Interviewing Skills in Legal Practice Essay Example | Topics and Well Written Essays - 1500 words

Interviewing Skills in Legal Practice - Essay Example â€Å"They may have been served with a paper stating things that they know to be untrue; they may have been wronged by another† (Sarat & Felstiner, p. 83, 1997). They may consider that they have acted in a befitting manner and, once all the details are uncovered, no sensible individual could oppose that they have been wrongly charged. They may realize that they have acted incorrectly by some means but have a litany of allegations of improvement, justification, and rationalization.   Public speaking is constantly stated as an extremely frightened occasion in investigations. Lawyers have to do a considerable amount of discussion and be at ease communicating in the presence of others, even the transactional legal representative who under no circumstances goes to the courthouse apart from to file real estate papers. Therefore, it is essential to take into account that the prospective customer may have a huge deal of apprehension regarding telling his or her narrative to an unfamiliar person. How to deal with the clients’ preliminary requirement to tell their narrative is something that is handled differently by various lawyers. It is a manifestation of their individual approach and the topic of their practice. There is no exact technique here, even though there are a few incorrect ones, for instance, the lawyer doing the talking for the most part, with lots of inexplicable legal terminology and giving ‘little or no time for follow-up questionsâ€⠄¢ by the prospective client.   Listening is a most important requirement for an interview, and like other abilities can be enhanced with learning and rehearsal. Too many times within these days’ society, what stands for listening is only waiting silently for your turn to have a discussion.

Research on Science Essay Example for Free

Research on Science Essay ABSTRACT The study explores ways in which students who have participated in a curriculum innovation, Science ALIVE! acquire Science process skills and perceive the relevance of Science in everyday life. It investigates whether students have, after the programme, perceived an improvement in applying Science process skills. Four classes of Secondary 2 Express students attended one of four modules in the Science ALIVE! programme and responded to a pre- and post-course survey to measure their perceived skill competency for each process skill. They also responded to questions on whether the programme enhanced their awareness of the relevance of Science in everyday life. Five students from each module were selected to provide written feedback at mid-course and write a journal after the course. The content of their feedback and journals were analysed to provide deeper insight of the results of the perception surveys. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. The findings show significant increase in students’ perception of skill competency while a high percentage of students indicated that the programme has made them more aware of the relevance of Science in their lives. INTRODUCTION Traditional learning approaches in which students are passive recipients of knowledge are inconsistent with the call for Singapore schools to Teach Less, Learn More (TLLM). There is a need to allow learning to occur in settings that are relevant to students’ experiences and real world problems. In Clementi Town Secondary School (CTSS), Project Work was used as a platform for students to transfer their learning and apply in authentic applications. However, teachers who had conducted Project Work for Science at Secondary 2 observed that students’ projects lacked depth in the specific content area, and the skills needed for scientific investigations. This spurred the need to cover content knowledge relevant to the projects assigned. It also raised the concern that Science process skills, as stipulated in the MOE Lower Secondary Science (LSS) Syllabus, were not sufficiently emphasised compared to acquiring scientific knowledge. Teachers also indicated that students were una ble to appreciate the relevance of Science in solving problems in their lives after past Project Work tasks. Science Process Skills â€Å"Science process skills† is commonly used to describe a set of broadly transferable abilities that are reflective of what scientists do. These skills are grouped into two types – basic and integrated. Basic process skills provide a foundation for learning the integrated skills, which are more complex skills for solving problems or doing Science experiments. In this study, reflecting is listed as a process skill to be investigated, though it is usually considered part of thinking skills which is a broader category that subsumes process skills. Some Science educators have argued that â€Å"teaching students Science facts is not as important as developing their Science process skills so that they can learn this knowledge on their own† (Young, 1995). Studies in the United States have shown that elementary school students who are taught process skills, not only learn to use those processes, but also retain them for future use. In Singapore, the MOE Primary Science syllabus also emphasises the teaching of basic process skills and some integrated skills, while the LSS syllabus emphasises the use of process skills for planning investigations and creative problem solving, and other thinking skills. Curriculum design plays an important role in the acquisition of Science process skills. The MOE Assessment Guidelines for LSS recommends an explicit teaching of the process skills, followed by the integration of these skills by students in experimenting or carrying out investigative projects. Padilla (1990) pointed out that â€Å"when Science process skills are a specific planned outcome of a Science programme, those skills can be learned by students Teachers need to select curricula which emphasise Science process skills.† These basic skills are learnt more effectively if they are considered an important object of instruction and if proven teaching methods are used. There must be a deliberate effort to focus on teaching process skills through a modified LSS curriculum. Young (1995) recommended that if teachers have the freedom to select their own topics, they should choose topics of direct interest to themselves and which would excite students. Science knowledge serves as background for lessons but should not take up the whole lesson. Instead, more time should be spent on activities that enhance the understanding of Science concepts and improve Science skills. Some studies have shown that instead of using the didactic approach, teaching Science through the use of activity-based approaches significantly improved students’ achievement in Science process skills (Beaumont-Walters, 2001). Berry et al (1999) suggested a few crucial factors that influence the acquisition of process skills used in laboratory work. Firstly, students need the relevant content knowledge that is assumed by the task to be mentally engaged. For example, a more knowledgeable student would be able to explain an observation, which in turn â€Å"validates† his knowledge and gives him a certain amount of intellectual satisfaction. The ‘doing’ of Science has to be coupled with ‘learning about’ Science, if students are to appreciate the value of scientific inquiry (Haigh et al, 2005). A second factor suggested by Berry et al (1999) is students’ ownership of laboratory tasks. Ownership would be more apparent in open laboratory tasks, where the student has to design his own experiment than in closed laboratory tasks, where the â€Å"correct† experimental procedure is written out in a â€Å"cookbook† style and the student is likely to carry out the tasks unthinkingly. Another effective strategy to enhance students’ process skills would be to let students keep a â€Å"scientific journal† (Tomkins Tunnicliffe, 2001). It was observed that diary writers tend to build more confidence in their own interpretations, engage in intellectual debates with themselves over the plausibility of their explanations and ask questions that are more quantifiable. Relevance of Science in everyday life Research studies conducted in recent decades on students’ perception of school Science have consistently shown that they perceive Science as not relevant (Bennett, 2001). Similar findings have raised a serious concern in several countries. For instance, a report by the Dutch Ministry of Education in 2002 observed that secondary school students did not see a connection between what they learnt in Chemistry lessons and the chemistry happening around them (Van Aalsvoort, 2004a). A subsequent report recommended teaching Science in context. However, a study carried out on a contextualised Science curriculum introduced to Swaziland students highlighted some shortcomings (Campbell et al, 2000). The findings showed that less than half of the sample students could draw on Science concepts to explain everyday experiences or solve everyday problems. It was suggested that contextualised learning could be made more effective through student-initiated project work on everyday problems. Van Aalsvoort (2004b) suggested using activity theory to address the issue of the relevance of Chemistry in chemical education, where reflection plays a key role in evaluating and developing an activity. Reflection could be carried out through writing reflection journals, which also helped enhance the acquisition of process skills, as mentioned earlier (Tomkins Tunnicliffe, 2001). According to Van Aalsvoort (2004a), relevance can be defined in four aspects: (i) personal relevance – Science education makes connections to students’ lives; (ii) professional relevance – Science education offers students a picture of possible professions; (iii) social relevance – Science education clarifies the purpose of Science in human and social issues; and (iv) personal/social relevance – Science education helps students develop into responsible citizens. This study considers relevance in three aspects – personal, professional and social. INTERVENTION Project Work aims for students to transfer the learning of concepts into applications in authentic settings. To address the areas of concern raised by teachers teaching Project Work, the Science ALIVE! programme was conceived to integrate Project Work and the LSS syllabus. This 13-week programme was conducted during Semester 2 of the Secondary 2 Express Science curriculum and used alternative assessment to replace the traditional end-ofyear examination. In this programme, a team of teachers crafted four modules which covered a variety of topics from Biology, Chemistry and Physics. As a motivating factor, students could choose from one of the four modules offered: Aroma Chemistry, Biodiversity, Life Science and Water Rockets. In each Science ALIVE! module, specific content knowledge was taught using hands-on strategies such as laboratory work, field trips, journal writing and group discussions. These strategies were intended to promote student engagement. Most importantly, the programme addressed the three key issues of concern in the following ways: 1. Content knowledge covered was specific to each module and relevant to the projects that students were assigned. This enabled students to better transfer the concepts to the projects. 2. Science process skills could be applied by students through journal writing, laboratory work and investigative project work. Science process skills were used as criteria for assessment to emphasise their importance and focus. 3. To enhance the relevance of Science, students were given a choice of the elective module to study, and to decide on the problem to work on for their projects. Contextualised learning, which draws on scientific understanding to explain everyday situations, was consciously infused into the curriculum design for each module. Reflection journals were written after selected activities, which according to activity theory helped students evaluate their learning (Van Aalsvoort, 2004b). RESEARCH QUESTIONS The two research questions are: (1) How does the Science ALIVE! programme help students to apply their Science process skills? And (2) How can the Science ALIVE! programme enhance the relevance of Science in students’ lives? METHODOLOGY Participants 147 students from all four Secondary 2 Express classes attended the Science ALIVE! programme and participated in the study. Pre- and post-course perception surveys were conducted for all students to measure their perception of their skill competency and their awareness of the relevance of Science in their lives through the programme. In addition, five students were selected from each module to give written feedback in week 8 (mid-course) and write a journal in week 13 (at the end of the course). To provide maximum variation, the five students from each module were selected based on their Science grade in Semester 1 and their reasons for selecting the module which reflected their motivational level. Instruments In the pre- and post-course surveys, students were asked to rate their perception of their Science process skills using a four-point Likert scale. The post-course survey included an item to measure students’ perception of increased awareness of the relevance of Science in their lives. Data Analysis For survey items on Science process skills, the mean value of each skill was calculated for the individual module (Table 2) as well as across all modules (Table 1). Skills with ratings of less than 3 (out of 4) were identified and analysed. The differences in mean values for pre- and post-course surveys were compared. The differences were considered significant if there was an increase or decrease of at least 0.3 in value (or 10% of the range of scale used). Journals and mid-course written feedback of the 20 selected students were used to surface possible reasons for these perceptions. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. For the survey item on the relevance of Science, the total percentage of students who indicated an â€Å"Agree† or â€Å"Strongly Agree† was computed for each module. Content analysis of the journals and written feedback from the selected students were carried out. Frequency counts of the responses were based on three categories: personal, professional and social relevance. Teachers’ feedback was used to provide depth to the findings. RESULTS Acquisition of Science process skills The perception of all students on the level of their skill competency before and after the Science ALIVE! programme was measured through surveys. The survey results were compared using the mean values for each process skill, as shown in Table 1. Table 1: Comparison of students’ perception of skills before and after Science ALIVE! Mean value (scale 1 – 4) Pre-Course Post-Course 3.1 3.2 2.4 2.5 2.6 2.7 3.1 2.8 2.6 3.0 3.0 2.7 3.1 3.2 Process Skill (a) Elaborating (Research) (b) Conducting scientific investigations (Planning investigations) (c) Conducting scientific investigations (Using scientific apparatus) (d) Conducting scientific investigations (Analysing data) (e) Communicating (Writing scientific reports) (f) Reflecting (g) Questioning (Learning by asking questions) In the pre-course survey, the items which scored less than 3 are the skills of ‘planning investigations’, ‘using scientific apparatus’, ‘analysing data’, ‘writing scientific reports’ and ‘learning by asking questions’. Students’ perception rating increased in the following skills ‘using scientific apparatus’, ‘analysing data’ and ‘learning by asking questions’ suggesting that the Science ALIVE! programme had benefited them in these areas, with the exception of ‘planning investigations’ and ‘writing scientific reports’ where there was marginal increase or no change between the pre- and post-course rating. This revealed that in general, students still did not have much confidence in these skills and suggests that more could be done in the next cycle to guide students in these aspects. The changes in the rating for items (b), (c) and (d) in the pre- and post-course surveys suggest that students’ perceptions that their skills in handling apparatus and equipment have improved. This could be attributed to the fact that students were introduced to various new apparatus or equipment during project experiments in all modules. For example, the Biodiversity module used dataloggers which was equipment new to students. Skills in items (b), (c) and (d) are all part of the process of conducting scientific investigations. However, there was only a marginal increase in the rating for (b) ‘planning investigations’ after the programme. This could be because planning investigations is a higher order process skill which encompasses making hypothesis, identifying variables and writing the experimental procedures. Analysis of Science process skills by skill category The results were further categorised to compare and study the changes in students’ perception of skill competency for the individual modules, as shown in Table 2. Table 2: Comparison of perception of skill competency by module Mean value (Scale 1 – 4) BioLife diversity Science Pre Post Pre Post 2.9 3.2 3.0 3.3 2.3 2.4 2.6 2.9 3.3 2.9 2.4 2.9 2.8 2.4 3.3 3.3 2.4 2.9 2.7 2.5 3.1 2.9 2.8 3.0 3.1 2.9 3.2 3.0 Module Process Skill (a) Elaborating (Research) (b) Conducting investigations (Planning investigations) (c) Conducting investigations (Using scientific apparatus) (d) Conducting investigations (Analysing data) (e) Communicating (Writing scientific report) (f) Reflecting (g) Questioning (Learning by asking questions) Elaborating Aroma Chemistry Pre Post 3.3 3.2 2.6 2.4 2.6 2.7 3.1 3.0 2.7 3.1 2.9 2.7 2.8 3.2 Water Rockets Pre Post 3.1 3.1 2.3 2.4 2.6 2.5 2.9 2.6 2.5 3.0 2.9 2.7 3.0 3.2 The results of item (a) in the pre- and post-surveys showed an increase in rating for this skill for the Biodiversity and Life Science modules. This could be because these modules are more content-based topics, which require greater use of such skills. It should, however, be noted that for Aroma Chemistry module, the pre-course survey score was already high and it might be difficult to make further significant improvement. From the written feedback of selected students in the 8th week of the programme, half indicated that they had learnt to research to look for more information. All five students from the Biodiversity module wrote that they had learnt to assess â€Å"how reliable the sources are†. For example, one student from the module wrote in her journal that â€Å"before creating our ecosystem, we need to do research on the organisms that we choose, on what they feed on and their suitable habitat† (Student S8). Teachers conducting the programme felt that most students were still at the developmental stage of doing research, as they could not extract relevant information from sources. They also observed that some students lacked the initiative and discipline to do research work, though teachers had provided a list of resources. This could be seen in project reports, where the evidence of research is lacking. A likely explanation for this observation is the past practice of didactic teaching, resulting in students â€Å"so used to being given all materials and information by teachers that they do not know how to get started† (Teacher T3). Teacher T1 recommended the need to balance between providing students with information and allowing them to be independent in their learning. Conducting Scientific Investigations For item (b) on ‘planning investigations’, the Life Science module had the largest increase in perception rating (more than 10%). Here the Life Science teacher explained that students were taught how to design experiments step-by-step with given examples. The importance of planning in investigations is stated by one of the students in the module: When we need to choose something, we need to think about all its aspects. After everything is ok, we can start work (Student S14). However, Teacher T2 commented that students still needed a lot of hand-holding and practice to be competent. A student from another module echoed this: â€Å"I am not sure how to design an experiment on my own†. Item (c) on the practical skill of ‘using scientific apparatus’ or equipment had the largest increase for all modules, except Life Science where the initial pre-course rating was already high (mean 2.9). All modules were designed to include more hands-on activities, which required the use of apparatus and equipment. One student wrote about the importance of using the right procedures as he â€Å"learnt how to use steam distillation by setting up the apparatus correctly and doing the extraction properly† (Student S2), while another student shared her new skill of using â€Å"dataloggers to measure the different abiotic factors from the †¦forests† (Student S7). Teachers observed that the students were excited and enjoyed themselves when using new apparatus. On their part, teachers also sought to infuse rigour by ensuring that students perform the experimental procedures accurately. The enjoyment of Science through hands-on activities, particularly laboratory work, was a motivating factor in learning Science. The rating for the skill of analysing or inferring from experimental data in item (d) increased more for three modules than for the Biodiversity module. This could be the result of students being given more opportunities to handle experimental data in their projects and make conclusions for the Aroma Chemistry, Life Science and Water Rockets modules. On the other hand, the investigative project for Biodiversity was of a smaller scale, and students’ main form of project assessment was a conservation proposal. One factor which attributed to the increase in perception rating was group collaboration. As students did their projects in groups, they could discuss how to analyse the data obtained from the investigations. Students analysed their data in various ways depending on the type of data collected in each module. For example, Student S11 commented: â€Å"I got a chance to compare and compile the results of surveys, test the reliability of our product, put into tables and identify the similarities and differences present. Others learnt to analyse the cause of problems in their projects, as noted by Student S16: â€Å"†¦ our rocket failed in launching and we realise that the problem is due to the leaking of our rocket†. Teachers however concurred in their observations that though students could comment on their data, their analysis lacked depth. Besides these investigative skills, many students also reflected in their journals that they had developed observation skills during practical work and investigations. One student wrote: â€Å"In the past, I would have just used my eyes. Now I have learnt to use all of my five senses to know more about the subject I am observing† (Student S10). Communicating In item (e), ‘writing scientific reports’ was the focus in the skill of communicating. Though there was no change in overall student perception (see Table 1), Table 2 showed a significant drop in the rating for Biodiversity module compared to an increase in Life Science module. The Biodiversity teacher attributed the drop in rating to students’ â€Å"realisation and shock† in receiving feedback on their first report draft, as they â€Å"did not anticipate scientific reports to be of slightly different nature and demands though they were briefed†. But she noted that the provision of formative feedback and the re-drafting of reports helped students in this skill. The Life Science teacher linked the increased rating to having provided illustrative examples and templates for students, but she felt that they were still lacking in the skill and could be given more practice. Students’ journals hardly mentioned this skill, except Student S10 who wrote that he â€Å"learnt to sieve through the report for important points to put in the abstract†. Reflecting Generally, students felt that they were able to reflect on their lessons. Item (f) in Table 2 showed an initial high rating which was unchanged after the programme. Students saw their journals as an â€Å"opportunity to clarify and reflect upon their learning† (Student S3). At the end of the programme, a few students said that the reflections helped to monitor their understanding of lessons, and one student mentioned that she would research on the internet to address questions she had (Student S1). Teachers believed that â€Å"journal writing and providing consistent formative feedback help(ed) the students develop reflection skills† (Teacher T1). However, specific journal prompts are necessary to guide students so that they do not simply give a detailed account of the activities and concepts covered without reflecting on the learning points (Teacher T2). Questioning The survey results of item (g) showed more significant increase in the Biodiversity and Water Rockets modules. For each module, students acquired this skill through reflecting on their lessons in their journals and then asking relevant questions to find out more. One student reflected that she dared to ask more questions in class after learning to ask questions through journals (Student S6). Students had opportunities to generate questions when they were verifying the reliability of information. They also formulated questions prior to industrial visits and field trips, and posed them to the experts. At the mid-course feedback, a few students mentioned that they learnt to â€Å"raise questions in class† through ways such as â€Å"being a questioner in group discussions† (Student S13). The Biodiversity teacher attributed this improvement to conducive â€Å"lesson environment and delivery (that) promotes questioning†. Such lesson delivery may include guiding questions in class activities and journal prompts that encouraged further questioning, and peer evaluation where students critiqued the projects of other groups. The Water Rockets teacher reflected that in comparison to traditional Science lessons, â€Å"there was more chance for students to ask questions as things are now less predictable† as in most real world situations. The post-course survey included an item which required students to state whether â€Å"Science ALIVE! lessons have made them more aware of the relevance of Science in their lives†. Table 3 shows the percentage of students who â€Å"agreed† or â€Å"strongly agreed† with the statement. Table 3: Percentage of students who indicated that the programme had made them more aware of the relevance of Science in their lives Module Aroma Chemistry Biodiversity Life Science Water Rockets % Agree 73.5 47.2 64.1 73.0 % Strongly Agree 17.7 50.0 23.1 10.8 % (Agree + Strongly Agree) 91.2 97.2 87.2 83.8 The results in Table 3 show a very high concurrence with the statement for all modules. This is consistent with the programme objective of enhancing the relevance of Science in students’ lives. Students’ journals were analysed for indications of the relevance of Science in three areas: personal, professional and social. A frequency count of the responses showed 82% for personal relevance, 24% for professional relevance and 65% for social relevance. This revealed that students perceived the relevance of Science as mostly related to their personal lives. Only a handful of students could relate the relevance to their future career prospects. Further probing into students’ definition of personal relevance showed an extensive range of interpretation depending on the modules taken. Enhancing one’s quality of life is frequently mentioned in terms of personal relaxation and cure for illnesses. Students from the Aroma Chemistry module stated that they â€Å"could use essential oils to calm a person if he feels nervous† (Student S2). Life Science students surfaced the use of medicines when they fall sick and the growing of genetically modified food (GMF) for convenience (Student S15). Students also stated the importance of process skills in their lives, such as questioning the reliability of information sources. The majority of students could not appreciate Science as having professional relevance. Those who were able to see career possibilities were students who had gone for field trips, where they were introduced to experts in the related field. They saw the knowledge and skills gained through the programme as relevant to their â€Å"future education and working career† (Student S11). Others used the knowledge gained to better understand the requirements of various jobs. A student stated that she â€Å"could understand how people designing furniture, buildings and other things require this knowledge (of centre of gravity)† (Student S16). Three out of five students could relate Science to social relevance, which included how Science affected interaction between people and the environment. One Biodiversity student wrote: â€Å"This also taught me that in school or at work, we have to depend on one another for a living† (Student S10), while another could â€Å"understand nature better† and learnt not to pollute the environment (Student S7). Life Science students pointed out various applications in social and ethical issues, such as the use of forensic Science by police to solve crime (Student S11), knowledge of DNA in cloning (Student S15), and even checking via blood tests whether a child is biologically conceived or adopted (Student S12). Teachers’ feedback indicated that students were generally able to â€Å"connect Science to reality and †¦ in explaining happenings in their lives† (Teacher T2). These observations were made through students’ group discussions and written journals. Examples quoted by the teachers were mostly related to personal and social relevance. It showed that students had an increased awareness of scientific discovery (e.g. antibiotics, genetics) and technology (e.g. making of soap and sweets) that were directly related to their lives and the lives of those around them. The main catalyst that enhanced their awareness was personal experiences through engaging them in experiments that relate to real life and exposing them to more field trips (e.g. Yakult factory, flavour and fragrance industry, nature reserve). DISCUSSION Key features in Science ALIVE! that have helped students acquire Science process skills include scaffolding, group collaboration and journal writing. Scaffolding guides students in learning new or complex skills. Nelson (2004) pointed out that more scaffolding is required for students to be able to do research independently. To illustrate this, the increase in rating for skills on ‘planning investigations’ and ‘writing of scientific report’ in the Life Science module was attributed to â€Å"a lot of hand-holding† and exemplars provided by the teacher. Scaffolding in the form of specific journal prompts can also be adopted to ensure greater depth in student reflection. Teachers, however, will need to balance between providing students support and allowing them to be independent learners. Group collaboration is deployed extensively in the programme, where students worked in groups of three on projects, laboratory work and group assignments. This concurs with findings of a study conducted by Hofstein et al (2004), where cooperative learning in laboratory work helped students construct knowledge. Hofstein et al argued for more time to be spent on laboratory tasks, so that students could reflect on findings and also discuss with their peers. This would be one way to further improve students’ analytical skills, which they are still lacking. Journal writing in Science ALIVE! proves to be very useful in informing teachers of students’ conceptual understanding, acquisition of skills such as reflecting and questioning, and how students relate Science to their everyday life. It allows teachers to give regular feedback as part of assessment for learning. It is also of considerable value to students as it promotes greater ownership to their learning (Tomkins and Tunnicliffe, 2001). This leads to independent learning and moves students to a higher level of thinking, according to the principle on ‘Experience of learning’ in the Principles of Engaged Learning (MOE, 2005). Science ALIVE! lessons are different from the didactic traditional Science lessons, as they focus largely on the application of Science process skills. Hence there is a need to prepare students for the change, for example, from structured experiments to partially open investigations (Haigh et al, 2005). The need for such preparation was evident in the Biodiversity module as students were surprised to learn that scientific reports were different from other project reports, but they managed to overcome it after a few rounds of re-drafting. After the pilot run of Science ALIVE! programme, the teachers recommended that process skills be explicitly taught first followed by opportunities â€Å"created on purpose† for students to practise the skills. This is consistent with Padilla (1990) who suggested the need to provide students with â€Å"multiple opportunities to work with these skills in different content areas and contexts†. To enhance students’ investigative skills, Haigh et al (2005) proposed that teachers provide ‘refresher’ courses to cue students in the planning and conducting of their investigations .On completion of the investigation, students should be given the opportunity to evaluate their work so as to make it more meaningful. In Aroma Chemistry, students were asked to compare the quality of two batches of soap that they had made from different laboratory sessions and analyse the possible causes for the difference, while Biodiversity students had to reflect on the additiona l learning gained after a second trip to the nature reserve. Besides using appropriate strategies to help students adapt to the shift, it is also crucial to rectify students’ mindset on the importance and relevance of acquiring Science process skills. This is because students will be more motivated if they consider process skills an important object of instruction (Padilla, 1990). Thus teachers need to make explicit the â€Å"why† of teaching process skills (Haigh et al, 2005). The deliberate infusion of relevant Science applications in the curriculum of each module has succeeded in enhancing students’ awareness of the usefulness of Science in everyday life. Personal and social relevance dominated students’ ideas of the relevance of Science, though exposure to related industries and appropriate working environments could further promote an awareness of professional relevance. CONCLUSION Going forward, the Science ALIVE! programme would be refined in the next cycle to enhance students’ acquisition of Science process skills. Successful strategies such as the use of reflection journals, activity-based learning, group collaboration and contextualised learning will continue to be used. There would be more emphasis on the explicit teaching of process skills. In addition, more opportunities would be provided for the application of process skills in the core curriculum. RECOMMENDATION Further research on the Science ALIVE! programme could focus on the process skills which students found more difficult to master. With explicit teaching of these skills in the core curriculum prior to Science ALIVE!, the impact could be investigated. The usefulness of Science process skills acquired through the programme could be studied in terms of its impact on Upper Secondary Science, for example, the sustainability of student motivation in Upper Secondary Science. The findings in these research areas will help to inform the effectiveness of future Science ALIVE! programmes. REFERENCES Beaumont-Walters, Y. (2001). An analysis of high school students’ performance on five integrated Science process skills. Research in Science Technological Education, 19(2), 133-145. Bennett, J. (2001). Science with attitude: the perennial issue of pupils’ responses to Science. School Science Review, 82(300), 59-67. Berry, A., Mulhall, P., Gunstone, R., Loughran, J. (1999). Helping students learn from laboratory work. Australian Science Teachers’ Journal, 45(1), 27-31. Campbell, B., Lubben, F., Dlamini, Z. (2000). Learning Science through contexts: helping pupils make sense of everyday situations. International Journal of Science Education, 22(3), 239-252. Haigh, M., France, B., Forret, M. (2005). Is ‘doing Science’ in New Zealand classrooms an expression of scientific inquiry? International Journal of Science Education, 27(2), 215-226. Hofstein, A., Shore, R., Kipnis, M. (2004). Providing high school chemistry students with opportunities to deve lop learning skills in an inquiry-type laboratory: a Case Study. International Journal of Science Education, 26(1), 47-62. Ministry of Education (2005). A toolkit for engaged teaching and learning. Curriculum Planning and Development Division, Ministry of Education, Singapore. Nelson, T.H. (2004). Helping students make connections. The Science Teacher, 71(3), 32-35. Padilla, M.J. (1990). The Science process skills. Research Matters – to the Science Teacher, No. 9004. Retrieved December 1, 2006 from http://www.narst.org/publications/ research/skill.htm Tomkins, S.P., Tunnicliffe, S.D. (2001). Looking for ideas: observation, interpretation and hypothesis making by 12-year-old pupils undertaking Science investigations. International Journal of Science Education, 23(8), 791-813. Van Aalsvoort, J. (2004a). Logical positivism as a tool to analyse the problem of Chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(9), 1151-1168. Van Aalsvoort, J. (2004b). Activity theory as a tool to address the problem of Chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(13), 1635-1651. Young, R. M. (1995). Hands-on Science. Westminster, CA: Teacher Created Materials, Inc.

The Queer Prison Abolitionist Movement Essay -- Prison Abolitionist, I

It would be misguided to discuss queer prison abolitionist movements without first thoroughly examining the place of the prison system in the neoliberal imperial project of enemy production (both inside and outside the boundaries of the state). The contemporaneous production of exterior and interior enemies (terrorists and criminals respectively), movement toward and legislation for ostensible (and, importantly, homonormative) queer â€Å"equality,† the criminalization of radical activism through increased surveillance, torture, disappearance, and imprisonment, and the exponential growth in the transnationally funded prison system is symptomatic of what, in the article â€Å"Intimate Investments,† Anna M. Agathangelou, M. Daniel Bassichis, and Tamara L. Spira deem the â€Å"imperial project(s) of promise and nonpromise† (Agathangelou, Bassichis, and Spira 120). Agathangelou, Bassichis, and Spira argue that, inherently a part of empire’s promises to some groups of safety and inclusion in global capitalism is a process of othering by which other groups are constructed as â€Å"enemy others,† and by which yet other groups are rendered â€Å"‘other Others’ whose life and death do not even merit mention or attention† (123). At the heart of this process lies the imperialist drive to establish and protect the new world order via what M. Jacqui Alexander deems the process of â€Å"incorporation and quarantining† (Alexander qtd. in Agathangelou, Bassichis, and Spira 127). This process serves the imperialist ends of militarization by constructing â€Å"enemies† which must be contained and/or killed; it also provides a backdrop against which newly legitimized homonormative queer identities can be conceptualized. In other words, by creating classes of racially sexualized... ...plex. Eric A. Stanley and Nat Smith. 1st ed. Oakland: AK Press, 2011. 267-79. Print. Girshick, Lori. â€Å"Out of Compliance: Masculine-Identified People in Women’s Prisons.† Captive Genders: Trans Embodiment and the Prison industrial Complex. Eric A. Stanley and Nat Smith. 1st ed. Oakland: AK Press, 2011. 189-208. Print. Nair, Yasmin. â€Å"How to Make Prisons Disappear: Queer Immigrants, the Shackles of Love, and the Invisibility of the Prison Industrial Complex.† Captive Genders: Trans Embodiment and the Prison industrial Complex. Eric A. Stanley and Nat Smith. 1st ed. Oakland: AK Press, 2011. 123-39. Print. Nemec, Blake. â€Å"No One Enters Like Them: Health, Gender Variance, and the PIC.† Captive Genders: Trans Embodiment and the Prison industrial Complex. Eric A. Stanley and Nat Smith. 1st ed. Oakland: AK Press, 2011. 217-31. Print.

The wise judge

Anna and Her Toys Once there was a little girl named Anna who is very active in her class. She participates in all the contests and she always wins. She always perfects her quizzes and she always recites in their discussions. She is the top of their class. Her parents are very proud of her achievements and as a reward they give everything that she wants. She demanded for toys and for new gadgets. They gave her everything she asked for.So she played all day long and forgotten all her assignments. She didn't want to study because she is so distracted with her toys and gadgets. She didn't even want to go to school anymore. She Just wanted to stay at home and play. Because of that, her grades became low and she's not the top of her class anymore. Her parents even scolded her but she didn't care because she loves her toys and gadgets so much. One night, the little girl dreamt about her toys.They became bigger than she is and they were holding her parents taking them away from her, she tri ed to chase them and save them but she was way too small to keep up. Anna woke up crying and went running to the room of her parents. She hugged them and promised them that she will study very well again and be the top of her class. She then kept her toys In a box and only played with them when she finishes her home works and at weekends.

Almost. Maine Test (Play) Essay

True or False: 1) Phil and Marci are married. 2) The setting for the play is Eastport, Maine. 3) Steve is Marvayln’s boyfriend. 4) Randy and Chad are a couple. 5) Gayle and Lendall are married. 6) Rhonda and Dave went snowmobiling. 7) Pete is left alone at the end of the play. 8) Jimmy is Sandrine’s ex-boyfriend. 9) Chad works as the mill. 10) Randy’s ex-girlfriend’s face broke while they were dancing. Multiple Choice: 11) What is Marvalyn doing in the beginning of her scene? a) Washing dishes b) Folding clothes c) Ironing clothes d) Reading a book 12) What is inside the tiny bag that Lendall gives to Gayle? a) Chocolate b) A ring c) Flower d) A card 13) Where does Marci’s second shoe come from? a) The sky b) Phil finds the shoe for her c) Under the bench d) The car 14) What is Danny’s wife’s name? a) Ginette b) Hope c) Suzette d) Glory 15) Why is Sandrine at the Moose Paddy? a) She is a waitress there b) She came to meet Jimmy c) She is there for her bachelorette party d) For a drink 16) Dave and Rhonda are ____________: a) Brother and sister b) Married c) Boyfriend and girlfriend d) Friends 17) The waitress’s name at the Moose Paddy is __________: a) Sandrine b) Villian c) Hope d) Marci 18) All of these characters are in the play Almost, Maine except ________: a) Sandrine b) Pete c) Michael d) East 19) Jimmy’s tattoo says _________: a) Sandrine b) Villain c) Waitress d) Villian 20) Where does Hope take a taxi from? a) Boston b) Baltimore c) Bangor d) Easton

What is the true study of modern human emotion, th Essays

What is the true study of modern human emotion, th Essays What is the true study of modern human emotion, thought, and behavior, psychology or philosophy? This question's answer does not come easily to its solicitor; in fact, the two seemingly different subjects have a distinct and discernible relationship to one another. "Some things are up to us and some are not up to us. Our opinions are up to us, our impulses, desires, aversions, in-short whatever is our doing. Our bodies are not up to us, nor our possessions, our reputations, or our public offices, or that is, whatever is not of our own doing (Epictetus 1)." This citation, from a philosopher who lived around 100 B.C., illustrates the relationship between psychology and philosophy. When one examines the language housed within the passage he will understand, in order to lead a blissful life, one must have power over his reaction to an event and not let the event have power over his reaction. This effortless Stoic belief has lead to the development of a modern psychological therapy known as Rational-Emotive-Behavior-Therapy. This therapy uses a logical approach in order to solve problems with the human psyche.If one were to scrutinize the word "Psychological," he will notice the word "Psycho" which is related to the word "Psyche," which, in turn, means the human mind and its perception of consciousness. Upon further study of the word "Psychological," the person in question will notice the latter part of the word is "Logical" which deals with the processing and the capability of rational human thought; therefore, one can inf er that a psychological therapy must deal with the subjects awareness of his situation and his ability to rationalize his thoughts of such events. Rational-Emotive-Behavior-Therapy executes this conjecture to the letter. REBT is a reflexive approach to psychology that is gaining popularity. Today, REBT uses can be seen in everything from: combating unhealthy emotional outbursts, solving chemical dependencies, and improving a person's overall mental self-image. Foremost, one must understand Rational-Emotive-Behavior-Therapy in order to apply REBT to the above-mentioned modes of use. REBT is a therapy residing in a subdivision of psychological therapies known as Cognitive therapy, or an assumption based therapy relying on the premise that psychological problems are due to maladaptive patterns of thinking ( Hockenbury and Hockenbury 523). Gerald Metalsky Ph.D., Associate Professor of Psychology at Wisconsin's Lawrence University, explains cognitive therapy to be the process of "Identifying deprossogenic thoughts, evaluating these thoughts, and challenging the cognition of these thoughts in order to reduce future depressions ( Metalsky 23)." In other words, perception of life's events dictates emotion; however, perception is not always reality, cognitive distortions within one's mind are the actual culprit. Dr. Metalsky continues to explain with a model he uses to clarify the therapy to new patients. "We ta ke the ABC approach, which "A" is the antecedent event, "B" Is the belief one has regarding what has just transpired, and "C" is the consequence of the belief ( Metalsky 23)." This model shows the basic structure of all Cognitive therapies. For example, when a student fails an exam and the student concludes that he or she must be stupid. This is a classic example of an external event, interpreted incorrectly, creating a cognitive distortion in the mind of that individual. By understanding the outlining concept of Rational-Emotive-Behavior-Therapy, known as Cognitive Therapy, one is now ready to move on to the subject of REBT itself. What is REBT? Rational-Emotive-Behavior-Therapy, or commonly known as REBT, is a practical, action-oriented approach to coping with problems, and enhancing personal growth. The premise for Rational-Emotive-Behavior-Therapy is that a person's difficulties are the result of his or her faulty expectations and irrational beliefs (REBT facts 2). In order to restore emotional heath to the life of the individual one must utilize REBT. The therapy itself does not eliminate emotion; in fact, it emphasizes emotional involvement in every aspect of our thinking and our actions ( Metalsky 24). The therapy requires the patient to look at his situation and evaluate the emotion this situation evokes. When human emotion becomes too intense, as it often does, the person this emotion belongs to becomes unhappy. The quality of hi s or her life begins to deteriorate. It is at these times, the logical

Cleaner Production Essay Example

Cleaner Production Essay Example Cleaner Production Essay Cleaner Production Essay Introduction Nowadays people are more concerned about the environment due to environmental issues, environmental friendly products and green production is now a trend; and cleaner production assessment is a great way to know the areas of improvement of a firm to make them continue their process in a harmless way. Cleaner production is a broad term that encompasses what some countries call waste minimization, waste avoidance and pollution prevention. It refers to a mentality of how we produce our goods and services with the minimum environmental impact under present technological and economic limits. Cleaner production involves applying know-how, improving technologies, and above all, changing attitudes in many places. And it also involved the elimination of toxic, dangerous materials and the reduction of emissions and waste at the source. Nowadays bakeries are committed to continuous environmental improvement and it has implemented cleaner production improvements on an ongoing basis as part of its environmental management system. It has set and achieves targets for improvement of energy and water efficiency, and in waste reduction. Background AT ten study A bakery or bakeshop is an establishment which produces and sells flour-based food baked in an oven such as bread, cakes, pastries and pies. The Bakery Shop leads users to distinguish that people have many wants, which wants are unlimited and resources are limited. The goal is to enable students to explain how resources can be used in different ways, identify goods and services, and recognize money as the commonly accepted average of exchange for goods and services. Customers expect bread to have a sufficient volume, an attractive shape and color, a mall piece that is finely and evenly distributed and is soft enough to chew but firm enough to slice. These quality characteristics can only be achieved through a combination of careful selection of ingredients and control of the manufacturing process. The customer needs must be documented and agreed, as this will enable the manufacturer to select the ingredients and define the control points within the process. Control of the process must arise during all stages, from selection of the ingredients and packaging materials through to delivery of the finished product and labeling information. Company Description The company located at Pedro Gill Manila, the 150 sq. Meters bakery owned by Roomer family which started on 2008. Ailing Rising bakery starts producing pan De Sal first at 4:00 am, and then makes other kind of breads for Marianne that was there daily routine. The bakery store opens at 5:AMA to 9:pm. They order raw materials from supplier once a month which is good for them so that they minimize transportation cost. The company produces 120 per kinds of bread and maximum of 200 per day. The company produces bread such as: Money, Putout, Spanish bread, Paging, Sputnik, Cheese bread, Panels, kalmia, paned coco. Company organized the bakeshop in 5 years of business and theyre extremely concern about flexible and adaptable of changing requirements, the main process of the company is to produce quality breads and sell it without any complaints from the consumers. Company expenses are quite conscious in terms of electricity and water consumption from production. The important inputs of production are raw materials, energy and water consumption, outputs are waste products. Barriers Energy Consumption Primary energy used in home baking was dependent on the bevel of loading of the oven and the consumption of utility machines. Housekeeping- Housekeeping activities involved in a bakery are primarily storage of raw materials, mixing, baking, and equipment used, which possibly will cause potential impacts to insects/pests, odor, health hazards. Machine Control- Maintenance performed in an attempt to avoid failures, unnecessary production loss and safety violations. Pollution The pollution is due to emission of odor, milling dust, and refrigerant agent. Water Consumption- The bakery industry is one of the largest water users in Philippines, ore than half of the water is discharged as wastewater from cleaning/washing. Safety and Health- Risk arising hazards were assess to actions, skills and experience of workers, equipments, and work environment/layout of production. Objectives To raise the awareness of improving production processes and products. To present the opportunities improvement of environmental performance in bakeshop through the relevance of Cleaner Production. To develop environmental benefits in energy and water efficiency, and in waste reduction. Cleaner Production assessment The importance of cleaner production (CUP) in the bakery industry is that the bakeries have major potential to reduce its energy and water consumption. Our presentation is aim to provide information for inspectors on hazardous substances: Hazardous substances involved their effects on employee health, Requirements of the Risk Assessment, Options for controlling exposure,Safety Risks from Bakery Dust. We are also concerned about the health of the worker; many substances found in bakeries are hazardous to the health of the workers. It also committed to continuous environmental Improvement Ana It NAS Implemented cleaner production improvements on an ongoing basis as part of its environmental management system. It has set and achieves targets for improvement of energy and water efficiency, and in waste reduction. Cleaner Production is defined as the continuous application of an integrated preventive environmental strategy applied to processes, products and services to increase overall efficiency and reduce risks to humans and the environment. For production processes, Cleaner Production involves the conservation of raw materials and energy, the elimination of toxic raw materials, and the reduction in the quantities and toxicity of wastes and emissions. For product development and design, Cleaner Production involves the reduction of negative impacts throughout the life cycle of the product: from raw material extraction to ultimate disposal. For service industries, Cleaner Production involves the incorporation of environmental considerations into the design and delivery of services. Bakery Layout: Legend: 1 . Storage area of raw materials 2. Machine 1 3. Machine 2 4. Molding area 5. Storage area for mold bread 6. Oven baking machine 7. Storage cabinet for finish products 8. Cabinet for utensils 9. Sink 10. Comfort Room Company Main Process Flowchart of Bread making process Process overview This will show the process of bread making in Ailing Risings bakery starting from raw material to the displaying the finish product. Here are the descriptions of the processes they perform in producing of bread: Preparation AT materials This includes the checking and obtaining the ingredient. Checking the temperature and preparing the water needed for the production. Weighing Materials The best quality product is achieved when the Bread Mix, water and yeast are used at the recommended proportions, each ingredient relative to the others is more important than the overall quantities. Mixing the dough using the kneading machine This is adding all the ingredients to the mixing machine, attach the dough hook to the mixer, and place the yeast, bread mix and water into the mixing bowl. For the optimum performance, the temperature of the dough after mixing should range from 28 to 30 degrees Celsius. They set the mixer into an appropriate speed until it is ready to knead. Beating Process Kneading distributes the yeast through the dough and develops and strengthens the gluten of the flour to form the framework of the bread. They are kneading by hand; this requires considerable effort to achieve the desired smooth and elastic dough necessary for the best result. Molding process On this process the dough will put on molding table to mold on different various design of the bread. After molding the dough, they store it on a cabinet then it will proceed on baking machine oven. Baking The breads are loaded quickly, but carefully into the oven for baking. Oven temperatures vary about 425 degrees Fahrenheit to 450 degrees Fahrenheit. When the baking process is complete, the breads are unloaded manually. The breads are allowed to cool for about 1 hour at which point the internal temperature of the bread drops to 100 degrees Fahrenheit and is ready to be sliced. Slicing the ready bread After cooling the bread it will proceed to slicing the bread. Display the Bread Finally, display the bread display uniquely so that the customer will attract to buy. Assessment Identifying Source (WHERE) Analyze the cause (WHY) Generate Possible Options (HOW) Energy Consumption Machine Usage Replace Kneading Machine to Spiral Machine. Because Spiral Machine is more productive and less electricity consumed. Housekeeping Messy working area of baking For every finished product theyve done, the workers should clean regularly the working area especially the remnants of raw materials such as eggs, flour, sugar, and etc. Improper storage of raw materials Every raw material should be organized according to their place and the raw materials should be keeping close. Machine Control Running Machines Proper maintenance all of machines and use grease oil in the gears of the machines to reduce the noise of it. Pollution Flour Dust Use closed container for storing flour polluted C. R. Proper cleaning of comfort room and always close the door after usage Baking Machines Having a good maintenance for Air Ventilation Water Consumption Equipment Use wide stainless steel tray instead of rubber mats for molding of bread Staffs Check and repair leaks in taps, hoses and toilets. Encourage their staffs to check and report any leaks or Adults as soon as teeny see teem. Estate Ana Health Lack of PEP The workers should have heat protective cloth/gloves against the oven as well as hair net Other Matters Product package Supply paper bags instead of plastic bags Slippery floor/tiles The workers should have slip-roof soles in their shoes. The workers should clean the floor tiles after their production day. Defrosting Food Plan ahead and defrost food in the fridge at the end of a working day. They will save energy by 4%, by allowing the frozen food to act as the coolant in the fridge Feasibility Analysis Technical Summary Proper maintenance/Use Grease Oil in machines Encourage the staffs to check and report any leaks Proper cleaning of comfort room Provide heat protective cloth/gloves, and hair net Workers should have slip-proof soles in shoes Use closed container for storage Environmental Summary Good maintenance for Air ventilation Organized raw materials according to the place (Implement FIFO policy) Workers hooked clean regularly the working area Supply paper bags for product package instead of plastic bags Economic Summary Replace Kneading machine to Spiral machine Defrost Food in the fridge daily (1 hour/day) Use wide stainless steel tray instead of rubber mats Recommendations Implement as on the production site. I Nils proposed will Nell teem to eliminates or milling ten wastes on toner production areas. 1. Sort -To dispose all unnecessary items and if an item is n ecessary or unnecessary, put a Disposal Notice with the date on the item, and set the item aside. 2. Systematize Make a list of things with their locations and put it on cabinets. And label each drawer to show what is kept for ease in locating items. 3. Sweep -Prepare cleaning schedules and assign a person responsible for equipment and maintenance of an area or storage. 4. Sanitize -Make a schedule for cleaning of their storage. 5. Self-Discipline Key workplace always clean and tidy. Put things back in their proper place after use. Bakeshop must aware in green supply chain management and environmental management system. Bakeshop has to fix and organize the storage; for the safe of raw materials and not to waste. Bakeshop must have proper maintenance and cleaning of equipment should be a day-to-day routine, resulting in a clean and tidy workplace. Use a wide stainless tray; it benefits to minimize the water consumption and detergent consumption on cleaning a tray. It also help to minimize the resources consumed. Use Spiral machine; it benefits to minimize the energy consumption and increased the productivity output. Management should report the negative factors inside and outside of Bakeshop. Product Information MONEY This is yellowish soft bread with the traditional split in the middle. Some immemorial money no longer have the suggestive marking on top and are pale in color. Ingredients: 700 g flour 7 1/2 g instant dry yeast 1 cup water 3/4 cup white sugar 2 3/4 teaspoons dizzied salt 1/4 cup butter 1 teaspoon bread improver 1/8 cup skim milk powder 2 medium eggs It makes 10 pieces of bread per serve. PUTOUT Made from money dough, the putout has a crown on top instead of a split. Its texture ranges from semi-soft to rock hard. The top is brushed with a milk glaze then sprinkled with sugar. The ridges acquire a golden brown color in the hot oven while the rest of its body remains pale to pale brown.

Frankenstein Coursework Help

Frankenstein Coursework Help Frankenstein Coursework Help Frankenstein is a well-known novel which requires careful reading and critical analysis. Writing a Frankenstein coursework you need to pay attention to avoid creating a summary of the novel instead of critical analysis. If you struggle with Frankenstein coursework writing or do not have enough time to devote to coursework writing, you should not hesitate to order professional Frankenstein coursework help on our site. Custom written Frankenstein coursework is original, interesting to read, meets academic requirements, and is never posted online as a free sample! Please read the following excerpt of Frankenstein coursework written by one of our professional coursework writers! Frankenstein Coursework Excerpt In the story Frankenstein, the main genre is gothic horror. Horror is usually recognized on fear, terror, fright and suffering. Its mainstay is to frighten readers and make them realize terror is occurring so, therefore, contains frightening scenes. One of the distinctive features of many horror stories is the setting and nature and in Frankenstein the depressing glacial fields of the Alps and the dreary mist of the Arctic shows remoteness of the two central characters; Victor and his creation. Another part of horror in Frankenstein is the element of the dark side of human nature, when a monstrous creation is unleashed which leads to the idea of horror because monsters are usually associated with committing acts of killing on innocent people. The structure of Frankenstein can be slightly complicated because it has several narrators and they both share their own views on the events which have occurred. The novel begins in typical novel fashion by starting the story in the middle of things and then launch into a series of flashbacks which make it difficult to foretell coming events. Captain Robert Walton writes to his sister Margaret Saville about his adventures, which the reader looks in upon in a distinctive epistolary novel style. Then Victor recounts his story to Walton, who takes notes and sends them to his sister. Then the monster tells Victor about his or its quest, which Victor recounts to Walton. Starting with Walton when he writes to his sister, his letters are like a diary and become somewhat quite personal. When he begins writing his letters, his point of view begins neutral. But after he meets Frankenstein he becomes prejudiced and begins to understand Frankenstein's feelings and sympathises towards him. But when he meets the monster, Walton's views change again because he sympathises with the monster. The novel is then told from Frankenstein's point of view until the closing pages when we hear from the monster. This will affect the reader as they would automatically feel the most sympathy for whoever tells the story, as the speaker would naturally tell things from their perspective, and they would open up about their feelings. Also, our expert writers have prepared the post onhow to make a reaction paper:. Related posts: Jane Eyre Essay Example of Argumentative Essay Cause Effect Papers Term Paper Editing Critical Essay Editing

The Founding Fathers Suspicion Essay Example | Topics and Well Written Essays - 750 words

The Founding Fathers Suspicion - Essay Example During the 1700’s and 1800’s, people’s revolution was inherent and countries like the United States and France achieved their country’s liberties through these revolutions. But the transition of a revolutionary government to a more stable type of government also created certain fears to its founding leaders. Madison then feared at that time that since most of the masses were uneducated, a rule of the majority would turn into a â€Å"mob† rule with the majority abusing the rights of minority groups (Bardes et al., 2008, p. 7). Hence, the framers chose a democratic republic type of government, where sovereignty in the people as a whole as represented by their delegates. The greatest fear of every country is the abuse of authority and the corruption that their government may do to their people. One of the founding fathers Alexander Milton feared the elitist theory of choosing a few or small number of people â€Å"who exercise power to further their se lf interest (Bardes et al., 2008 p. 9). ... Madison [1803]) and prevent them from any form of abuse in their power and discretion. Framers of the Constitution have been aware of this possible abuse of authority that the government may have, and even if not specifically provided in the U.S. Constitution, debates at the Constitutional Convention justifies further this power, with Madison strengthening the judiciary saying that "A law violating a constitution established by the people themselves, would be considered by the Judges as null & void." (as cited in Ferrand,1911, p. 93). The framers where well aware of the possible corruption that even a democratic type of government may experience and even in our modern times, the same issue is relevant. La Porta et al. said that â€Å"the executive and the legislature may enact policies and pass laws that benefit themselves, democratic majorities, or allied interest groups † (as cited in Cordis, 2008, p. 380) Through this power of judicial review, the judiciary that is consider ed as apolitical is removed with doubts of possible â€Å"majotarian politics† influence that would restrict them to adopt measures that infringe on the basic rights of some, in order to follow the initial agreements that legislator or other elected official may have taken from their constituent in exchange for their votes (Hirschl, 2004, p. 4) Another important aspect that may be noticed in the United States Constitution is how the framers provided and made sure that each state had their own rights protected and independent from the federal government. The Tenth Amendment provides independence and power to the states for all other powers not specifically granted to the federal government. Through this, states may provide for

Organizational Culture in Multinational Corporations Research Paper - 1

Organizational Culture in Multinational Corporations - Research Paper Example The culture in general and broad-spectrum comprises of assumptions, beliefs, values, norms, customs, artifacts, and several other components, likewise organization also have its norms, values, principles and policies that makes up a characteristics of the organization. In the view of many experts and theorists, culture can come under illustration and distinguish itself on three levels (Schneider, 1988). Behavior and artifacts are considerably the most obvious and manifest level as it encompasses the behavioral structure of the populace of a particular culture. Values or the principles are the subsequent level that motivate, inspire, and figure out the actions of the people. Assumptions, hypothesis, values and attitude are the distant and rooted level and considerably the most vital and imperative level to apprehend (Schneider, 1988). In order to understand the effective functioning of the organization, it is pivotal to identify with the culture first as it is a complete experience of the happenings and circumstances that encircles the entire population of the world (Alvesson, 2002). With the emergence of the multinational corporations that managed their operations in a number of countries apart from the parent country, a new concept also came under development that came under the explanation as organizational culture. Organizational culture is one of the foremost and primitive facets that are cumulative endeavors of the workforce of the enterprise and their actions and conduct (Alvesson, 2002). Although organizational culture has come under analysis and study from a wide variety of aspects, yet it does not have a solitary and distinct definition as it is complicated and tricky to articulate in a noticeable or apparent manner. Some schools of thought even refer the organizational culture as a system where the key in elements are the response and opinion from various

Evaluation of a Patient Education Tool Essay Example | Topics and Well Written Essays - 1500 words

Evaluation of a Patient Education Tool - Essay Example This is an example of a patient education handout useful to nurses and other health care professionals. The source of the patient education handout is the PERC (Patient Education Reference Center) from EBSCO publishing. The heart attack patient handout is an online tutorial suitable for the educational needs of all people (Freda, 2002). The heart attack patient handout has been designed into several sections and sub-sections with each of the sections presenting clear and concise content about heart attacks. The handout presents the definition of a heart attack, causes, risk factors, symptoms, diagnosis, treatment and prevention. These sections and the relevant sub-sections are well explained in a brief and easy to understand format. The handout is appropriate for adults in general including heart attack patients, nurses and other health care professionals and any other person seeking preventive measures for heart attacks. The heart attack patient handout has been written using the 7t h grade reading level. Though the readability level of the heart attack patient handout may be high compared to other printable sources with less detail like pamphlets or fact sheets; the handout is easy to navigate because of its brief nature. The ease of reading in this particular handout is also boosted with the use of step-by-step instructions and medical instructions (Holly & sharp, 2013). As an educational tool, the heart attack patient handout can be said to be culturally appropriate. The main reason being that it provides evidence-based patient handouts that can be customized, printed and given to a patient by nurses and health care professionals. PERC handouts provide readability ease such as medical illustrations and are available in multiple languages. Therefore, these handouts are suitable for use in several cultural contexts because they are customizable and available in multiple languages. The most exciting thing about the heart attack education handout is the simple, concise and easily understandable way of its content. The handout is easy to read, has clear illustrations and step-by-step instructions about a heart attack. It’s a complete and simple guide for a heart attack patient and for any other individual seeking information relating to heart conditions. It also points out the need to schedule and attend periodic with medical providers or cardiac specialists. That is why it is provided as a supplement of face-to-face teaching and care by health care professionals. One of the advantages of using patient handouts is the fact that it enables nurses and other medical care professionals provide high quality care. Patients and any other person seeking information on heart attacks are able to access patient handouts which are evidence-based and cover all aspects of heart attacks. In addition, they also cover failures including prevention, procedures, discharge instructions, drug information among other useful information. Therefore, the hea rt attack patient handout is a very effective educational tool for a more general audience. On the other hand, there are also disadvantages of using patient handouts for educational purposes. For instance, a patient may not be interested or bother to refer to the handout. Patient handouts are designed for use by health professionals for patient

Atrial Fibrillation Essay Example | Topics and Well Written Essays - 500 words

Atrial Fibrillation - Essay Example AF may occur in men or women and is generally seen in the elderly population in the age group of 60 -70 years or above. As Kowey and Naccarelli points out â€Å"from an epidemiological standpoint AF is predominantly a disease of elderly individuals with cardiovascular diseases† (Kowey and Naccarelli, p.1). AF generally is not seen in the young population. The human heart consists of four chambers – the upper two chambers are known as atria while the two lower ones are known as ventricles. De-oxygenated blood containing high amounts of carbon dioxide enters the right atrium via the superior vena cava and inferior vena cava and flows into the right ventricle. The right atrium contracts to pump the rest of the blood into the right ventricle which in turn contracts to pump the blood into the lungs where the blood loses its carbon dioxide and gets fresh oxygen supply. This oxygenated blood then enters the left atrium which contracts to pump the blood into left ventricle. The left ventricle contracts to send the blood to the rest of the body. These contractions of the heart muscles occur due to an inbuilt electric supply system present in the human heart that sends out electrical signals during each heart beat. Each electrical signal starts its journey from the sino-atrial (SA) node present in the right atrium of the heart. From her e as it moves down it causes both the atria to contract thus pumping blood to the ventricles. The electrical signal then moves down to the atrio-ventricular node and via the bundle of His enter both the ventricles causing them to contract and pump blood to the lungs and the rest of the body. In atrial fibrillation this electrical signal arises from the nearby pulmonary veins and other parts of the right atrium instead of the SA node. These electrical signals produced are extremely irregular and generally very rapid and can range up to 350 signals per

Globalization from a Cultural Anthropology's Perspective Essay

Globalization from a Cultural Anthropology's Perspective - Essay Example They came to the conclusion that all societies at their â€Å"civilization† stage must have gone through the former two stages of savagery and barbarian before making their way to â€Å"civilization†. All three stages were characterized on the basis of their shared attributes. Tyler focused more on other aspects of culture, for instance language and mythology, the arts of life and the arts of pleasure. (Hays) Globalization implies increasing influx of trade, finance, culture, people and ideas due to the advances in technology which has indirectly made modes of communication sophisticated, easier worldwide. Globalization has fast taken over today’s global economy. Not only are the world’s farthest places easily accessible but communication within seconds to and fro from different corners of the world has become a lot more easy. Today’s children and youth are far more connected and well versed with their counterpart teens from world over then a decade ago. Globalization studies have become very important point of convergence of interpretive anthropology and cultural anthropology. Terms such as â€Å"The New Economy† and globalization have become integral focus of Cultural Anthropology in modern literature of cultural anthropology. ... For example music, movies, arts. Popular culture and globalization have attracted similar hit songs, movies, artificats, even ways of conducted business in countries sharing different cultures. This is primarily because of more and easy awareness. So much has the influence of globalization been on cultural anthropology that today branding and value creation have whole heartedly accepted their importance. Massive campaigns world over are built accordingly. William Mazzarella’s award winning work titled â€Å"Very Bombay: Contending with the Global in an Indian Advertising Agency† is a very important example. (Harris) The widespread perception of consumer culture has always been there. Many attribute to America’s wealth and the status emerging out of WWII. Corporations back then were at their peak of manufacturing capacity. They had made a lot of money by capitalizing on the military needs and requirement. As a result, living standards rose and demands for material goods with more social standing also peaked. This lifestyle has stayed for the past few generations and now in most cases we short-sighted assume that we will always live like this. A good example of culturally invasive global trend can be seen in plastic surgery rooms in Iran. During the course of Islamic Revolution, makeup stayed restricted to Persian women and their faces would be covered to Islamic culture and names. As of today, Iran has become the nose job capital of the world. Iranian women world over spend more than â€Å"1500 dollars† to achieve what they call the â€Å"perfect nose† . The influences of satellite and television have also been immense and invasive. Persian women and many South Asian countries have adopted the idea that western nose is

English-zen story Essay Example | Topics and Well Written Essays - 500 words

English-zen story - Essay Example Yet, when he was caught by the master, instead of rebuking him for his misdeeds, the master felt pity and gave his clothes. This was a virtue of sharing since the prowler came long down to visit without getting something out. The thief was amazed. He accepted the gift and ran away. The master then was pondering the poor thief by wishing to give him the moon. In the short Zen story, human nature is manifested. It is natural to human to seek and desire to obtain what they need for survival. The thief did whatever to sustain his desire of having things even in a wrong way. While the master living contented in a small hut has everything he needs in his way to live out happily. He did not even think twice about giving his clothes to the thief but he showed care and love. The moon represents the naturally bountiful of needs which human needs. If only the thief though of any other way of means to survive, the earth which is the human habitat has created by God with complete things which the basic needs of human are ample. One must only be resourceful in the rightful way. The earth's resources are free and abundant. What human need to do is to make use of it in the right approach. Freedom is always there but there are limitations. Freedom is freedom in true sense when it is utilized in the rightful way.

Globalization from a Cultural Anthropology's Perspective Essay

Globalization from a Cultural Anthropology's Perspective - Essay Example They came to the conclusion that all societies at their â€Å"civilization† stage must have gone through the former two stages of savagery and barbarian before making their way to â€Å"civilization†. All three stages were characterized on the basis of their shared attributes. Tyler focused more on other aspects of culture, for instance language and mythology, the arts of life and the arts of pleasure. (Hays) Globalization implies increasing influx of trade, finance, culture, people and ideas due to the advances in technology which has indirectly made modes of communication sophisticated, easier worldwide. Globalization has fast taken over today’s global economy. Not only are the world’s farthest places easily accessible but communication within seconds to and fro from different corners of the world has become a lot more easy. Today’s children and youth are far more connected and well versed with their counterpart teens from world over then a decade ago. Globalization studies have become very important point of convergence of interpretive anthropology and cultural anthropology. Terms such as â€Å"The New Economy† and globalization have become integral focus of Cultural Anthropology in modern literature of cultural anthropology. ... For example music, movies, arts. Popular culture and globalization have attracted similar hit songs, movies, artificats, even ways of conducted business in countries sharing different cultures. This is primarily because of more and easy awareness. So much has the influence of globalization been on cultural anthropology that today branding and value creation have whole heartedly accepted their importance. Massive campaigns world over are built accordingly. William Mazzarella’s award winning work titled â€Å"Very Bombay: Contending with the Global in an Indian Advertising Agency† is a very important example. (Harris) The widespread perception of consumer culture has always been there. Many attribute to America’s wealth and the status emerging out of WWII. Corporations back then were at their peak of manufacturing capacity. They had made a lot of money by capitalizing on the military needs and requirement. As a result, living standards rose and demands for material goods with more social standing also peaked. This lifestyle has stayed for the past few generations and now in most cases we short-sighted assume that we will always live like this. A good example of culturally invasive global trend can be seen in plastic surgery rooms in Iran. During the course of Islamic Revolution, makeup stayed restricted to Persian women and their faces would be covered to Islamic culture and names. As of today, Iran has become the nose job capital of the world. Iranian women world over spend more than â€Å"1500 dollars† to achieve what they call the â€Å"perfect nose† . The influences of satellite and television have also been immense and invasive. Persian women and many South Asian countries have adopted the idea that western nose is

Types of health Coursework Example | Topics and Well Written Essays - 1000 words

Types of health - Coursework Example Diabetes is a dangerous disease where the sugar balances in the blood of a human being does not match with the clinical requirement and the health standards in order for the body to be functioning well the insulin does not perform well. There are two types of diabetes that affects the human bodies. There is the diabetes mellitus where the amount of sugar in the body exceeds the required amount here the level of insulin is low. The next is the diabetes insipidus, where the level of sugar in the blood is below the required standard. I feel my blood sugar level is slightly above the normal since once I consume something sweet I feel so much irritated and I feel as if I will never take sugar in my life again.I had picked this topic since I felt that it is the best and the level of the sugar has given me a headache and much stress in life since I started feeling the abnormalities in the body. I have always wanted to get the advice and know how to control this disease. I have always search ed for the treatment or measure to take in order to control it.In order to be able to manage the diagnosis, I will try to be taking food with less sugar and be eating three meals a day which are also less in sugar and the sugary substances. The food that I will be taking will contain no sugar or glucose in any way. I will try to be undertaking exercise more often so that the insulin levels in my body can fix itself. I will undertake the medicines and pills given by the doctor in order to increase the level of insulin in the body.

Aqa as Philosophy Revision Notes †Reason and Experience Essay Example for Free

Aqa as Philosophy Revision Notes – Reason and Experience Essay Knowledge and Belief †¢ People can believe things that aren’t true. †¢ For you to know something, it must be true and you must believe it. †¢ Beliefs can be true or false. †¢ Beliefs can accidentally be true, but it isn’t knowledge. Types of Knowledge †¢ Analytic – true by definition – â€Å"Squares have 4 sides†. †¢ Synthetic – not analytic, true or false in the way the word is – â€Å"Ripe tomatoes are red†. †¢ A priori – doesn’t require sense experience to know – â€Å"all bachelors are unmarried†. †¢ A posteriori – can be established through sense experience – â€Å"Snow is white†. All Analytic propositions are known a priori. This doesn’t mean that all a priori propositions are analytic. The main question is â€Å"Are all synthetic propositions a posteriori? † i. e; do we have some knowledge that doesn’t come from sense experience? It is this question that forms the debate between rationalism and empiricism. Rationalism vs. Empiricism †¢ Main dividing questions are: â€Å"What are the sources of knowledge? †, â€Å"How do we acquire it? †, â€Å"How do we get concepts? †. †¢ Rationalism gives an important role to reason. †¢ Empiricism gives an important role to the senses. †¢ Why can’t we use both in acquiring knowledge? Rationalism. †¢ Rationalism claims that we can have synthetic a priori knowledge of the external world. Empiricism denies this. †¢ Rationalists argue that it’s possible for us to know some synthetic propositions about the world outside our own minds, e. g. Maths and morality. Empiricists argue that it is not. †¢ Both rationalists and empiricists accept that we naturally have certain thoughts and feelings inside our minds. Empiricism †¢ An advantage of empiricism is that it allows us to quickly see how we ascertain our knowledge – through our senses by perceiving how the world is, which is a causal process – it requires no mental reasoning. †¢ Empiricists also claim that this is how we acquire our concepts – through our senses. †¢ Once we understand the acquired concepts, we gain analytic knowledge. If we have knowledge that doesn’t come from sense experience – how do we get this knowledge? Rationalists argue that we either gain this knowledge from ‘rational intuition’ or ‘insight’, which allows us to gain this knowledge intellectually, or we just know these truths innately as part of our rational nature. Rationalists may also argue that some, or even all of our concepts are innate of come from rational insight. Do All Ideas Derive From Sense Experience? John Locke – Mind as a ‘Tabula Rasa’ †¢ Locke argues that all ideas derive from sense experience. †¢ He says that the mind at birth is a ‘tabula rasa’ – a blank slate that gets filled up with ideas from the senses. †¢ He refutes the claim of ‘innate ideas’. †¢ Ideas can either be part of a proposition: â€Å"He had the idea that it would be fun to take the day off†; or they can be concepts: â€Å"the idea of yellow†. †¢ Locke says that all our concepts derive from sense experience, and that we have no knowledge prior to sense experience. From Locke’s definition of ‘innate idea’, it follows that everyone with a mind should have the same ideas. However, there is no truth that every person (including people lacking reasoning skills) can assent and agree to. So perhaps, with Locke’s definition, innate ideas are ones that we known as soon as we gain the use of reason. Locke refutes this, saying that we aren’t lacking reason but the knowledge of ideas. For example, a child can’t know that â€Å"4 + 5 = 9† until the child can count up to 9 and has the idea of equality. It is the same thing as knowing that an apple is not a stick – it’s not a development of reason, just the gaining of knowledge of ideas. So therefore, if we must first acquire the concepts involved (through sense experience), the proposition cannot be innate, as no proposition is innate unless the concepts used are innate. Locke argues that the mind has no concepts from birth, and so no truths or concepts can be innate. A Different definition of ‘innate idea’ †¢ Locke’s definition and argument against innate ideas hasn’t been criticized †¢ People who believe in innate ideas don’t accept Locke’s definition †¢ Nativists maintain the view that innate ideas are those which cannot be gained from experience †¢ Nativists tend to argue on how concepts or knowledge can’t be acquired from sense experience †¢ Because we don’t know all concepts from birth, there is some point when we become aware of our concepts †¢ Rationalists argue that experience triggers our awareness of our innate concepts. Experience as a ‘Trigger’ †¢ Children begin to use certain ideas at certain time, and their capacities develop, so why can’t their concepts and knowledge also develop? †¢ Children begin to use certain ideas at certain times †¢ Experience still plays a role – a child must be exposed to the relevant stimuli for the knowledge to emerge, e. g.language. †¢ An idea is innate if it cannot be derived or justified by sense experience. Empiricists on Arguing Concepts John Locke 1. The senses let in ideas 2. These ideas furnish an ‘empty cabinet’ 3. The mind grows familiar with these ideas and they’re lodged in one’s memory 4. The mind then abstracts them, and learns general names for them 5. The mind then has ideas and the language by which it can describe them †¢ However, what does it mean to ‘let in ideas’? †¢ We contrast ideas with sensations, e. g. the sensation of yellow isn’t the same as the concept of yellow †¢ Locke fails to make this distinction David Hume †¢ Hume believes that we are directly aware of ‘perceptions’ †¢ Perceptions are then divided into ‘impressions’ and ‘ideas’ †¢ Both Locke and Hume divide impressions into ‘impressions of sensation’ and ‘impressions of reflection’ †¢ Impressions of sensation come from our sense data and that which we directly perceive †¢ Impressions of reflection derive from the experience of our mind, such as feeling emotions. †¢ Hume says that ideas are ‘faint copies’ of impressions †¢ Therefore, there are ideas of sensation (e. g. the idea of red) and ideas of reflection (e. g. the feeling of sadness, happiness) †¢ Concepts are a type of idea. †¢ Hume’s theory of how we acquire ideas (from copying them from impressions) is a theory of how we acquire concepts) †¢ Locke and Hume both have slightly different versions of how we acquire ideas with which we can think †¢ We start with experiences of the physical world which we get from sense data and experiences of our mind †¢ For Locke, this gives us ideas once we employ our memory to reflect on these experiences †¢ According to Locke, this makes it sound that the remembered experiences are the ideas with which we think †¢ Hume corrects this, and says that we remember and think with the copies of the sensory impressions. Simple and complex concepts †¢ A complex idea is just an idea made up of several different ideas, e. g. a complex idea (a dog) is made up of simple ideas like shape, colour and smell. †¢ This complex idea has a complex impression †¢ We can therefore form complex ideas by abstraction. †¢ As an objection, rationalism raises the question of where do non-empirical ideas come from? †¢ Empiricism is appealing, as we seem to intuitively trust our senses and it easily answers such questions. †¢ However, there are complex ideas that correspond to nothing from our sense experience, e. g. unicorns or God. †¢ So do all ideas derive from sense experience? †¢ Empiricists argue that these complex ideas are made up from simple ideas, which are copies of impressions (e. g. a unicorn is the simple concepts of a horse, a horn, and the colour white, and combined together they give us a unicorn) †¢ Hume and Locke argue that when creating complex ideas, one can only work with the materials that our impressions provide – simple ideas †¢ Complex ideas are no more than altering or abstracting these simple ideas †¢ Therefore, empiricists answer this rationalist objection So Are There Innate Concepts? †¢ What would an empiricists’ analysis of complex concepts like self, causality, substance, etc.be? †¢ These concepts must either be innate, or reached using a priori reasoning †¢ Hume accepts that these complex concepts cannot be derived from experience †¢ However, he states that each of these concepts has no application †¢ These concepts are confused, and we should always use concepts that can be derived from experience †¢ For example, we don’t experience our ‘self’, we experience a changing array of thoughts and feelings. †¢ To come up with the idea of ‘self’, we’ve confused similarity with identity †¢ We do the same with the idea of a physical object †¢ A physical object exists independently of experience, existing in 3d space. †¢ But can experience show us something that exists independently of experience? †¢ If I look at a desk, look away, and then look back again, the desk must have existed when I wasn’t looking at it. †¢ I can’t know that my experience was of the same desk, only that the experiences are similar †¢ When coming up with the concept of a physical object that exists independently of experience, I confuse similarity with identity. †¢ Hume concludes that these concepts are incoherent confusions †¢ This can be objected though †¢ This makes most of our common-sense understand and analysis of the  world incorrect – we know that our concepts are coherent. †¢ Empiricism now seems to challenging to accept, as it makes our concepts ‘illusory’. †¢ The fact that we cannot derive the aforementioned from experience shows that they are innate †¢ Empiricists therefore have a flawed argument – explaining our most abstract concepts is an argument that these concepts are not derived from experience. †¢ Does this therefore mean that they’re innate or arrived at through rational intuition? †¢ One reason to think they’re innate is that children use these concepts before they develop rational intuition. †¢ Rationalists therefore argue that experience is the trigger for the concept Does all knowledge about what exists rest on sense experience? Hume’s Fork †¢ We can have knowledge of two sorts of things: ‘Relations between ideas’, and ‘matters of fact’ †¢ Relations of ideas are propositions like ‘all sons have fathers’ †¢ Hume argue that all a priori knowledge must be analytic, and all knowledge of synthetic propositions must be a posteriori †¢ Anything that is not true by definition (‘matters of fact’) must be learned through the senses †¢ Hume’s ‘matters of fact’ are essentially analytic truths. Matters of Fact †¢ Hume says that the foundation of knowledge of matters of fact is what we experience here and now, or what we can remember †¢ All our knowledge that goes beyond the aforementioned rests on casual inference †¢ For example, if I receive a letter from a friend with a French postcard on it, I’ll believe that my friend is in France. †¢ I know this because I infer from post mark to place †¢ I think that where something is posted causes it to have a postmark from that place. †¢ If the letter was posted by my friend, I believe that he is in France. †¢ I ‘know’ this because I rely on past experiences. †¢ I don’t work out what causes what by thinking about it †¢ It is only our experience of effects and causes that brings us to infer what cause has what effect. †¢ Hume denies that this is ‘proof’ †¢ He says that knowledge of matters of fact, beyond what we’re experience here and now relies on induction and reasoning about probability. Induction and Deduction †¢ The terms relate to a type of argument †¢ Inductive is where the conclusion is not logically entailed by its premises, but supported by them †¢ If the premises are true, the conclusion is likely to be true. †¢ The French letter example is an example of inductive reasoning. †¢ A Deductive argument is an argument whose conclusion is logically entailed by its premises †¢ If the premises are true, the conclusion cannot be false †¢ E. g. Premise 1: Socrates is a man; Premise 2: All men are mortal; Conclusion: Socrates is mortal. Using a priori intuition and demonstration to establish claims of what exists †¢ Rationalists argue against Hume, saying that some claims about what exists can be grounded on a priori intuition. †¢ A priori demonstration, or deduction, is deduction that uses a priori premises †¢ Rational intuition is the view that you can discover the truth of a claim by thinking about it  Descartes †¢ Descartes says that we can establish the existence of the mind, the physical world and God through a priori reasoning. †¢ He attacks sense experience, and how they can deceive us †¢ We can’t tell if we’re being deceived by an evil demon through our senses, as what we are experiencing will be false †¢ We can establish that we think, and therefore we exist, even if our senses do deceive us (as we don’t need our senses to know our mind exists) †¢ This conclusion of thinking and doubting that we exist was gotten to by pure reasoning. †¢ He also establishes that the mind can exist from the body. †¢ Descartes says we don’t know what causes these experiences †¢ It could be an evil demon, God, or the physics world exists exactly how we perceive it. †¢ If it was God, it would mean he was a deceiver as we have a very strong tendency to trust our senses †¢ If it was a demon, God must have created this demon to deceive us, and because God is perfect by definition, this would mean God isn’t a deceiver, and so he can’t have made a demon – so there must be some kind of a real world †¢ Through a priori intuition and reasoning, Descartes says that the external world must exist, because God exists, and he would not deceive us. Conceptual Schemes and Their Philosophical Implications †¢ Humans don’t all have the same concepts †¢ There are two distinguishable elements to our experience: the data of the senses, and how this data’s interpreted by our concepts †¢ By the latter, it implies that different people would impose different conceptual scheme if they have different concepts. †¢ Conceptual relativism claims that because our conceptual scheme affect how people experience and understand reality, people with different conceptual schemes have different realities. An Implication: Conceptual relativism. †¢ We assume people have different ‘realities’ because we can’t translate their to ours †¢ It assumes language ‘constructs’ reality to say reality is relative to our conceptual schemes †¢ It would mean that reality is dependant on language, which isn’t true – we express our realities by language †¢ A proposition in one conceptual scheme can be true without needing to be express in another set of scheme. †¢ This means that there isn’t one set of scheme with how the world works †¢ An objection is that people argue that the relation between experience anc conceptual schemes doesn’t make sense. †¢ Benjamin Whorf says that languages organize our experience of the world †¢ This is like trying to organize a wardrobe itself and not the clothes in it †¢ If a conceptual scheme organizes our experience, then our experience must be comprised of individual experiences †¢ Conceptual scheme all have a set of experiences in common †¢ We can pick out individual experiences like smelling a flower, feeling cold, etc. †¢ Any conceptual scheme with these sorts of experiences will end up similar to our own, despite the concepts one hold and their language, and so translation between two different conceptual schemes will be possible. †¢ There may be small parts that can’t be translated, but this only leads to a very mild form of conceptual relativism. †¢ We can’t necessarily combine conceptual scheme †¢ An example is that we can have more or less colours in our vocabulary, and so can describe things in different ways. †¢ The Greeks thought that there was only one colour – bronze, and that everything else was a different shade of bronze. †¢ This doesn’t mean they saw everything in what we call ‘bronze’, it’s just how they described their experiences. †¢ We can therefore only state things depending on the concepts we have.