and John Locke–as part of their philosophical systems, in the context of their ethical theories. However, in the twentieth century philosophy of education tended to be developed in schools of education in the context of what is called foundations of education, thus linking it with other parts of the discipline of education–educational history, psychology, and sociology–rather than with other parts of philosophy. It was also developed by writers such as Paul Goodman and Robert M. Hutchins who were neither professional philosophers nor members of schools of education. Types As there are many kinds of philosophy, many philosophies, and many ways of philosophizing, so there are many kinds of educational philosophy and ways of doing it. In a sense there is no such thing as the philosophy of education; there are only philosophies of education that can be classified in many different ways. Philosophy of education as such does not describe, compare, or explain any enterprises to systems of education, past or present; except insofar as it is concerned with the tracing of its own history, it leaves such inquiries to the history and sociology of education. Analytical philosophy of education is meta to the discipline of education–to all the inquiries and thinking about education–in the sense that it does not seek to propound substantive propositions, either factual or normative, about education. It conceives of its task as that of analysis: the definition or elucidation of educational concepts like teaching, indoctrination, ability, and trait, including the concept of education itself; the clarification and criticism of educational slogans like Teach children, not subjects; The exploration of models used in thinking about education (e.g. , growth); and the analysis and evaluation of arguments and methods used in reaching conclusions about education, whether by teachers, administrators, philosophers, scientists, or laymen. To accomplish this task, analytical philosophy uses the tools of logic and linguistics as well as techniques of analysis that vary from philosopher to philosopher. Its results may be valued for their own sake, but they may also be helpful to those who seek more substantive empirical of normative conclusions about education and who try to be careful about how they reach them. This entry is itself an exercise in analytical philosophy of education. Normative philosophies or theories of education may make use of the results of such analytical work and of factual inquiries about human beings and the psychology of learning, but in any case they propound views about what education should be, what dispositions it should cultivate, why it ought to cultivate them, how and in whom it should do so, and what forms it should take. Some such normative theory of education is implied in every instance of educational endeavor, for whatever education is purposely engaged in, it explicitly or implicitly assumed that certain dispositions are desirable and that certain methods are to be used in acquiring or fostering them, and any view on such matters is a normative theory of philosophy of education. But not all such theories may be regarded as properly philosophical. They may, in fact, be of several sorts. Some simply seek to foster the dispositions regarded as desirable by a society using methods laid down by its culture. Here both the ends and the means of education are defined by the cultural tradition. Others also look to the prevailing culture for the dispositions to be fostered but appeal as well to experience, possibly even to science, for the methods to be used. In a more pluralistic society, an educational theory of a sort may arise as a compromise between conflicting views about the aids, if not the methods, of education, especially in the case of public schools. Then, individuals or groups within the society may have conflicting full-fledged philosophies of education, but the public philosophy of education is a working accommodation between them. More comprehensive theories of education rest their views about the aims and methods of education neither on the prevailing culture nor on compromise but on basic factual premises about humans and their world and on basic normative premises about what is good or right for individuals to seek or do. Proponents of such theories may reach their premises either by reason (including science) and philosophy or by faith and divine authority. Both types of theories are called philosophies of education, but only those based on reason and philosophy are properly philosophical in character; the others might better be called theologies of education. Even those that are purely philosophical may vary in complexity and sophistication. In such a full-fledged philosophical normative theory of education, besides analysis of the sorts described, there will normally be propositions of the following kinds: 1.Basic normative premises about what is good or right; 2. Basic factual premises about humanity and the world; 3. Conclusions, based on these two kinds of premises, about the dispositions education should foster; 4. Further factual premises about such things as the psychology of learning and methods of teaching; and 5. Further conclusions about such things as the methods that education should use. For example, Aristotle argued that the Good equals happiness equals excellent activity; that for a individual there are two kinds of excellent activity, one intellectual (e.g. , doing geometry) and one moral (e. g. , doing just actions); that therefore everyone who is capable of these types of excellent activity should acquire a knowledge of geometry and a disposition to be just; that a knowledge of geometry can be acquired by instruction and a disposition to be just by practice, by doing just actions; and that the young should be given instruction in geometry and practice in doing just actions. In general, the more properly philosophical part of such a full normative theory of education will be the proposition it asserts in (1),(2), and (3); for the propositions in (4) and hence (5) it will, given those in (3), most appropriately appeal to experience and science. Different philosophers will hold different views about the propositions they use in (1) and (2) and the ways in which these propositions may be established. Although some normative premises are required in (1) as a basis for any line of reasoning leading to conclusions in (3) or (5) about what education should foster or how it should do this, the premises appearing in (2) may be of various sorts–empirical, scientific, historical, metaphysical, theological, or epistemological. No one kind of premise is always necessary in (2) in every educational context. Different philosophers of education will, in any case, have different views about what sorts of premises it is permissible to appeal to in (2). All must agree, however, that normative premises of the kind indicated in (1) must be appealed to. Thus, what is central and crucial in any normative philosophy of education is not epistemology, metaphysics, or theology, as is sometimes thought, but ethics, value theory, and social philosophy. Role Let us assume, as we have been doing, that philosophy may be analytical, speculative, or narrative and remember that it is normally going on in a society in which there already is an educational system. Then, in the first place, philosophy may turn its attention to education, thus generating philosophy of education proper and becoming part of the discipline of education. Second, general philosophy may be one of the subjects in the curriculum of higher education and philosophy of education may be, and presumably should be, part of the curriculum of teacher education, if teachers are to think clearly and carefully about what they are doing. Third, in a society in which there is a single system of education governed by a single prevailing theory of education, a philosopher may do any of four things with respect to education: he may analyze the concepts and reasoning used in connection with education in order to make peoples thinking about it as clear, explicit, and logical as possible; he may seek to support the prevailing system by providing more philosophical arguments for the dispositions aimed at and the methods used; he may criticize the system and seek to reform it in the light of some more philosophical theory of education he has arrived at; or he may simply teach logic and philosophy to future educators and parents in the hope that they will apply them to educational matters. Fourth, in a pluralistic society like the United States, in which the existing educational enterprise or a large segment of it is based on a working compromise between conflicting views, a philosopher may again do several sorts of things. He may do any of the things just mentioned. In the United States in the first half of the twentieth century professional philosophers tended to do only the last, but at the end of the twentieth century they began to try to do more. Indeed, there will be more occasions for all of these activities in a pluralistic society, for debate about education will always be going on or threatening to be resumed. A philosopher may even take the lead in formulating and improving a compromise theory of education. He might then be a mere eclectic, but he need not be, since he might defend his compromise plan on the basis of a whole social philosophy. In particular, he might propound a whole public philosophy for public school education, making clear which dispositions it can and should seek to promote, how it should promote them, and which ones should be left for the home, the church, and other private means of education to cultivate. In any case, he might advocate appealing to scientific inquiry and experiment whenever possible. A philosopher may also work out a fully developed educational philosophy of his own and start an experimental school in which to put it into practice, as John Dewey did; like Dewey, too, he may even try to persuade his entire society to adopt it.Then he would argue for the desirability of fostering certain dispositions by certain methods, partly on the basis of experience and science and partly on the basis of premises taken from other parts of his philosophy–from his ethics and value theory, from his political and social philosophy, or from his epistemology, metaphysics, or philosophy of mind. It seems plausible to maintain that in a pluralistic society philosophers should do all of these things, some one and some another. In such a society a philosopher may at least seek to help educators concerned about moral, scientific, historical, aesthetic, or religious education by presenting them, respectively, with a philosophy of morality, science, history, art, or religion from which they may draw conclusions about their aims and methods. He may also philosophize about the discipline of education, asking whether it is a discipline, what its subject matter is, and what its methods, including the methods of the philosophy of education, should be. Insofar as the discipline of education is a science (and one question here would be whether it is a science) this would be a job for the philosopher of science in addition to one just mentioned. Logicians, linguistic philosophers, and philosophers of science may also be able to contribute to the technology of education, as it has come to be called, for example, to the theory of testing or of language instruction. Finally, in a society that has been broken down by some kind of revolution or has newly emerged from colonialism, a philosopher may even supply a new full-fledged normative philosophy for its educational system, as Karl Marx did for Russia and China. In fact, as in the case of Marx, he may provide the ideology that guided the revolution in the first place. Plato tried to do this for Syracuse, and the philosophes did it for France in the eighteenth century. Something like this may be done wherever the schools dare to build a new society, as many ask schools to do. Dewey once said that since education is the process of forming fundamental dispositions toward nature and our fellow human beings, philosophy may even be defined as the most general theory of education. Here Dewey was thinking that philosophy is the most general normative theory of education, and what he said is true if it means that philosophy, understood in its widest sense as including theology and poetry as well as philosophy proper, is what tells us what to believe and how to feel about humanity and the universe. It is, however, not necessarily true if it refers to philosophy in the narrower sense or means that all philosophy is philosophy of education in the sense of having the guidance of education as its end. This is not the whole end of classical philosophy or even of philosophy as reconstructed by Dewey; the former aimed at the truth rather than at the guidance of practice, and the latter has other practical ends besides that of guiding the educational enterprise. Certainly, analytical philosophy has other ends. However, although Dewey did not have analytical philosophy in mind, there is nevertheless a sense in which analytical philosophy can also be said to be the most general theory of education. Although it does not seek to tell us what dispositions we should form, it does analyze and criticize the concepts, arguments, and methods employed in any study of or reflection upon education. Again it does not follow that this is all analytical philosophy is concerned with doing. Even if the other things it does–for example, the philosophy of mind or of science–are useful to educators and normative theorists of education, as, it is hoped, is the case, they are not all developed with this use in mind. See also: ARISTOTLE; AUGUSTINE, ST. ; BAGLEY, WILLIAM C. ; BODE, BOYD H. ; BRAMELD, THEODORE; CHILDS, JOHN L. ; COMENIUS, JOHANN; COUNTS, GEORGE S. ; DEWEY, JOHN; FREIRE, PAULO; HERBERT, JOHANN; JAMES, WILLIAM; KILPATRICK, WILLIAM H. ; MONTESSORI, MARIA; NEILL, A. S. ; PESTALOZZI, JOHANN; PLATO; ROUSSEAU, JEAN-JACQUES; WHITEHEAD, ALFRED NORTH. BIBLIOGRAPHY ANDERSON, R. N. , et al. 1968. Foundation Disciplines and the Study of Education. Toronto: Macmillan. ARCHAMBAULT, REGINALD D. , ed. 1965. Philosophical Analysis and Education. New York: Humanities Press. FRANKENA, WILLIAM K. , ed. 1965. Philosophy of Education. New York: Macmillan. JARRET, JAMES L. , ed. 1969. Philosophy for the Study of Education. Boston: Houghton Mifflin. LUCAS, CHRISTOPHER J. 1969. What Is Philosophy of Education? New York: Macmillan. MORRIS, VAN CLEVE. 1969. Modern Movements in Educational Philosophy. Boston: Houghton Mifflin. OCONNOR, DANIEL JOHN. 1957. Introduction to the Philosophy of Education. London: Routledge. PARK, JOE. 1968. Selected Readings in the Philosophy of Education, 3rd edition. New York: Macmillan. SCHEFFLER, ISRAEL, ed. 1966. Philosophy and Education, 2nd edition. Boston: Allyn and Bacon. WILLIAM K. FRANKENA Philosophy of education is a field characterized not only by broad theoretical eclecticism but also by a perennial dispute, which started in the mid-twentieth century, over what the scope and purposes of the discipline even ought to be. In the Philosophy of Education article that was included in the previous edition of this encyclopedia, William Frankena wrote, In a sense there is no such thing as the philosophy of education (p. 101). During certain periods of the history of the philosophy of education, there have been dominant perspectives, to be sure: At one time, the field was defined around canonical works on education by great philosophers (Plato of ancient Greece, the eighteenth-century Swiss-born Frenchman Jean-Jacques Rousseau, and others); at other times, the field was dominated, in the United States at least, by the figure of John Dewey (1859–1952) and educational Progressivism; at other times, the field was characterized by an austere analytical approach that explicitly rejected much of what had come before in the field as not even being proper philosophy at all. But even during these periods of dominance there were sharp internal disputes within the field (such as feminist criticisms of the Great Man approach to philosophy of education and vigorous critiques of the analytical method). Such disputes can be read off the history of the professional societies, journals, and graduate programs that institutionalize the field, and they can be documented through a succession of previous encyclopedia articles, which by definition attempt to define and delimit their subject matter. These sorts of struggles over the maintenance of the disciplinary boundary, and the attempt to define and enforce certain methods as paramount, are hardly unique to philosophy of education. But such concerns have so preoccupied its practitioners that at times these very questions seem to become the substance of the discipline, nearly to the exclusion of thinking about actual educational problems. And so it is not very surprising to find, for example, a book such as Philosophers on Education. Consisting of a series of essays written by professional philosophers entirely outside the discipline of philosophy of education, the collection cites almost none of the work published within the discipline; because the philosophers have no doubts about the status of the discipline of philosophy of education, they have few qualms about speaking authoritatively about what philosophy has to say to educators. On the other  hand, a fruitful topic for reflection is whether a more self-critical approach to philosophy of education, even if at times it seems to be pulling up its own roots for examination, might prove more productive for thinking about education, because this very tendency toward self-criticism keeps fundamental questions alive and open to reexamination. Any encyclopedia article must take a stance in relation to such disputes. However much one attempts to be comprehensive and dispassionate in describing the scope and purpose of a field, it is impossible to write anything about it without imagining some argument, somewhere, that would put such claims to challenge. This is especially true of categorical approaches, that is, those built around a list of types of philosophy of education, or of discrete schools of thought, or of specific disciplinary methods. During the period of particular diversity and interdisciplinarity in the field that has continued into the twenty-first century, such characterizations seem especially artificial–but even worse than this, potentially imperial and exclusionary. And so the challenge is to find a way of characterizing the field that is true to its eclecticism but that also looks back reflexively at the effects of such characterizations, including itself, in the dynamics of disciplinary boundary maintenance and methodological rule-setting that are continually under dispute. One way to begin such an examination is by thinking about the impulses that draw one into this activity at all: What is philosophy of education for? Perhaps these impulses can be more easily generalized about the field than any particular set of categories, schools of thought, or disciplinary methods. Moreover, these impulses cut across and interrelate approaches that might otherwise look quite different. And they coexist as impulses within broad philosophical movements, and even within the thought of individual philosophers themselves, sometimes conflicting in a way that might help explain the tendency toward reflexive self-examination and uncertainty that so exercises philosophy of education as a field. The Prescriptive Impulse The first impulse is prescriptive. In many respects this is the oldest and most pervasive inclination: to offer a philosophically defended conception of what the aims and activities of teaching ought to be. In some instances, as in Platos Republic, these prescriptions derive from an overall utopian vision; in other instances, such as seventeenth-century English philosopher John Lockes Some Thoughts Concerning Education or Rousseaus Emile, they derive from a fairly detailed reconception of what the day-to-day activities of teaching should look like; in still other instances, such prescriptions are derived from other social or moral principles, as in various Kantian views of education (even though eighteenth-century German philosopher Immanuel Kant himself had very little to say on the subject). These prescriptive inclinations are in many respects what people expect from philosophy of education: a wiser perspective, a more encompassing social vision, a sense of inspiration and higher purpose. It is what people usually mean when they talk about having a philosophy of education. A broad range of perspectives in the field share this prescriptive impulse: many of these perspectives can be comprised in what was once called the isms approach (perennialism, idealism, realism, Thomism, and so on)–the idea that a set of philosophical premises could generate a comprehensive and consistent educational program. For many years, working out the details of these philosophies of education was considered the main substance of the field, and the debates among the isms were typically at the very basic level debates among fundamentally different philosophical premises. An implication of this approach was that disagreements tended to be broadly paradigmatic in the sense that they were based on all-or-none commitments; one could not, of course, talk about a synthesis of realist and idealist worldviews. One wag has suggested that the isms have more recently been replaced by the ists–less purely philosophical and more social/political theories that now typify many scholars working in philosophy of education (Marxists, feminists, multiculturalists, postmodernists, and so on). These will be characterized as critically oriented philosophies below, but at this stage it is important to see that these perspectives can be equally driven by the prescriptive impulse: many writers (for example, neo-Marxist advocates of Paulo Freires critical pedagogy) offer quite explicit accounts of how education ought to proceed, what it is for, and whose interests it ought to serve. The Analytical Impulse The second impulse that drives much of philosophy of education is analytical. In a broad sense this includes not only philosophical approaches specifically termed analytical philosophy (such as conceptual analysis or ordinary language analysis), but also a broader orientation that approaches the philosophical task as spelling out a set of rational conditions that educational aims and practices ought to satisfy, while leaving it up to other public deliberative processes to work out what they might be in specific. In this enlarged sense, the analytical impulse can be seen not only in analytical philosophy per se but also in studies that focus on the logical and epistemological criteria of critical thinking; in the diagnosis of informal fallacies in reasoning; In certain kinds of liberal theory that spell out broad principles of rights and justice but that remain silent on the specific ends that education ought to serve; and even in some versions of German philosopher Jurgen Habermass theory, which proposes a structure of communicative deliberation in which conversations must satisfy what he calls a set of general validity claims, but which does not specify or constrain in advance what that process of deliberation might yield. The analytical impulse is often seen as expressing a certain philosophical modesty: that philosophers do not prescribe to others what their educational choices ought to be, but simply try to clarify the rational procedures by which those choices should be arrived at. Here metaphors such as referees who try to adjudicate an ongoing activity but remain nonpartisan within it, or groundskeepers who pull up weeds and prepare the soil but do not decide what to plant, tend to predominate in how this version of philosophy of education is presented and justified to others. The idea that philosophy provides a set of tools, and that doing philosophy of education (as opposed to having a philosophy of education) offers a more workmanlike self-conception of the philosopher, stands in sharp contrast with the idea of philosophy as a system-building endeavor. Of course, it must be said that this impulse is not entirely free of the prescriptive inclination, either. For one thing, there is a prescriptiveness about the very tools, criteria, principles, and analytical distinctions that get imported into how problems are framed. These are implicitly (and often explicitly) presented as educational ideals themselves: promoting critical thinking or fostering the conditions for Habermasian communication in the classroom, for example. However rationally defended these might be, they will undoubtedly appear to some as imposed from on high. Moreover, at a deeper level, the analytic/prescriptive distinction is less than clear-cut: a theory of logic, or a theory of communication, however purely procedural it aspires to be, always expresses conceptions of human nature, of society, of knowledge, of language, that contains social and cultural elements that might appear natural or neutral to the advocates of those procedures, but that will be regarded as foreign and particularistic by others (why must I justify my educational choices by your criteria? ). This is not meant as a criticism of the analytical orientation, but it just shows how these impulses can and do coexist, even within accounts that regard themselves as primarily one or the other. The Critical Impulse Similarly, the third impulse, a critical orientation, can coexist with either or both of the others. The critical impulse, like the analytical one, shares the characteristic of trying to clear the ground of misconceptions and ideologies, where these misrepresent the needs and interests of disadvantaged groups; like the prescriptive impulse, the critical impulse is driven by a positive conception of a better, more just and equitable, society. Where the critical impulse differs from the others is in its conception of the contribution philosophy can play in serving these ends. From this orientation, philosophy is not just a set of tools or an abstract, programmatic theory; it is itself a substantive personal and political commitment, and it grows out of deeper inclinations to protect and serve the interests of specific groups. Hence the key philosophical ideas stressed in critically oriented philosophies of education (reflection, counterhegemony, a critique of power, an emphasis upon difference, and so on) derive their force from their capacity to challenge a presumably oppressive dominant society and enable put-upon individuals and groups to recognize and question their circumstances and to be moved to change them. As there are prescriptive and analytical elements in critically oriented philosophies of education, so there can be critical elements in the others. Philosophers of education more driven by a prescriptive or analytical impulse can and do share many of the same social and political commitments as critically oriented philosophers of education; and some of them may see their work as ultimately serving many of the same goals of criticizing hegemonic ideologies and promoting human emancipation. This is why these three impulses or orientations must not be seen as simple categories to which particular philosophies (or philosophers) can be assigned. Stressing their character as impulses highlights the motivational qualities that underlie, and frequently drive, the adoption of particular philosophical views. While philosophers tend to stress the force of argument in driving their adoption of such views, and while they do certainly change their minds because of argument and evidence, at some deeper level they are less prone to changing the very impulses that drive and give vigor to their philosophical investigations. By stressing the ways in which all three impulses can coexist within different philosophical schools of thought, and even within the inclinations of a given philosopher, this account highlights the complex and sometimes even contradictory character of the philosophical spirit. When philosophers of education teach or speak about their views, although they certainly put forth arguments, quotations of and references to literature, and so forth, at a deeper level they are appealing to a shared impulse in their audience, one that is more difficult to argue for directly, and without which the arguments themselves are unlikely to take hold. Implications of the Impulses for Philosophy of Education Given the existence of these three impulses, how can they help in providing an overview of the field of philosophy of education that does not fall into arguments about disciplinary boundary maintenance? First, these very broad orientations are in many respects easier to generalize within the field than would be any specific set of disciplinary criteria; many different kinds of philosophy of education can manifest these sorts of inclinations. Indeed, it makes for strange bedfellows when people consider that despite their vigorous paradigmatic differences they are actually motivated by very similar underlying philosophical commitments. Perhaps this recognition might create a stronger incentive for them to engage one another respectfully across those differences. Second, it is beneficial for philosophers to consider that the validity they attribute to certain kinds of arguments may not be driven simply by the objective force of those arguments, but also by a particular appeal those kinds of arguments have for them. This sort of reflectiveness might be fruitful for various reasons, but a significant benefit could be in raising a persons appreciation for why others may not be moved by the arguments that seem so patently obvious to that person; and why the force of argument alone may not be sufficient to generate philosophical agreement or reconcile disagreement. Given the pervasively eclectic and interdisciplinary nature of the field of philosophy of education, such a spirit of tolerance and inclusiveness, while not needing to be unbounded entirely, would be a valuable corrective to the historical tendency to establish the methodsor the philosophical school that will separate proper philosophy of education from the imposters. Advocates of more prescriptive approaches typically buttress their case for dominance by reference to canonical Great Works (Plato, ancient Greek philosopher Aristotle, Locke, Rousseau, Dewey). This sort of system-building across epistemological, ethical, and social/political issues is what the great philosophers do, and it is revealing that for them philosophy of education was rarely seen as a distinct area of inquiry but merely the working out in p

Feelings That Kill Essay -- Racism Racist African Americans Essays

Feelings That Kill Racism is defined as the mistreatment of a group of people on the basis of color, race, religion, or national origin. The term racism can also be used to represent a hatred or prejudice toward another group. The novel, To Kill A Mockingbird, takes place during an extremely racist time in America. Nella Harper Lee wrote this novel to give her readers a harsh sense of the segregation that went on in the south during this time period. Between the years of 1925 and 1935 there were many problems facing the south. The depression brought job and poverty issues to many blacks, which increased the segregation. To Kill A Mockingbird has many parallels between the fictional segregation in the novel and the factual racism that actually took place in this time span. Between the years of 1882 and 1968 there were many different types of racial discrimination and mistreatment of blacks. One of the main types of this behavior was lynching. â€Å"Lynching is the practice whereby a mob, usually several dozen or several hundred persons, takes the law into its own hands in order to injure and kill a person accused of some wrongdoing. The alleged offense can range from a serious crime like theft or murder to a mere violation of local customs and sensibilities† (The Reader’s Companion to American History). Lynching can also occur just from the violation of a local law, as stated in the definition. An example of this occurred in Birmingham, Alabama in 1925. â€Å"A group of black women, including Indiana Little, who was a social worker, are beaten by election officials while attempting to register to vote† (Browne). These women were trying to register to vote, but were beaten by white officials only because it was against th... ...001. University of California, Los Angeles. 10 Mar. 2002.<http://www.thediasporaproject.com/research_topics/race_timeline.htm#Tse kani Browne>. Lee, Nella Harper. To Kill A Mockingbird. Philadelphia: Harper & Row, 1982. Ransdell, Hollace. "The First Scottsboro Trials." REPORT ON THE SCOTTSBORO, ALA. CASE . 1999. American Civil Liberties Union . 10 Mar. 2002.<http://www.law.umkc.edu/faculty/projects/FTrials/scottsboro/SB_HRrep.h tml>. "The Handbook of Texas Online." The Texas State Historical Association. 23 July 2001. University of Texas at Austin. 12 March 2002. <http://www.tsha.utexas.edu/handbook/online/articles/print/SS/jcs6.html> Zangrando, Robert L.. "The Reader's Companion to American History." Houghton Mifflin Co.. 1991. UIUC. 10 Mar. 2002. <http://www.english.uiuc.edu/maps/poets/g_l/lynching/lynching.htm>.

A Critical Essay on Ideas About Asian Aesthetics

Asian aesthetics first surfaced in academic literature as a Figure 1 point of comparison for Western aesthetics, it was seen as the ‘other' and was used to define what is Western aesthetics by providing what is not. This attitude towards Asian aesthetics proved detrimental to understanding Asian art as they were taken out of context (e. G. Traditions, religion) and evaluated using Western standards.But that Inefficient way of examining an aspect of a deferent culture Is now considered Improper. In fact, recent studies and literature approaches Aslant aesthetics as a discussion all on its own ? that is, not alongside Western aesthetics and its standards. We now come down to the main purpose of this essay, which is to provide working definitions for Asian aesthetics and discuss them in depth.The central inquiry to be solved is â€Å"What is Asian aesthetics? â€Å"? with ‘Asian' encompassing the South, East, and Southeast Asian countries. Aesthetics, as Engineer (1961) pr esented, can be divided into aesthetic experience and aesthetic object. In simple terms, aesthetic experience is for ‘appreciation', as in the experience which comes from art appreciation, while aesthetic object is for the creation', as in the object perceived as having aesthetic value.These concepts are used subsequently as the basic structure of the discussion supporting the working Figure 2 definitions of Asian aesthetics to be presented. The first interpretation defines Asian aesthetics as ‘a philosophy of purpose and art†, purpose precedes art in the definition for it is purpose which drives Asian artists to produce works of art, and, in turn, these produced works of art serves another purpose for the prospective observer or user of the said art.An example is the Chinese tradition of landscape painting called Shank-Sushi Huh which literally translates to ‘Mountain Water Painting' (figure 1), where the artist sympathizes with the atmosphere nature emanate s ? he feels the spirit of the environment flowing from living nature and his inner nature responds to it in Figure 3 circularity' (Marching, 1992), and from there, the painting made will serve as a material for 4 deep thought or contemplation, completing the purpose-purpose cycle in Asian art. But what constitutes Asian art in the first place?When one refers to Asian art, he/ she often refers to the traditional art distinctly Asian, from Figure 4 which the components/essence of Asian art are/is derived from and used in Asian-inspired modern art (I. E. In print and media). It is important to note that objects in traditional Asian art are rarely appreciated as ‘art objects' in homeless as they are often appreciated for/with the purpose they serve. This claim is supported by Massed, Gonzalez, Swan, & Anisette's (2008) study which shows that Asian art is â€Å"predominantly context-inclusive† (p. 1260).This connotes that appreciating the art of Asian origin calls for an un derstanding of the context in which the object is made, and is to be used; it is not possible to understand an Asian art without context? for context is a characteristic attached to the artwork itself, removing it will result in an incomplete object, which when analyzed will yield either an incomplete interpretation at the very least, or an adverse en at worst. 5 Asian art is not fundamentally made for the sake of beauty; the purpose of the object appears to be the first consideration in most Asian artworks.Traditional Asian art, that is â€Å"artistic form and in a traditional medium† (Guillemot, 1998), object's purpose may range from spiritual/religious, to documenting life and habits of the people, to culture conservation (I. E. Preserving traditions, etc), up to functional Figure 6 tools for daily living. Of all the purposes, spiritual/religious purpose seems to be the most prevalent in Asian art. An example of art serving a spiritual/religious is the Indian sculptures of gods and goddesses (figure 2), which permeated even the realms of painting (figure 3), dance (figure 4), and even architecture (I. E. Temples, figure 5).The second purpose of means of reminding people of the great examples of virtue in the golden ages of the past† (Cambric, 1995). China, as an example, has records of tomb Figure 7 6 paintings which serves as documents of the ancient past (figure 6). On the other hand, art serving as culture conservation is seen on rituals and festivals, and with the tools used in them. These rituals and festivals may seem frivolous with the development of rational thinking, but nice it is part of the culture, the community still does Figure 8 them; often following all the necessary procedures Figure 9 handed down from the previous generations (e. G. He psychodrama or 16 honors ritual of Indian temples) and using classic ritual accessories (e. G. Purchasing dippier a wick of light kept/waved before the holy symbol of god, figure 7). Lastly, th e practical/functional purpose, which is the most underrated purpose of all since the artisans doing them does not necessarily know the aesthetic value of what they are doing (e. G. Malone, figure 8), and so is their proposed consumers (I. E. Their kin in the immunity); all they know is, they use those objects daily (especially in the olden times) that the 7 handiwork is often seen as a necessity and not as an artwork to be appreciated by itself.Second Asian aesthetic interpretation relates it to the sensitivity to the context of an art object†. Marching (1992) says, â€Å"†¦. For the Asiatic mind wonder is the beginning of a sensitivity to things, and sensitivity to things is the most comprehensive way to be in the world and to make the world be in oneself†. This idea of sensitivity to things is exhibited by both the artist and the observer, especially for the Chinese Shank-Sushi-Huh (figure 1) tradition. In the artist, it is rooted in their discipline of channeli ng nature into their work without representing it realistically or as is.An artist includes his/her own vision and interpretation of the subject into his/her Figure 9 work, while the observer's role is to use the produced art as a point of reflection which guides them in contemplating about the world, the cosmos, and the plane of the Divine. As Marching (1992) stated, â€Å"philosophy was, in other words, the doctrine which, thanks to reason†¦. Opens man's way to Heaven†, and since aesthetics is the ‘philosophy of art', it an be deduced that in one way or another, aesthetic experience opens a man's way to Figure 12 Heaven through the arts.This is especially true for the highly spiritual/religious way of life the Asians have. 8 The third, and last, definition is rooted in the Asian appreciation for the beauty of the unrefined ? â€Å"Asian aesthetics is concerned with nature†. It deals with respecting, being inspired by, mimicking, and embodying nature in art . One fitting example for unrefined beauty is the Japanese aesthetic of WBI-Saba (means ‘rustic beauty and ‘desolate beauty), which celebrates the imperfection of things (e. . Mended ceramics, figure 9).Another example is the constant nature theme presented in Japanese paintings (figure 10) and Chinese paintings (figure 11). Asian art also uses natural medium (e. G. Rice paper, animal-hair brushes used for Chinese painting and calligraphy, figure 12). This high regard for nature arises from the spiritual/religious purpose discussed earlier in the first definition; Asians believe in the interconnectivity of things, from the Divine, to the cosmos, to the plane of man. They Divine, either in presence of things or in the absence of it (I. E. Void/nothingness). This life is also embedded in the Chinese concept of yin and yang (figure 13).In conclusion, the combination of all the three Figure 10 definitions discussed throughout the essay substantially represents everything abo ut Asian aesthetics? â€Å"Asian aesthetics is a philosophy of purpose and art, mainly serving to aid the artist's and observer's sensitivity to the context of the object rather than the object itself. It is concerned with the interconnectedness of all beings to the cosmos and the Divine†. Notes: Aesthetics is originally a concept produced by Western philosophy. Cited from Raja Dishwasher's Sphinxes in Indian Art and Tradition (2009). References Cambric, E. (1995).

Negative Attitudes Towards Hiv / Aids - 1778 Words

I have observed many negative attitudes towards HIV/ AIDS that my research has only proven further. The first observation is that a lot of people tend to feel invincible or immune to the disease and forget that anyone can acquire it, especially those with numerous sexual partners. As humans we can all be a little nasty at times, but when people are informed that someone around them have HIV-AIDS they perceive them in a whole new light and even see the disease and no longer see person. In our day-to-day lives we don t think of how people with these diseases are affected mentally and socially but my research has a really opened my eyes. I can recall a time when I was ignorant to the causes of AIDS, and was amidst a conversation with my†¦show more content†¦I ve become more reserved with people and I walk about convinced that I have a stamp on my head: HIV .† â€Å"I felt dirty and unclean and I thought I would never be able to kiss my wean.† â€Å"I know a lot of moral society would be against me sleeping with anybody so I have guilt from that feeling.† â€Å"Nobody at work knows. Our company is a kind of hire and fire company and would sack us on the spot.† â€Å"The average person is ignorant about HIV like going back to l eprosy and people being unclean and people seeing it with panic. (Green, 1995)† The statements above are all from people living with HIV and their perspective of attitudes toward them. These people live in fear, and are often scared to tell people around them, which makes them feel lonely depressed, in addition to the physical suffering they endure. One does not usually consider the social or emotional effects of being diagnosed with HIV/AIDS but several people suffer from not only the disease but depression guilt, loneliness, etc. People living with HIV/AIDS There are so many courageous people living with HIV that are determined to continue life as normal as possible. They believe life does go on, and they intend to make the best of it. Healthline Network is a company that strives to inform individuals and help them make educated decisions, which shares enlightening articles about other’s personal accounts. These are their stories: A woman named Chelsea White, shares her recollection of her first HIV