Philosophy of Education Essay Example | Topics and Well Written Essays - 500 words - 2

Reasoning of Education - Essay Example In actuality, training as he saw it has a reason and I accept this is the quality of this instructive way of thinking as it is centered around something, other than only esteeming instruction, for the wellbeing of education, which could demonstrate very well for the individuals who have consistently the advantage of getting training at whatever point or any place. In any case, considering the more noteworthy job that instruction plays in the public eye, being dynamic in outlook, keeps a teacher just as understudies engaged and persuaded. For understudies, this way of thinking sends the message that learning or training isn't simply intended to be gained so one could be a bonafide citizen, but instead so society could be improved in light of the fact that someone else has got taught. In addition, understudies are encouraged that they don't live in a vacuum, as instruction is best learned with regards to learning with others. Another of progressivism's qualities is that in it no inform ation is ever the right, total or genuine information - rather information is there to be persistently rediscovered, extended and widened, and altered if the need emerges.

Life In A Temperate Grassland

Life In A Temperate Grassland As much as one-fifth of the Earths surface is shrouded in wild grasses in biomes referred to, suitably, as meadows. These biomes are portrayed by the plants that develop there, however they likewise draw in an interesting exhibit of creatures into their realm.â Savannas and Grasslands: Whats the distinction? Both are commanded by grass and scarcely any trees just as hooved creatures that can run quick from predators, so whats the distinction between a field and a savanna? Basically a savanna is one kind of prairie found in tropical areas. It by and large gets more dampness and in this manner has a couple of a greater number of trees than meadows in the remainder of the world. The other sort of meadow - referred to all the more just as a mild field - encounters regular changes during the time that bring sweltering summers and cold winters. Calm prairies get simply enough dampness to help the development of grasses, blossoms, and herbs, yet very little else. This article will concentrate on the plants, creatures, and locales of the universes mild prairie biomes. Where in the World Are Grasslands Found? Calm prairies are described by theirâ hot summers, cold winters, and rich soils. Theyâ can be found all through North America - from Canadas prairies to the fields of the midwestern United States. They are additionally found in different pieces of the world, yet they are known here under various names. In South America, fields are called pampas, in Hungary they are called pusztas, while in Eurasia they are known as steppes. Calm meadows found in South Africa are called veldts. Plants in the Grassland: More than simply grass! As you would expect, grasses are the overwhelming plant species developing in prairies. Grasses, for example, grain, bison grass, pampas grass, purple needlegrass, foxtail, rye grass, wild oats, and wheat are the primary plants that develop in these biological systems. The measure of yearly precipitation influences the tallness of the grasses that develop in mild prairies, with taller grasses developing in wetter regions. In any case, that is everything to these rich and ripe biological systems. Blossoms, for example, sunflowers, goldenrods, clover, wild indigos, asters, and blasting stars make their home among those grasses, as complete a few types of herbs. Precipitation in field biomes is frequently sufficiently high to help grasses and a couple of little trees, yet generally trees are uncommon. Flames and unpredictable atmosphere for the most part keep trees and backwoods from dominating. With such a large amount of a grass development happening underground or low to the ground, they can endure and recuperate from flames more rapidly than bushes and trees. Additionally, the dirts in prairies, while fruitful, are ordinarily slim and dry, making it hard for trees to endure. Mild Grassland Animals There are very few spots for prey creatures to avoid predators in prairies. In contrast to savannas, where there is a huge decent variety of creatures present, calm prairies are commonly ruled by only a couple of types of herbivores such asâ bison, bunnies, deer, gazelle, gophers, prairie dogs,and elands. Since there are very few spots to stow away in the entirety of that grass, some field species -, for example, mice, prairie canines, and gophers have adjusted by burrowing tunnels to escape predators, for example, coyotes and foxes. Birds, for example, birds, falcons, and owls likewise discover loads of simple prey in meadows. Arachnids and creepy crawlies, to be specific grasshoppers, butterflies, crickets, and manure scarabs are in plenitude in mild meadows similar to a few snake animal groups. Dangers to Grasslands The essential danger faces by prairie environments is the annihilation of their territory for agrarian use. On account of their rich soils, mild prairies are as often as possible changed over to cultivate land. Horticultural yields, for example, corn, wheat, and different grains develop well in field soils and atmosphere. What's more, local creatures, for example, sheep and cows, love to eat there. In any case, this demolishes the fragile parity of the biological system and evacuates the living space for the creatures and different plants that consider the mild prairies their home. Discovering area to develop yields and bolster livestock is significant, however so are fields, and the plants and creatures that live there.

Riot Round-Up The Best Books We Read in February

Riot Round-Up The Best Books We Read in February We asked our contributors to share the best book they read this month. We’ve got fiction, nonfiction, YA, and much, much more- there are book recommendations for everyone here! Some are old, some are new, and some aren’t even out yet. Enjoy and tell us about the highlight of your reading month in the comments. Jane Steele by Lyndsay Faye (March 22, Putnam) This Victorian novel follows Jane Steele, an orphan whose life mirrors that of her favorite literary heroine, Jane Eyre. Their paths diverge at this one fine point, however: Jane Steele is a serial killer. She uses her wit, nerves, and slight sociopathy to off abusive men, all the while wondering  what would Jane Eyre think? This book scratched all my favorite itches: Victoriana, feminist rage, and excellent, gut-punch sentences. Youll love this Jane just as much as you love the original. Amanda Nelson Alex As Well by Alyssa Brugman (US pub Square Fish, January 2016, originally published January 2013) This quick, simple book is not the greatest work of literature that I’ve read this year, but it is important. I’m not sure if I know anyone who is intersex, but Alex and her counterpart are such authentic characters that I feel like I do now. Written from the point of view of a fourteen year old with ambiguous genitalia but raised as a boy, Alex as Well explores what could happen when said teenager stops taking their medication and begins to explore the possibilities of living as their genuine self. And yes, I did start reading this book a couple hours before I was supposed to meet people for drinks and spent a half hour outside the bar finishing it up. Jessica Pryde Barkskins  by Annie Proulx (Scribner, June 14) This is the first novel from Annie Proulx (The Shipping News, Brokeback Mountain) in fourteen years!!!! Spoiler: IT’S SO GOOD. It’s a 736-page multigenerational family saga revolving around two Frenchmen and their descendants, that takes place over the span of three hundred years. René Sel and Charles Duquet sail to “New France” to work the land for a feudal lord in order to gain land for themselves. Under harsh conditions in hostile territory, they manage to survive, and go on to raise families that will themselves travel the world and also face adversity. Some of the situations in the novel are brutal, but Proulx has never been one to offer up an easy story. What she gives us is amazing writing and storytelling that will kick your heart around your ribcage like a soccer ball. We loves the precious. Liberty Hardy Dark Places  by Gillian Flynn I read this almost immediately after finishing Flynn’s Sharp Objects. I rarely read books by the same author one after the other, but the authenticity of Flynns stories and the unsavory subject matter is too enthralling. Dark Places, like Sharp Objects, felt like going behind the scenes for one of those gruesome stories you hear about in the news. And that’s what this book is aboutwhat actually happened to the people in the tabloids. It follows Libby Day, a woman who, in childhood, lost her family to a brutal, media-friendly murder, as she searches for answers and tries to solve the crime long after the case closes. Flynn is masterful at finding the monsters in the crowd and making them as fascinating as they are repulsive. S. Zainab Williams The Day of Abandonment  by Elena Ferrante If you finished Ferrante’s masterful Neapolitan Quartet and wanted more, you may find yourself picking up this book. It is clear from the first page that this is the same Ferrante, and yet this book is more brutal, more raw, more honest, more unapologetic than the Neapolitan books and I suspect some readers will not be able to get through it. Olga’s husband leaves her suddenly, and she makes her way through the months that follow sometimes in a fog, sometimes in a self-destructive spiral. It is a frustrating book, as you watch Olga flounder, but it is also bursting with Ferrante’s distinctive prose and her wise insight into the human condition. Jessica Woodbury The End of the Perfect 10: The Making and Breaking of Gymnastics’ Top Score From Nadia to Now  by Dvora Meyers (Touchstone, July 5, 2016) As a former competitive gymnast myself, I found this book enlightening and transformative. I grew up in the era of the 9.9s and 10.0s, and this book unpacked the mysteries of the new scoring system and gave me renewed interest in watching gymnastics at Rio. I loved reading about where my favorite gymnasts have ended up as well learning the names of (and watching on YouTube) the newer crop of elite and college level gymnasts. A terrific read for anyone interested in this incredible sport. Karina Glaser The Gilded Years  by Karin Tanabe (Washington Square Press, June 7) This charming, thoughtful, and affecting book tells the story of the first black woman to attend Vassar. That she attended as a white woman, passing and always at risk of exposure, drives the plot and allows Tanabe to tell a rich, complicated story about race, gender, education, love, and belonging in the Gilded Age. Give The Gilded Years a try if you’re drawn to any of the following: historical fiction, Edith Wharton, the history of women’s colleges, Nella Larsen, passing as a literary device and historical fact, or reading good books. Derek Attig God in Pink  by Hasan Namir (Arsenal Pulp Press) I think I only read one book this month due to moving, so it’s probably a good thing that I enjoyed the book. God in Pink was a sometimes brutal but also sometimes sweet (or bittersweet, given the topic at hand) account of a young, gay Iraqi man who wants nothing less than to get married off to a womanunfortunately, that’s what is slated to happen, since he can’t be openly gay. Heartbreaking. Susie Rodarme Good on Paper  by Rachel Cantor As soon as I heard about this book, I knew I had to read it. In a previous life, I was a Spanish and French tutor, and spent a lot of time thinking about relationships between languages. I’ve also dabbled in translation and still dream of translating books. So a book whose main character is a literary translator was always going to be a winner for me. I didn’t expect to laugh as much as I did in the first third or so, though, and I certainly didn’t foresee where the plot was going. Kudos to Rachel Cantor for weaving Dante and his literature as well as existential thoughts about language into a very believable character’s psyche and into the storyline of a quirky, unexpected, enjoyable, thoughful, smart, educational novel. Claire Handscombe Homegoing  by Yaa Gyasi (Knopf, June 7) I don’t know what higher compliment to give this book that to say that it was responsible for a very burnt curry one night. I was just going to read a couple of pages while the sauce simmered! There is no “couple of pages” with this tale of two half sisters in Ghana, Effia and Esi, and their descendants. Rich, evocative and emotional, I savoured every page. Rachel Weber How to Be Black  by Baratunde Thurston (HarperCollins, 2012) This is one of the funniest autobio-type books I’ve ever read. Thurston takes a satirical approach to his “guide” based on his personal experiences, but the book is really more than that. There’s some excellent (and educational!) commentary in there not just from the author, but from an actual panel of folks who come from various backgrounds, both culturally and professionally. It’s broken up into short chunks based on various issues or stages of his life, and questions about when and how one begins to perceive themselves and identify as black (or white, or, or, or). Super smart, accessible, and flows wonderfully. Kristina Pino Margaret the First  by Danielle Dutton (Catapult, March 15 2016) A fabulous (and fabulist) re-imagining of the infamous Margaret Cavendish, a seventeenth-century duchess who wrote feminist philosophy and utopian science fiction in an era when being an eccentric (see: attending the theater in a topless ballgown) and writer was an unthinkable career path for a woman. Margaret the First isn’t a historical novel, however; magnificently weird and linguistically dazzling, it’s a book as much about how difficult and rewarding it is for an ambitious, independent, and gifted woman to build a life as an artist in any era as it is about Margaret herself. Incredibly smart, innovative, and refreshing, Margaret the First will resonate with anyone who’s struggled with forging her own path in the world. Sarah McCarry Ravensbrück  by Sarah Helm This is a detailed historical account of life in Ravensbrück, the only German concentration camp designed solely for women. It covers the camp from its inception as a place to punish the unwanted in pre-war German society (i.e. communists, Jews, prostitutes, lesbians, etc.), it’s evolution into a massive slave labor machine, and finally its conversion into a full blown extermination camp. Ravensbrück fell behind the Iron Curtain after the war and it seems that most societies didn’t want to hear about the horrors experienced by the victims. As a result, much of its history has been obscured until now. Ravensbrück deeply examines the logistics of the camp operation and the personal stories of both the prisoners and guards, lending unique insight into the psychological atmosphere of the camp. This is one of the most important books I’ve ever readâ€"and one of the most difficult. Kate Scott Real Artists Have Day Jobs: (And Other Awesome Things They Dont Teach You In School)  by Sara Benincasa (William Marrow, April 26) A total win from beginning to end. All 52 of these essays are a combination of funny, sad, hopeful, and heartbreaking for different reasons. Each is approachable, thought-provoking, and really relatable, especially for younger women. Benincasa balances serious stuff with the more fun, but even in those fun essays, theres a big old piece of wisdom to walk away with. Some key takeaways: masturbate, enjoy rainbows, mental illness sucks, writer fan letters to people whose work you love, youre an artist if you think youre an artist, having kids or getting married doesnt make you an adult, tell people what you want and that you deserve it (outside the bedroom and inside it, too), make art like a little kid (just play because you want to play!), breath work is great, taking walks without a purpose except to move is excellent, ask people more questions, fire people from your life who dont deserve to be there, and you dont have to like everyone. Probably perfect for those 20-somethings trying to feel their way into the world, as well as more mature readers who need some more love along the way (or want to feel like they get it because theyre right there with Benincasa). Kelly Jensen Shiverton Hall by Emerald Fennell A middle grade book about a creepy academy in England, written by one of the stars of Call the Midwife. Who NOT FOR NOTHING studied English at Oxford. Alice Burton Shelter  by Jung Yun (Picador, March 15th) The Vegetarian left me craving for another dark read and I could not have selected better. Shelter repeatedly surprised me as Kyung, unfulfilled and struggling to make ends meet, suddenly finds himself having to take in his parents. Parents who he’s never forgiven for his childhood. And while he was fine with ignoring things before, having never even told his wife, he can no longer pretend that the family facade is real. Profound and dark this story stayed with me as it confronted multigenerational family issues, racism, abuse, religion while questioning if people ever change and when is it time to stop blaming your past for your present. Jamie Canaves Summer of Supernovas  by Darcy Woods (May 10th, Crown) In the running for “sweetest read of 2016” Darcy Woods’ debut novel  Summer of Supernovas  is a wonderfully swoon-filled, delightfully awkward romp through the haphazard romantic life of Wilamena “Wil” Carlisle, a teenager that’s absolutely obsessed with astrology and the Zodiac. She’s made up her mind that she needs to find her soulmate in a set amount of time, due to an incoming planetary alignment. The result is a lovely, quirky, and hysterical book about questioning fate and what you’ve been taught to believe. Keep an eye out for this one in May.   Eric Smith These Vicious Masks by Tarun Shanker and Kelly Zekas This frothy, Victorian-era adventure/paranormal romance hit just the right spot while I was traveling late in the month. Described as “Jane Austen meets X-Men,” These Vicious Masks has a flinty and determined protagonist, Evelyn, who will not give up in her quest to find her missing sister, despite the rules that society wants her to follow. Evelyn is assisted and pursued by two dashing men, the charming Mr. Kent and the brooding, Byron-esque Mr. Braddock, both of whom have special powers and who want to help Evelyn understand her own unnatural abilities. The story is a ton of fun and the ending sets up a some excellent future adventures for Evelyn and her supernatural partners. Kim Ukura The Vegetarian by Han Kang Han Kangs The Vegetarian is f-blanking weird and kind of amazing. Bizarre because its about a woman who suddenly rejects eating meat after a series of bad dreams and whose life fully falls into the realm of the creepy for the rest of the book. Amazing because its compelling enough that I read it in one sitting. Andi Miller When Women Were Birds by Terry Tempest Williams This has been a stunning meditation on being a woman and the relationship between mothers and daughters. Nikki Steele Gabi, A Girl In Pieces by Isabel Quintero Early contender for my favorite book of 2016. I read this in a single gut punch of an afternoon and know I’ll need to return to it for the poetry and body empowerment zine alone. I loved Gabi’s voice, her certainty and confusion, her POETRY, her friends, her longing for her father, her complicated relationship with her mother, her kisses, her love of snack food, and the way that Quintero effortlessly brings us into her world. I want to buy a copy for every high school girl I know. Ashlie Swicker Ask Me How I Got Here by Christine Heppermann (Greenwillow Books, May 3) Fellow Rioter Kelly’s high praise of this verse novel piqued my interest, and I’m happy to confirm that it’s truly a brilliant piece of literature. Addie is at once relatable and unique, and it’s difficult not to feel for her as she considers the option of abortion. Heppermann leaves all judgment at the door, instead focusing on Addie as she deals with the strange path her life’s taken. Understanding and compassion are central to the narrative, but there is a wittiness and gravity to Addie’s thoughts that is so very empowering. She might be a teenage girl, but she’s a teenage girl who owns herself and loves herself, and that makes this book a story that I wish I’d had growing up. Angel Cruz Year’s Best Weird Fiction Volume 2 Edited by Kathe Koja and Michael Kelly This is simply an amazing collection of last year’s best “weird” fiction. The stories are all somewhere in between urban fantasy and horror, written by talent such as Caitlín R Kiernan, Nathan Ballingrud, and Carmen Maria Machado, the last of which I had never heard of before but am now desperately scrambling to get my hands on everything she’s written. I love discovering new writers in anthologies, it’s part of what I love about them.  Year’s Best Weird Fiction V2 is gorgeous inside and out and clearly Michael Kelly and Kathe Koja have an keen eye for talent. Highlights for me include Carmen Maria Machado’s The Husband Stitch, which is a bit, erm, racy, Caitlín Kiernan’s Bus Fare and Rich Larson’s The Air We Breathe is Stormy, Stormy. Johann Thorsson Your Heart is a Muscle the Size of a Fist by Sunil Yapa This debut novel focuses on the events of one day during the 1999 WTO protests in Seattle. The narrative moves seamlessly between the demonstrators who want to shut down the talks, the police officers trying to clear the streets to allow the delegates to get to their meetings, and the delegates convening to decide the fates of nations. This novel is powerful, raw, empathetic absolute fire. Valerie Michael

Managing Ethnic Diversity in the Workplace Essay - 3696 Words

Diversity as an issue is new. It became an issue when three powerfully significant trends reached their own critical points at about the same time (Fernandez Barr, 1993): The global market in which American corporations must now do business became intensely competitive. The makeup of the U.S. work force began changing dramatically, becoming more diverse. Individuals began to increasingly celebrate their differences and become less amenable to compromising what makes them unique. This inclination represents a marked departure from previous times when predispositions were to fit in. To succeed in this highly competitive environment, managers must find ways to get the highest level of contribution from their workers. And†¦show more content†¦Workforce 2000 projects the highest rate of increase for Asian Americans and Hispanics; however, Asian Americans will be less significant numerically than Hispanics because they are growing from a much smaller base. The labor participation growth rate of white women will be relatively smaller, but because they are expanding from a large base, the increase will be numerically substantial (Johnston Packer, 1987). The projection refers to work force growth. It doesnt mean that the prominence of white males in the labor force will change dramatically. In 1985 white males composed 49 percent of the labor force; by 2000, they will constitute approximately 45 percent (Johnston Packer, 1987). However, in a number or companies, women and minorities already compose large portions of the existing work force and as much as 80 percent of new hires. For managers of these organizations, the future is now. Labor Shortage An equally significant prediction is that overall the work force will grow at a declining rate. For the decade ending in 1990, the projected growth rate was 27 percent; for the decade ending in the year 2000, it is 11 percent (Johnston Packer, 1987). One important implication of our changing demographics is the very real potential for a labor shortage. Managers are expected to experience increasingShow MoreRelatedManaging Diversity Within The Workplace1605 Words   |  7 PagesAbstract- Managing Diversity in the workplace requires a lot of focus, training, and time. This paper gives an insight into the world of management and how diversity plays a big part. It explores the key benefits to putting emphasis on diversity and also how not putting emphasis on diversity could hurt your business. This paper also gives examples on how to go about managing diversity in the workplace. With proper focus on managing diversity, your organization can be at a big advantage. I. INTRODUCTIONRead MoreThe Challenges Of Human Resource Management872 Words   |  4 Pagesterms of workplace globalization is workplace diversity. 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Therefore, with proper training and benefits to ensure the development of these employees, and legislation and policy to ensure equality and reduce discrimination within the workforce, it can drive competitive advantage and organisational profit. When looking at diversity in the workforce, the business case and the moral case justification are often necessaryRead MoreThe Impact Of Diversity On The Workplace1609 Words   |  7 Pages3.2. Positive impacts The diversity has always been a concern for businesses and governments because the minority can feel sometimes left out and excluded for the employment sector. Therefore it has always been a priority for any government. They want to prove that they have been elected and are representing the entire population not just a group of people. Also businesses want to send a good image to their customers that they care about everyone even the minority. First of all, Kirton and GreeneRead MoreAnalysis Of Soni And David Pitts On Diversity And Work Performance1379 Words   |  6 Pageson the topics of diversity and work performance. I will discuss a brief review of Soni’s theoretical model of receptivity to diversity and summarize her findings. Secondly, I will examine the relationship between diversity and work related outcomes presented by David Pitts. Thirdly, I will consider the assumptions of diversity and work performance and lastly, address the theories and recap the conclusions. As I read the article, â€Å"A twenty-first-century reception for diversity in the public sector:Read MoreImportance of Understanding Cultural, Ethnic, and Gender Differences by Managers and Other Professionals744 Words   |  3 PagesThe majority of hospitals have come to realize that staffs from various ethnic and cultural back-grounds, as well as those of different gender bring a great deal of value perspective. With more and more patients being of different cultural backgrounds, and ethnicities, it is due to this reason why hav-ing a clear understanding of cultural , ethnic and gender differences among hospital professionals is given the backup it deserves. (Dennis Small, 2003). Managers in particular within the hospitalRead MoreManaging Diversity Within An Organization1674 Words   |  7 PagesManaging Diversity is often defined as a â€Å"management philosophy of recognising and valuing heterogeneity in organisations with a view to improve organisational performance† (Ozbilgin and Tatli, 2011). Hence recognising the wide variety of qualities possessed by people within an organisation and creating an environment that understands, values and utilises the differences within people. Due to the rapidly growing trends of a more diverse workforce, diverse market and globalisations of businesses,Read MoreThe Multicultural Workforce Essay1653 Words   |  7 PagesThe Multicultural Workforce: Inside Worldwide Telecommunications Inc. Introduction Telecommunication is a vital element within a growing company. But it is the diversity of a multicultural workforce that is the actual drive of the business. Telecommunication is the fastest way businesses are conducted all over the world. Employees would be lost without the aide of their computers, fax machines, and cellular phones. These machines not only make the work load process smoother and faster

Practical Guide to Market Research - 62092 Words

All rights reserved Copyright  © Paul Hague Paul Hague is hereby identified as author of this work in accordance with Section 77 of the Copyright, Designs and Patents Act 1988 This book is published by Grosvenor House Publishing Ltd 28–30 High Street, Guildford, Surrey, GU1 3HY. www.grosvenorhousepublishing.co.uk This book is sold subject to the conditions that it shall not, by way of trade or otherwise, be lent, resold, hired out or otherwise circulated without the author’s or publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. A CIP record for this book is available from the British Library†¦show more content†¦Anyone with a serious interest is urged to broaden their knowledge by reading widely and the references at the end of the book point to where you can obtain more detail. The book is designed around the curriculum for the Market Research Society/City Guilds Level 2 Certificate in Market Social Research and, as a complement to this book, readers will find it very helpful to sign up for the on-line course on http://www.mrs.org.uk/training/online.htm. There are three main sections to the book: †¢ An introduction to market research – covering the basics of market research, setting research objectives, research design and an introduction to research methodologies. The tools of the market researcher – covering qualitative and quantitative tools, sampling, interviewing methods and questionnaire design. Completing the market research process – covering data analysis and interpretation, reporting and communicating the findings and a background to the market research industry. †¢ †¢ In writing the book I pay tribute to my former partner in business, Peter Jackson, who shared the authorship of many of the previous books I have written. 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Marketing thinkers and companies are prompted to frequently re-think theirRead MoreThe Relevance Of Nyerere s Philosophy Of Education Essay1556 Words   |  7 PagesResearch Question 2 What are views on the relevance of Nyerere’s philosophy of education based on education for self-reliance and education for liberation towards academically oriented university education? Table 2 presents the distribution of responses on a likert scale on the perceived relevance of Nyerere’s philosophy of education based on education for self-reliance and education for liberation. The codes 1, 2, 3, 4 and 5 corresponded to Strongly Disagree (SD), Disagree (D), Neutral (N), Agree

Ambition as a Theme in Macbeth Free Essays

In todays society, different themes such as ambition, good vs. evil, and believing in superstitions are still prevalent. Similar to Macbeth, many people will go great lengths in order to achieve their goals in life. We will write a custom essay sample on Ambition as a Theme in Macbeth or any similar topic only for you Order Now Some are consumed with ambition to the point where it doesn’t matter what the consequences are for their actions as long as they are satisfied. An example of this is seen when our economy fell into a deep recession as a result of ambitious business people. Good vs. evil is oftentimes viewed in todays society through our Justice system. It is this constant battle between the police and criminals that keep our society at balance. Superstitions play a big part in some cultures and are still prevalent in todays society. Just like Macbeth, people follow these superstitions that are put into their mind. They believe that there will be a bad outcome so, they follow these superstitions to keep out of danger or bad fortune. When the three witches informed Macbeth about his prophesy he was in shock but felt anxious for it to happen sooner than later. The ambition that made him want to fulfill that prophesy took a lot of wrong doing but he went ahead and did it anyways. The fact that his wife’s ambition for Macbeth was even stronger than his own and encourages him even more to make that prophesy come true. In todays society there are many ambitious people out there because without ambition people wouldn’t get very far and would Just give up. For high school teenagers their ambition may be wanting to attend a college of their choice and will work hard in order to omplete their goal. Along with ambition, violence is also s recurring theme in Macbeth because there was a murder in basically every act. Throughout the play there is a lot of killing, fighting and blood, which are all results of violence. No matter how much we wish violence wasn’t around in todays society it is still present because of the disagreement between two parties. War is a big factor of violence because two countries or whoever cant come to an agreement so they result in violence. How to cite Ambition as a Theme in Macbeth, Papers

Service User Participation Myth Or Reality Social Work Essay Essay Example

Service User Participation Myth Or Reality Social Work Essay Essay As with all my past assignments, I have been aware non to utilize any names of service users or so the name of the administration I am employed by to keep namelessness and protect the confidentiality of the service users who avail of the service. This assignment has non required the aid of any service users or information from the bureau, hence, namelessness is non of issue in this piece of work, and I have non needed to inquire for their consent. The past 10 old ages have seen more acknowledgment and credence of the right of service users to take part in developing societal attention, particularly given the new duties that cardinal authorities legislative and policy enterprises have placed on administrations to confer with service users. As a consequence, service users are progressively asked to take portion in the planning, proviso and rating of services. This has created involvement in what works in engagement and why. Therefore, this assignment will look at issues around service user engagement, in peculiar, I will specify the footings participation , and service user , expression at the history of engagement, analyse Arnsteins ladder and its utilizations for engagement, good pattern and barriers to engagement, which shall include theory and research, to complete one shall discourse what is the deduction of engagement to societal work pattern. We will write a custom essay sample on Service User Participation Myth Or Reality Social Work Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Service User Participation Myth Or Reality Social Work Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Service User Participation Myth Or Reality Social Work Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Service user engagement has emerged more so in the last 30 old ages as a cardinal characteristic in societal work policy, pattern, research and instruction. The accent on democracy in the UK over the past century has implied that members of society have a right to take part in civil life, and this accent on engagement has bit by bit been extended to public services ( Taylor et al 2004 ) . Service user engagement has been a cardinal subject in the modernization docket when defining and development services, it has besides been highlighted within recent statute law to affect service users in every facet of attention planning, bringing and reappraisal, besides in the engagement of service users and carers in the reform of societal work instruction ( Warren, 2009 ) . Service user engagement has been influenced by a figure of societal policy theories including consumerism, citizenship, human rights based theories and societal justness attacks, all have helped to organize a model for current pattern in service user engagement ( Abel et al, 2007 ) . However this country is a extremely complex and contested country with small research into how engagement really works in pattern, although there are many published plants on how engagement should be achieved but non how the result of engagement has been achieved. This is because the specifying the footings participation and service user can be hard to specify because of linguistic communication used and are subjective, for illustration, one person may depict themselves as something different to another. What is a service user? Beresford ( 2005, p471 ) states that Service user has tended to develop as a generic term to depict people who receive, have received or are eligible for wellness and societal attention services, peculiarly on a longer term footing . Beresford ( 2000, P489 ) besides highlights the term service user as debatable because it views people chiefly in footings of their usage of services, which may non be how they would specify themselves . A service user Tyler ( 2006 ) states that Being termed a service user is meaningless to anyone if it does non see the individual behind the label. Although I am proud of whom I am, what I have achieved and bask being me, it is of import that people see the bigger image of who I am . The label service user applies to us all, we all use services, some persons more than others which allow them to portion their single ideas and experiences to profit others. Determining our lives ( 2003 ) give their ain definition and depict this as the term service user can be used to curtail their individuality as if all they are is a inactive receiver of wellness and public assistance services they go to state that this do it look that the most of import thing about them is that they use or have used services and ignores other things that make a individual who they are . This definition indicates that persons are people foremost and thier commonalty of utilizing services and their shared experiences can assist to do betterments to services. However, each person s positions are different to each other s depending on their experiences and hence are non a homogeneous group. What is Participation? The Oxford lexicon ( 2010 ) defines engagement as the act of taking portion in something. However, ( Braye 2000, p9 ) states that the linguistic communication of engagement is complex ; the same term means different things to different people, and the same construct may be known as a figure of footings , such as partnership, engagement, and working together and coaction. Karen Healey ( 2000 ) has, for case, claimed that there is no cosmopolitan definition of user engagement or user engagement. The construct must ever be placed in a context. User engagement is therefore construed and perceived otherwise in different contexts. Public, societal and single. Involve understanding engagement. Engagement can include affecting the service user in the appraisal of their demands ; guaranting that their wants and feelings are taken into history, besides in the planning of services required, an illustration of this can be seen in direct payment and single budgets, and besides in the reviewing of attention programs and within meetings where determinations are to be made, this is specifically true in kids s services. The UN Convention ( 1989 ) on the right of the kid states Child engagement is the right of the every kid , and article twelve provinces Children have the right to be heard and considered in determinations impacting them ( unicef, 2009 ) . In this context partnership does non merely mention to working with other professionals and bureaus but besides working aboard service users and carers as equal spouses. Thompson ( 2000 ) high spots, societal work intercession involves the exercising of power, which if used negatively can reenforce the disadvantages that service u sers experience. Used positively nevertheless power can assist to heighten the working relationship, the results, and authorise the service user. Finally, engagement in strategic planning and service development, research and in the design and execution of statute law, for illustration, our wellness, our attention, our say ( Department of Health ( 2005 ) . Warren ( 2009, p6 ) states that participation, partnership, engagement, and working together are frequently used to encapsulate a broad scope of different thoughts and activities. These footings may sometimes be used interchangeably or can hold different significances for different people, there being no universally accepted definition . This besides states that this is a postmodernist position and that linguistic communication shapes our positions of world. If it is true that there is no understanding in how to specify engagement and it is subjective, comparative and is socially constructed, so engagement could be seen as a procedure instead than an result of intercession which so informs of the ground why there is small research into engagement and measuring results. For illustration, if the research is assessed in quantitative, numeral signifiers, such as inquiring how many persons have turned up to a meeting and got involved, it does non take into history that presence does non intend engagement, engagement can be done in so many other ways. For old ages now Arnstein s ladder ( 1969 ) has informed the pattern of engagement, and has been a cardinal papers in this country. Arnsteins ladder consists of 8 rounds arranged in a ladder form with each round matching to the extent of citizens power in finding the terminal merchandise ; hence, it focuses on the redistribution of power in citizen engagement in a hierarchical society. ( Arnstein, 1969 ) The purpose to engagement is to accomplish a echt partnership between the service user and bureau and although the ladder is a utile tool to find if the results are being achieved and that the bureau is non take parting in the rounds of tokenism or non engagement ( Dungey et al, 2007 ) . However, the undermentioned position of engagement suggest that Arnsteins ladder has for a long clip now gone uncontested and when looking at engagement we should take a critical stance on Arnsteins ladders and seek out other methods in order to be better informed. Tritter and McCallum ( 2006, p156 ) province that despite its importance in determining thought, this theoretical account continues to be applied uncritically , and argues that for Arnstein, the exclusive step of engagement is power to do determinations and prehending this control is the true purpose of citizen battle . Thus, the different rounds on the ladder relate straight to the grade to which citizens have attained determination doing power with complete citizen control being defined as the highest point ( Tritter and McCallum 2006, p157 ) . However, the battle of user engagement is complex and persons will explicate their ain significances and action that reflect in their ain positions of what engagement is and how they want to affect themselves. For illustration, a service user can take part and consequence determinations without really holding to hold the power to do a determination, and hence, Arnsteins ladder is constrained by a specific conceptualization of activism, su ch as hierarchies of power and that engagement should be procedures that are authorising and enabling at four degrees: system, administration, community, and single ( Tritter and McCallum, 2006 ) . Collins et Al ( 2006 ) besides agrees with this and suggests that Arnstein s ladder, with its focal point on power, is deficient for doing sense of engagement at a conceptual or pattern degree. Warren ( 2009, p50 ) states that different degrees of engagement of may be appropriate for different persons and groups of service users and carers at different times and contexts . Therefore, the ladder does non recognize the diversity of services users who may seek different degree of engagement in relation to different issues and at different times, it merely recognises the hierarchy of power which assumes that service users have a end and a step of this is non accomplishing full power and small chance to measure the person or groups engagement. Thompson ( 2000 ) discusses that power can be a complex issue that operates on different degrees. Quinney ( 2009, p33 ) states that shared power is a non hierarchal construction where power is shared but duty and answerability demands to be clear. Power sharing can be hard to negociate and is complicated by power being located and experienced at the personal, professional, and social degree . When service suppliers seek to affect service users, they frequently do so in order to derive feedback so that they can do alterations and betterments to their services. What this rule asserts is that attacks to engagement should besides be designed so that service users are personally empowered by the experience. In other words, there should be a bipartisan, instead than a one-way benefit. A good illustration of where things can travel incorrect in footings of engagement is when service users feel that their positions have non been listened to or taken earnestly, which can hold the consequence of doing people experience disempowered instead than empowered. Adams et Al ( 2002 ) states that In order to accomplish meaningful communicating, the societal worker demands to be able to construct a relationship with trust ; the kernel of partnership is sharing. It is marked by regard for one another, function divisions, and rights to information, answerability, competency and value accorded to single input. Each spouse is seen as holding something to lend, power is shared, determinations are made jointly and functions are non merely respected but are besides backed by legal and moral rights ( Tunnard, 1991 ) . In an overview of research from SCIE, Carr ( 2004 ) suggests that people are being involved and take parting, nevertheless, this research shows that it is ill-defined to what degree and impact that persons have on result, which suggests that better monitoring and rating demand to be addressed with service user which integrates function and feedback in the whole engagement procedure. Crawford et Al ( 2002 ) point out that the ultimate end of service user engagement should be the publicity of wellness, quality of life, or overall user satisfaction with services. However, these results are frequently hard to mensurate, they can take a significant sum of clip to go apparent, and the nexus with the engagement of services users and carers can be hard to turn out . Overall, the grounds base is by and large weak in the country of rating of user and carer engagement. Few documents examine the results of user engagement for the assorted stakeholders and the existent result steps are ill conce ptualised ( Carroll et al, 2007 ) . The issues involved with researching service user engagement are complex and sentiments are frequently polarized as it is in its babyhood, with many practical, ethical, moral, methodological, and philosophical inquiry unanswered ( Grant et Al, 2007 ) . No set theoretical account of how to take part Although there are expressed demands to measure how commissioners and suppliers are affecting their users, nevertheless there are fewer centrally set marks to asses this. Truman and Raine ( 2002 ) claim that there has been a long tradition within the voluntary sector of centering the planning and bringing of services on the demands of users. However, how this is managed can take to tokenism, for illustration, a service may name themselves user led, but in fact when the information from service users is interpreted by workers/ directors this reading can be lost in linguistic communication ; A service may affect service users in planning meetings but when implemented in pattern the workers can utilize their ain reading of this. Tokenism occurs when an administration feels satisfied that it has ticked the boxes, yet the world is experient really otherwise by service users and carers. Heikkila and Julkunen ( 2003 ) province that user particiaption and user engagement have two really different significances and that engagement is implicative that service user activity has an impact on the service procedure in some manner, whereas, engagement suggests that service user are engagement in a activity merely as sources. INVOLVE WEBSITE PUBS 3 theoretical account societal single and social. Put this and what its about as a presentation to particaption. Look at all three and analyse. Research Barriers to engagement As Is have already discussed above power is the biggest barrier to engagement, there are many more barriers which need to be discussed. Barriers are historical, fiscal, physical and attitudinal. Kenyon Et Al, ( 2002 ) specify entree as the procedures by which people are prevented from take parting in the economic, political and societal life of the community because of decreased handiness to chances, services and societal webs, due in whole or in portion to deficient mobility in a society and environment built around the premise of high mobility. The reappraisals indicate that organizational civilization and construction besides needs to react and alter in order to suit new partnerships and new ways of working with people who have frequently been oppressed and marginalised. There are things to larn about advanced and corporate attacks to engagement and alteration from user-controlled administrations such as Centres for independent/inclusive life and self protagonism strategies. Administrations require policies and processs ( formulated with service users ) that engender positive political committedness and minimise opposition to user led alteration. User-led research could usefully uncover more about the function of professional Alliess in advancing alteration. Healey ( 2000 ) highlights the demand for us to recognize the productiveness of power, and argues that by concentrating on power as merely being oppressive ignores the positive dimensions of power. to be sensitive to the issues of power and instabilities to recognize the power instabilities Healey ( 2005 ) discusses the pattern rules and how the societal worker should follow a positive and optimistic attitude towards service users, working in partnership with them so solutions to jobs are developed collaboratively. Tokenism occurs when an administration feels satisfied that it has ticked the boxes, yet the world is experient really otherwise by service users and carers. It is besides indispensable to observe that user engagement takes topographic point on different degrees ( Truman A ; Raine 2002 ) , 1 ) at a national and local degree ; 2 ) in the planning, organizing and pull offing services ; and 3 ) in organizing single attention Barriers to engagement Good pattern Deductions for sw authorization, info sharing ECT Policy and statute law

How to Cram for the ACT 10-Day, 4-Point Prep Plan

How to Cram for the ACT 10-Day, 4-Point Prep Plan SAT / ACT Prep Online Guides and Tips If you’ve found this article, I assume it’s crunch time, and your ACT test date is in the next couple weeks. If you do not fall into this category (you have a bit of time- one month or more- before your test date), you can still read this guide for some study strategies, but I recommend you take advantage of all the time you have by spreading your ACT preparation out. Don'twaituntil the last 10 days to cram. Thoughquality matters in your ACT prep, quantity is also important: you have to invest a lot of time if you want to see big improvements. You can make a lot of progress in 10 days, butyou need to dedicate the necessary time to improve your ACT score.In this guide, I’ll walk you through the steps to raiseyour score by up to four points in just 10 days. WARNING:Don't use this rushed studyprogramunless absolutely necessary. If you have time to take the ACT again,doquick basic preparation for this test date and then follow a more extensive study program for the next test date. Consider trying PrepScholar or another ACT preparation program before your next ACTtest date. This guide on how to cram for the ACT outlines a very challengingplan that requires a lot ofdedication to work. You'll have to be seriously committedto see major improvements. All that being said, if you do decide to follow this plan, I've outlined two preliminary steps below, followed by the ACTcram plan itself. Get Your ACT Practice Materials Make sure to order a copy of The Official ACT Prep Guide, also known as the Red Book. It’s relatively inexpensive (around $20) and vital to your preparation. You should probably get it overnight shipped to you. The book has three real ACT tests for your practice. If you can’t afford the book (and even if you can), then you should print yourself copies of these free ACT PDFs. I’ll tell you how and whento use them below. Create an ACT Study Schedule Make a strict study schedule and don’t stray from it. You only have 10 days to jump four points, so 30 minutes per day of preparation is not going to be enough. At PrepScholar, we recommend fitting in about 40-80 hours of ACT preparation for a four-point score improvement. You need to fit that study schedule into 10 days. While completing 80 hours of preparation in 10 days will be basically impossible (even more so if school’s in session), you also won’t need 80 hours of studying since, in this shortened time frame, you’ll have the advantage of not forgetting any test technique. I’ve created a sample ACT study schedule below that fits in about 60 hours of prep into the 10 days before the test. Day # of Hours to Study Wednesday 5.5 Thursday 5 Friday 5 Saturday 10 Sunday 10 Monday 5 Tuesday 5 Wednesday 5 Thursday 5 Friday 5 Saturday 0- Take the Test! If you’re doing this ACT cram plan during summer break, great! You’ll have tons of time to dedicate to this schedule. If you’re attempting this schedule during the school year, you’ll need to put your ACT preparation before all else. Remember, it’s only 10 days! I’ve outlined the ACT study plan for each day below. 10-Day ACT Study Plan Before you dive into the waters of ACT cramming, look over each day of this plan to make sure you have all the materials you'll need handy for each day. There's nothing worse than sitting down for an intense study section only to realize you needed to print something out and you're out of paper. Note: This study plan is designed for students who are taking the Saturday ACT. If you're taking the ACT on Sunday or during the week, you may have to adjust some of the timing a little bit so that the 10-hour study days fall on weekends and not weekdays. Day 1: Wednesday- 5.5-6 Hours Learning Objectives: Get familiar with the test format, pick an ACT target score, and take a practice test. Get Familiar With the ACT Format- 20-30 Minutes If you’re familiar with the test format, you’ll have a huge advantage over other test-takers. Read these guides for an overview of ACT format: What is the ACT? A Complete Explanation of the Test What Is the ACT Out Of? How Do You Calculate ACT Score? Raw and Scaled ACT Rules and Regulations: What You HAVE to Know You should read these guides so that you’ll know what’s tested on each section of the test and how your final score is calculated. Both of which are important to know so you understand ACT strategy. Pick Your ACT Target Score- 30 Minutes If you don’t already have an ACT target score, you need to pick one. I won’t go into depth about this process here because we’ve already got another great article on determining the right target score for your dream school. However, the brief summary of how to choose a target score is to aim for a number at or above the 75th percentile score for admitted students at your target college. Why pick a target score? Picking a specific score will help you stay motivated during your ACT cram session. Write down your target score somewhere you’ll see it every day (like on your desk), and tell your parents the number. Seeing it every day and telling other people your target score will make you more motivated to reach it. Take a Practice Test- 3 Hours and 35 Minutes If your copy of The Official Prep Guide hasn’t arrived, you can take a practice test using these free ACT PDFs.Read the rules on how to get the most realistic practice test experience before getting started. You want realistic practice so that you’re prepared for what the conditions will be the day of the test. You don’t want to be surprised the day of the test. Review and Analyze Your Practice Test- 1 Hour When you’re done, review your practice test following the steps outlined in our other guide and review your essay using the ACT Writing rubric. NOTE: I’m having you take and review your ACT Essay for this first practice test. After this test, if you scored an 8 or better, I’d encourage you notto waste your time with any more practice essays. Your ACT Essay is not factored into your overall composite score. Your composite score is what colleges typically look at on your application. Since the ACT Essay does not affect this score, it’s a waste of your limited time to keep practicing it. However, if you’re not getting your score up to 8 or above, you may want to keep practicing it. While it doesn’t affect your composite, a very low essay score (at or below 4 or 5) may worry admissions officers that your writing skills aren’t up to their standards. Once you’ve completed your basic review, analyze your results: Which section was your weakest? Why was it your weakest? Were your issues mainly not understanding the content or did you make more careless errors? Did younot understand the questions? Did you run out of time? If you can’t easily determine which is your weakest section (if your four section scores- English, Reading, Math, and Science- were all similar), try to pick the section in which you answered the most questions incorrectly because you didn’t understand the information necessary to answer the question (e.g. youdidn’t know the formula you needed for a Math question). I suggest this method to determine which is your weakest section because information issues are impossible to fix without studying. However, they’re also the easiest kind of problem to fix because all you need to do is learn the necessary material. Determining your weakest section is important because it tells you what to prioritize in your prep. Don’t worry: you’ll still learn the techniques/strategies for the other sections, but you’ll start with your weakest section. Day 2: Thursday- 5 Hours Learning Objectives: Learn the strategies for your weakest section and apply them to a practice test. Now that you’ve determined which section is your weakest, you’ll learn the strategies for that section and practice applying them. NOTE: I’m providing links to all of the guides you should read to help with strategy and content knowledge for your weakest section. It’s a lot of material, so try to prioritize the topics within each section that you need the most help in. If there's a topic you aren't missing any questions on, don'tworry aboutreading that guide. For instance, if youaren't missing any inferencequestions, you should notread theinference questionguide. Prioritize the guides: start with the overall strategies, then check out guides on your weakest content areas (forinstance, if you got all of the slopequestions wrong in the Math section, start by reading the guide to slopes). Try to read the guides for all of the topics within each section if you have time. If you don’t have time to read it all in these two hours, don’t worry, simply bookmark the articles you didn’t get to read. I set aside time another day in the schedule to review the rest of the articles. Learn the Strategies- 3 Hours NOTE: The Ultimate Guide articles below reference other articles you should be reading. You should read every article mentioned within each Ultimate Guide. However, I've also highlighteda few key articles that youcannot miss. Reading The Ultimate Prep Guide to ACT Reading: Strategies, Tips, and Practice ACT Reading: The #1 Critical, Fundamental Rule The Best Way To Approach The Passage On ACT Reading Stop Running Out Of Time On ACT Reading 4 Top ACT Reading Strategies English The Ultimate Study Guide for ACT English: Tips, Rules, Practice, and Strategies The Top 9 ACT English Strategies You Must Use ACT English Prep: The Best Methods and Strategies The 8 ACT English Tips You Must Use in Your Prep Full Analysis of ACT Grammar Rules: Which are most important? Math Overall Strategy How to Actually Use Your ACT Math Formulas The 31 Critical ACT Math Formulas You MUST Know Plugging in Numbers: A Critical SAT/ACT Math Strategy Plugging in Answers: A Critical SAT Math/ACT Math Strategy Pre-Algebra/Elementary Algebra Complete Guide to Integers on ACT Math (Advanced) The Basic Guide to Integers on ACT Math Complete Guide to Fractions and Ratios in ACT Math Single Variable Equations in Algebra: ACT Math Strategies Probability Questions on ACT Math: Strategies and Practice Statistics on ACT Math: Strategies for Mean, Medium, Mode Intermediate Algebra/Coordinate Geometry Algebra Functions on ACT Math: Lesson and Practice Questions Lines and Slopes: ACT Math Geometry Review and Practice Systems of Equations on ACT Math: Algebra Strategies and Practice Problems Sequences on ACT Math: Strategy Guide and Review Algebraic Operations on ACT Math: Strategies and Formulas Plane Geometry/Trigonometry Triangles on ACT Math: Geometry Guide and Practice Problems Circles on ACT Math: Geometry Formulas and Strategies Lines and Angles in ACT Math: Review and Practice Reflections, Rotations, and Translations: ACT Geometry Strategies and Practice Polygons on ACT Math: Geometry Formulas and Strategies Solid Geometry on ACT Math: The Complete Guide Science The Ultimate Study Guide for ACT Science: Tips, Practice, and Strategies The Best Strategies for Reading ACT Science Passages The Only Actual Science You Have to Know for ACT Science Time Management Tips and Section Strategy on ACT Science The 9 Reasons You Miss ACT Science Questions Essay How To Attack ACT Essay Prompts and Raise Your Score ACT Writing Rubric: Full Analysis and Essay Strategies Take and Review a Practice Section- 2 Hours Whichever your weakest section, sit for a 35 to 60-minute practice section (varies by section). You can either print out one of the sections from these free ACT PDFs or use the Official ACT Test #1 if the book has arrived. After you’ve taken the section, review usingthe steps outlined in our other guide that you used for your first practice test.See what areas you’ve improved in and what still needs work. Day 3: Friday- 5 Hours Learning Objectives: Learn the strategies for another section and try to apply them to a practice test. Learn More Section Strategy- 3 Hours Pick between your other three sections (English, Math, Reading, or Science) and read all of the articles listed above for that section. If you’re doing extremely well in the section you’re choosing to focus on today (you scored at or above 32 on your first practice test), I’d encourage you to use one of the following guides for your study instead of the other guides: How to Get 36 on ACT Math: 8 Strategies by a Perfect Scorer How to Get 36 on ACT Reading: Strategies from a Perfect Scorer How to Get 36 on ACT English: 9 Strategies from a Perfect Scorer The Hardest ACT Science Questions and Strategies to Solve Them Take and Review a Practice Section- 2 Hours For the section you’ve chosen, sit for a 35-minute to 1-hour practice section (varies by section). Use the corresponding section from the same test (Red Book test #1) you did a section from yesterday, so you can save your complete practice tests for use later on. After you’ve taken the section, review using the steps outlined in our other guide. Day 4: Saturday- 10 Hours Learning Objectives: Complete your strategy learning by studying the remaining two sections that you haven’t covered. Take and review practice sections for each. Learn the Third Section Strategy- 3 Hours Choose between your remaining two sections (English, Math, Reading, or Science), and read all of the articles listed above for that section. As I said above, if you’re doing extremely well in the section you’re choosing to focus on today (you scored at or above 32 on your first practice test), I’d encourage you to use one of the following guides for your studyinstead of the other guides: How to Get 36 on ACT Math: 8 Strategies by a Perfect Scorer How to Get 36 on ACT Reading: Strategies from a Perfect Scorer How to Get 36 on ACT English: 9 Strategies from a Perfect Scorer The Hardest ACT Science Questions and Strategies to Solve Them Take and Review a Practice Section- 2 Hours Take a 35-minute to 1-hour practice section with realistic testing conditions. Again, use the corresponding section from the same test you did a section from yesterday and the day before (Red Book test #1). Conserve your full-length practice tests for later in the week. Again, review using the steps outlined in our other guide. Learn the Final Section Strategy- 3 Hours Whatever remaining section you haven’t covered (English, Math, Reading, or Science), and read all of the articles listed above for that section. As I said above, if you’ve scored high in that section (at or above 32 on your first practice test), use one of the following articles for your studyinstead of the other guides: How to Get 36 on ACT Math: 8 Strategies by a Perfect Scorer How to Get 36 on ACT Reading: Strategies from a Perfect Scorer How to Get 36 on ACT English: 9 Strategies from a Perfect Scorer The Hardest ACT Science Questions and Strategies to Solve Them Take and Review a Practice Section- 2 Hours Take a 35-minute to 1-hour practice section with realistic testing conditions. Again, use the corresponding section from the same test you did a section from yesterday and the day before (Red Book test #1). Conserve your full-length practice tests for later in the week.Again, review using the steps outlined in our other guide. You’ve now completed a second entire practice test (broken up over a few days).Compare your second test scores to your scores from your first test. Where did you improve? Where did you make the same mistakes? If you have time, go back and re-read the appropriate articles to help you learn from your mistakes (for example, if you got a few ACT Math Triangle questions wrong, make sure to reviewthat article). Day 5: Sunday- 10 Hours Learning Objectives: Complete your second practice test, review, and determine where you still need improvement. Take Your Second Full-Length Practice Test- 3 Hours and 45 Minutes Make sure to use a new (not partially used) full-length practice test from the ACT Red Book or these free ACT PDFs. If you have the Red Book, use test #2.As you did for the first test, copy the real testing conditions. Review and Analyze Your Second Practice Test- 2 Hours As always, review your answers and your mistakes. Take the time to compare the results to your other tests. Did you improve? In which areas are you still struggling? Topic Refresher- 4 Hours Go back to the articles listed above and re-read those for the topics withwhich you’re still struggling.Create flashcards if you need more help learning grammar rules or math formulas and test yourself with them. If you’re close to mastering all of the sections (scoring at or above a 32),and you haven’t read the below guides yet, checkthem out now: The 21 Hardest ACT Math Questions Ever The Hardest ACT Reading Questions Ever The Hardest ACT Science Questions and Strategies to Solve Them The Most Common Mistakes You Make on ACT English Day 6-10: Monday-Friday- 5 Hours Per Day Learning Objectives: Take and review a practice test each day. If you have the Red Book, use test #3 on Monday, then use the free ACT PDFs for Tuesday-Friday.Keep using the real testing conditions. Spend three hours taking the practice test (without the essay) As always, do detailed reviews using our other guide. Spend about two hours reviewing and referring back to our other articles listed above if you’re not seeing improvement in certain areas. Your race is over! Day : Saturday- 0 Hours It’s ACT test day! Go to bed early the night before, so you get a full eight hours. Pack your test ticket, calculator, pencils, erasers, extra batteries, snacks, water, etc. the night before, so you’re not rushing to find it all in the morning. Set your alarm for at least an hour before you need to leave for your testing center. That’ll give you time to eat a big breakfast and wake up. Read a newspaper article or chapter from a novel to get your brain going. Relax! You’re going to do great! What’s Next? Not sure where you want to go to college? We willhelp you do college research the right way. Do you know where you want to go to college? Figure out what ACT score will give you the best chance of admission. Trying to figure how you will afford college? Check outour complete guide to paying for college. Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Majoring in Project Management - Coursework and Careers

Majoring in Project Management - Coursework and Careers What Is Project Management? Project management is the perfect specialization for business majors who like to take the reigns. Project managers initiate, plan, and execute ideas. Whether its a multi-billion dollar construction project or small, modestly-funded IT project, there is a great need for qualified project managers who can oversee the timing, budget and scope of an operation. Project Management Degrees Most of the people who major in project management earn a bachelors degree. However, there are a growing number of students who are seeking out more advanced degrees, such as a specialized masters degree, dual degree or an MBA with a concentration in project management. Read more about graduate-level business degrees. An advanced degree could make you more marketable and may even allow you to seek out special certifications that require a certain amount of academic experience directly related to project management. Read more about project management degrees. Project Management Programs Although many students are choosing to earn a degree in project management from a college, university or business school, there are other education options outside of degree programs. For example, students could choose to complete a project management certificate program, such as the one offered by UC Berkeley. Many of these certificate programs award professional development units (PDU) or  continuing education units (CEU)  that look good on a resume and can be used as academic experience for project management certification.   Many project management majors choose to take structured courses and certificate programs offered by  Registered Education Providers (REPs). REPs are organizations that provide project management training that adheres to the global standards established by the Project Management Institute (PMI). Students who complete these courses will be awarded PDUs. An example of an REP is Bellevue College in Washington State. Project Management Coursework Business majors  who specialize in project management will find that coursework varies from program to program. However, most programs include core courses in management principles as well as classes that explore subjects like communications, project cost management, human resources, technology integration, quality management, risk management, procurement, project scope and time management. Some project management programs focus exclusively on theory, while others offer hands-on opportunities and real-world projects so that students can gain valuable work experience while earning their degree. There are also some programs that take a hybrid approach so that students can have the best of both worlds. Read more about project management curriculum. Project Management Careers Most of the students majoring in project management will go on to work as project managers. Although project management is still a relatively new profession, it is a fast growing sector in the business field. More and more organizations are turning to business majors who have academic training in project management. You can choose to work for one company or you can start your own consulting firm. Read more about project management careers. Project Management Certification Project management certification is an important consideration for students majoring in project management. With enough education and work experience, you can earn a project management certification to establish your credibility and demonstrate your knowledge of project management. As with certification in other fields, certification in project management can lead to better jobs, more opportunities for work, and even higher pay. Read more about the benefits of project management certification.

Culture and Socialization Essay Example | Topics and Well Written Essays - 1000 words

Culture and Socialization - Essay Example There is no easy way to break this ice because the elevator ride would be finished in a matter of few seconds therefore a comfortable silence is certainly one of the acceptable ways to handle the situation. At the same time, it seems inappropriate to make other people in the elevator a party to a conversation between two friends therefore it can be observed that the second rule is adhered to as well. More importantly however, the elevator is often a confined space which puts people in close proximity with each other and that is an invasion of private space. However a distance of 2-3 feet can be established in a reasonably sized elevator therefore people would probably try to give each other as much personal space as possible to avoid invading that personal space. Individuals in the same elevator may be aware of each other’s presence but it seems like they are completely ignoring the presence since there is little or no eye contact once a person getting on to the elevator has found a spot for him/herself. Since they are not looking at each other, they follow the fifth rule to look at the top of the door with the floor marker which could also add to the illusion of space within the elevator since there is often no one to block the view to the top of the door. Social norms give us the means and examples of behavior in situations which may not have codified laws for conducting ourselves. Carspecken (1996) uses the example of elevator behavior to show how norms work in western society and suggests that while behavior in close proximity with strangers can be explained in terms of meanings, norms is a better term because it is related to the word normal, i.e. normal expected behavior which is agreed upon by the rest of the social setup in a given location. Carspecken goes on to write that norms are, â€Å"certain modes of acting

Ethics and Corporate Social Responsibility Essay

Ethics and Corporate Social Responsibility - Essay Example In accordance with the issues discussed in the paper since late 1970s, various organizations have addressed business ethics in different ways, as well as the development of codes of conduct, hiring of corporate responsibility managers and training programs of all kinds, introduction of compliant managers and programs, the preparation and dissemination of value statements, and the addition of board-level ethics committees. Studies conducted in 1960s indicated that European-based corporations were a head of their United State-based counterparts in implementing sustainability and corporate social responsibility practices. However, in the present days, business operations in Europe and the United States are not so much different as was initially assumed. Both businesses in these regions are currently striving to establish the exact meaning for a company to be responsible and ethical. The implementation of ethics and corporate social responsibility practices in most firms have not prevent ed Europe and United State-base companies from engaging in unethical behaviors that cause corporate scandals. This has created increased pressure for governments and Europe-based and U.S.-based corporations to establish more structured ethics and government programs, so as to ensure that these corporations are responsible to the communities within, which they are situated. There are many challenges, which are associated with corporate responsibility. ... ion on how corporate ethics efforts can be improved, and how it can address the issue of underlying causes of misconduct, including the increasing demand for sustainable business, and proactive, socially responsible practices (Banerjee, 2007). Recent researches indicate that European-based companies are far much a head in implementing sustainability and corporate social responsibility practices than their United States-based counterparts, but the question is, are they doing better work of avoiding unethical conduct on a large scale? Understanding the aspects of business ethics is a challenging task since this field is vast, and it usually encompasses issues like reputation management, corporate governance, accurate accounting, environmental stewardship, and fair labor practices (Shaw, 2010). As a matter of fact, this field is concerned with the entire scopes of responsibilities, which a corporation has for all its stakeholders, especially those who have exhibited interest in the acti ons and decision of the company such as suppliers, stakeholders, community, clients, and employees. The understanding of business ethics is further made complex by several terms that refer to corporate programs and offices, which are focused on communicating, monitoring, and enforcing company standards and values (Sims, 2003). In theory, people can make certain distinctions among the various aspects of business ethics such as corporate compliance, corporate responsibility, and social responsibility. However, in practical perspective, such differentiations are of no significance since corporate offices of compliance that was established in 1970s can today function similarly to social and corporate responsibility (Trevino & Nelson, 2010). In order to understand the various scopes and nature

Andy Warhol :: essays research papers

Pop art is a movement that occurred near the end of the 1950’s. It was a reaction to the seriousness of Abstract Expressionism. Pop art emphasized contemporary social values, the sprawl of urban life, the vulgar, the superficial, and the flashy. Advertising provided a number of starting points for the subjects. A particular favorite advertisement form that Warhol likes to use was product labels. You will see quite a few examples of this in some of his work. (Grolier 1996)   Ã‚  Ã‚  Ã‚  Ã‚  Warhol did most of his well-know works in a four year span from 1960 to 1964. He started out by reproducing images such as comic strips on much larger canvases. Some examples of these would be Nancy, Dick Tracy, Superman, and Popeye. He later became much more interested in reproducing labels of products and some people. This became a standard procedure for Warhol during this period. He later began to make movies and photography. (Coplans pg 47-48)   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of his work, he started out with the making comic strip â€Å"reproductions.† They really shouldn’t be considered reproductions because they aren’t always an extremely accurate portrayal of the product. Some of his pieces such as the thirty-two painting collection of Campbell’s Soup Cans, are almost identical to the models he used. While others have a looser quality and are merely starting points on which to begin. (Coplans pg 47)   Ã‚  Ã‚  Ã‚  Ã‚  He accomplished the mass amounts of the same subject through many methods. Sometimes he would just paint each of the subjects by hand, one by one. Other times he would use stamp molds and silk-screening. The silk-screening process is very similar to that of an intricate and sophisticated stencil. There is a screen made of fine silk or similar material that is made impermeable to all places except that of the area wanted to be colored. This is done photomechanically, a process that makes photographs into silkscreen. The silk-screening process is fairly simple. You pour ink or paint into the silk-screen, and then you run a squeegee across it so it goes through the open pores of the screen. You repeat this procedure for each of the colors to be used. An advantage to this it that you can used them more than once. To date, silk-screening is the cheapest and most effective means of reproducing many products of it type and quality. (Coplans pg 50) (Crone pg 11)   Ã‚  Ã‚  Ã‚  Ã‚  The main focus of serial imagery is redundancy.

Feminist Epistemology Essay

Abstract In this paper I analyze the potential of Allison Jaggar’s suggestion that emotions in general, and outlaw emotions in particular, be incorporated into feminist epistemology. Jaggar advocates a standpoint theory of emotions, and suggests that the emotions of the oppressed in particular are helpful rather than inimical to acquiring knowledge. I argue that although there are some potential problems with Jaggar’s approach, these problems are common to standpoint theories and can be addressed by applying the solutions offered by other feminist theorists. One common criticism made by feminist epistemologists[i] is the critique of traditional epistemology’s notions of objectivity and neutrality. As Naomi Scheman puts it, in traditional epistemology â€Å"[t]hose who are taken to be in the best position to know are those who are believed to be objective, distanced, dispassionate, independent, and nonemotionally rational† (3-4). [ii] According to Allison Jaggar, the result of this conception of the knower in modern epistemology is a sharp distinction between reason and emotion where reason is privileged because emotions are viewed as involuntary responses that distort our rational observations of the world, which in turn distort the knowledge we can gain from these observations (1992). She further argues that this distinction contributes to the denial of women’s epistemic authority since women are associated with emotions and men with reason, and so men became the standard by which epistemic authority is judged. This is just one of many concerns feminist epistemologists share. However, there are many dissimilarities between feminists as to how to deal with the problems in traditional epistemology. [iii] One approach that I will focus on in this paper is feminist standpoint theory, particularly the standpoint theory offered by Jaggar in â€Å"Love and Knowledge: Emotions in Feminist Epistemology. † What Jaggar aims to accomplish in her paper is to â€Å"begin bridging the gap [between emotion and knowledge] through the suggestion that emotions may be helpful and even necessary rather than inimical to the construction of knowledge† (1992, 146). The bridge she wants to build includes a methodology for identifying biases of the dominant group that leads to false appraisals of the world. This methodology relies on the notion that perspective can be altered by the way one is situated in the world, particularly how one’s situatedness can affect one’s emotional perspective and response. I will explain the concept of emotional perspective and response in a moment, but I want to first note that the type of emotions she thinks are important to feminist epistemologists are outlaw emotions—which are emotional responses that do not follow or support the values and norms we have been taught to accept. Because outlaw emotions are usually a negative response to norms and values, they can help us identify which biases are causing errors in our methods of seeking knowledge. The point that Jaggar wants to make clear is that impartiality in our epistemic methods is impossible, therefore, we should give up on the notion of impartiality and work towards identifying biases that will better guide our epistemic endeavors. There is much debate between feminists over the potential of feminist standpoint epistemologies, yet, I think that Jaggar’s methodology warrants some consideration. [iv] However, because she offers just a sketch of how emotions might be incorporated into epistemology, there are some aspects of her theory that are problematic. The first problem is that standpoint theories seem to neglect the differing experiences of particular individuals within groups by trying to speak about the experiences of these groups in general. The second problem is that Jaggar needs to address how to distinguish which outlaw emotions could potentially further feminist interests from the other emotions, outlaw or otherwise. The general aim of this paper, then, is to initiate an investigation into whether Jaggar’s proposal will be a fruitful endeavor for feminist epistemologists. The more specific aim of this paper is to point out some of the potential problems that arise from her theory, as a feminist theory, and to offer some potential solutions for these problems, some of which are solutions that feminists have previously used to answer similar problems in other feminist theories. 1. Jaggar’s View Jaggar argues that theories that make the distinction between reason and emotion as it pertains to knowledge are mistaken in that they falsely assume emotions are involuntary responses that can be separated from reason. Jaggar contends that most emotions are socially constructed, intentional, and can influence our perceptions of the world. For example, when someone feels anger at a slight from a friend, this anger arises not as an involuntary response, but rather there is a judgment being made about the way friends ought to behave and the response of anger is the appropriate emotion that corresponds with one’s expectations being disappointed. We form beliefs about what constitutes a slight by a friend at the same time as we learn what our society values as appropriate friendship behavior and appropriate responses to different experiences—say affection as a response to respect from one’s friends and anger to disrespect. The idea that emotions are constructed suggests that socialization influences our appraisals of the world and the judgments we make are often emotional responses to observations that reflect the norms and values of our society. For example, when someone tells a joke the expected response is for a person to be amused. However, my being amused by a joke presupposes a number of social conditions. For instance, when we hear something like ‘a priest, a rabbi, and a duck walk into a bar’ we immediately feel an anticipatory amusement, since we recognize this as a joke formula. [v] If I do not recognize this formula then my lack of understanding could cause me to not share the same social experience as the other people who are hearing the same joke. Second, in order to find the joke amusing I must not only understand the language in which the joke is told, but also the content of the joke. I must share the same appraisal of the world in order to actually be amused by the punch line. Third, emotional responses are neither automatic nor passive in the sense that we have no control over them. I may be amused and laugh at a joke of this type. However, I may not laugh if I find the joke to be in bad taste even though not laughing when amusement is anticipated often creates moments of social tension and discomfort. The important thing to note here is that in both cases whether or not I am amused can be a deliberate conscious decision. From this example, we can see why Jaggar suggests that, â€Å"every emotion presupposes an evaluation of some aspect of the environment while, and conversely, every evaluation or appraisal of the situation implies that those who share the evaluation will share, ceteris paribus, a predictable emotional response to the situation† (1992, 153). Just as I would have to share a similar appraisal of the world in order to understand the punch line of a joke, I am also influenced by those preconceived notions to think the joke is funny. At the very least, I am conditioned to some extent to recognize a joke when I hear one and laugh when I think laughter is the expected response. Jaggar thinks it is important to recognize that emotions play a role in how we seek knowledge, given that if we maintain the distinction between emotion and reason in epistemology, then this distinction will influence whom we think are good epistemic agents: namely, dispassionate investigators who can keep their emotions from interfering with their observations. Ironically, because the notion of a dispassionate investigator is considered the ideal, we are biased in our assessment of who is a good investigator and who is not. Note that Jaggar is not saying we are not being impartial enough in our assessment of investigators; rather she is saying our bias in favour of the dispassionate is inhibiting because emotion is an essential part of knowledge. Moreover, the distinction between emotion and reason is problematic, as Jaggar points out, because â€Å"reason has been associated with members of dominant political, social, and cultural groups and emotion with members of subordinate groups†, like â€Å"people of color†¦and women† (1992, 157). The result of the false distinction between emotion and reason is that it produces a myth about investigators that functions in a circular pattern where the myth reinforces the oppression of those who are perceived as emotional, while the oppression reinforces the myth that it is bad to be emotional. In order to give a full account of what it means to be a good investigator, then, we should acknowledge how emotions function to produce passionate investigators who are reliable observers. The first point Jaggar thinks a full account should include is that in many ways emotions are socially constructed in a way that reflects the norms and values of our society, and that this emotional construction influences our evaluations and observations of the world. The second aspect of the social construction of our emotional constitution she wants to point out is that our emotional construction is not complete in the sense that there are people who do not always respond to or evaluate particular situations in a manner that reflects social norms and values. Jaggar calls these unconventional emotional responses and evaluations â€Å"outlaw† emotions, and states that they are usually experienced by â€Å"subordinated individuals who pay a disproportionately high price for maintaining the status quo† (1992, 160). However, when the distinction between emotion and reason is maintained biases against emotional responses in general and unconventional emotional responses in particular, are disregarded. For example, a woman may feel anger or fear when a sexist joke is made, but when she tries to voice her opinion she is told either that she did not understand the joke or that she has no sense of humour. Thus, when the distinction is maintained it makes it difficult, if not impossible, to realize that the joke is not funny because it is based on a negative stereotype. That is to say, it is not acknowledge that the stereotype and the expected emotional response is dictated by the current norms and values. Furthermore, because a woman, who may already be identified as a bad observer, is pointing out that there may be a mistake in our way of thinking, her response is disregarded as emotional and unreliable, and the oppressive norms and values go unquestioned. 2. Jaggar’s Methodology and Potential Problems The benefit of ridding ourselves of epistemologies that do not acknowledge the role of emotions, both conventional and unconventional, is that we can begin to recognize which norms and values are causing harmful biases and negative stereotypes. Furthermore, Jaggar claims that feminist outlaw emotions—which are outlaw emotions that â€Å"incorporate feminist perceptions and values†Ã¢â‚¬â€are particularly useful in feminist epistemology because they â€Å"can help in developing alternatives to prevailing reality by motivating new investigations†¦Feminist emotions provide a political motivation for investigation and so help determine the selection of problems as well as the method by which they are investigated† (1992, 161). Although Jaggar meant to offer a rough sketch of some of the changes that need to be made to our epistemic theories and practices, I think there are  some potential problems that need to be addressed. For one, I think she needs to say more about how we should determine which emotions will lead to fruitful norms and values, and which emotions we should reject. To her credit, it seems that Jaggar recognizes this is a question that needs to be addressed given that she tries to give reasons for why â€Å"certain alternative perceptions of the world, perceptions informed by outlaw emotions, are to be preferred to perceptions informed by conventional norms† (1992, 161). She claims the reason women’s outlaw emotions should be given consideration is because women are not members of the group that conventional beliefs about emotions privilege. Given that women experience the consequences of not being privileged, they are not as likely to adhere to these norms without question. Hence, they are better able to articulate the negative aspects of their experiences because they do not fear that this questioning of norms will threaten their privileged status. The problem with this response is that it does not seem to fully answer the question, because some outlaw emotions will not provide reliable guides to identifying biases, and so the difficulty will be distinguishing which emotions are reliable from those that are not. In order to give a more robust argument for why we should give special consideration to the emotions of oppressed people she needs to first address the fact that the â€Å"oppressed† do not share one perspective. As pointed out by Marilyn Frye, one problem with making claims about the standpoint of women’s emotional perspectives is that such claims seem to presuppose there are universal types of emotions—outlaw or otherwise—that are consistent throughout the emotions experienced by women. Frye notes that this is a mistake often made by feminists given that it is common for epistemological theories to espouse that â€Å"all knowers are essentially alike, that is, are essentially like oneself: one thinks that one speaks not just as oneself, but as a human being† (35). What happens in feminist theorizing as a response to this attitude is feminists become convinced they need to speak as â€Å"Women† in order to be taken seriously. As Frye points out, feminists often face the difficult task of trying to articulate â€Å"the circumstances, experience and perception of those who are historically, materially, culturally constructed by or through the concept women. But the differences among women across cultures, locales and generations make it clear that although all female humans may live lives shaped by the concepts of Woman, they are not all shaped by the same concept of Woman† (36). [vi] The point I want to stress from this passage is that not all women will experience the same emotions in the same contexts because we are formed by different concepts of â€Å"Woman† even though women in general face oppression in one form or another. In response to the problem of women’s differing experiences, Frye suggests feminists approach epistemology with a different methodology. That is, a methodology that will allow women to give meaning to their own experiences even though they are not experiences that are shared by all women. Part of this project entails that feminists give up the notion of a universal women’s experience. Another part is that they listen to many different women’s experiences and look for patterns of similarity. Frye suggests this methodology will result in the following: The experiences of each woman and of the women collectively generate a new web of meaning. Our process has been one of discovering, recognizing, and creating patterns—patterns within which experience made a new kind of sense, or in instances, for the first time made any sense at all. Instead of bringing a phase of enquiry to closure by summing up what is known, as other ways of generalizing do, pattern recognition/constructions opens fields of meaning and generates new interpretive possibilities. Instead of drawing conclusions from observations, it generates observations. (39) I think this methodology will be helpful in pointing out the outlaw emotions that can offer guidance as to which of our norms and values are questionable, and opens a dialogue over potential ways to change them. The methodology Frye advocates can be further developed if we consider potential ways in which women can express their experiences such that patterns can be recognized. One approach that I find particularly convincing is offered by Morwenna Griffiths. Griffiths suggests that feminist epistemologists can employ autobiographical accounts of women’s experiences as a means of articulating the differences between women’s experiences. Like Frye, Griffiths also notes that there is no one experience common to all women. However, Griffiths further claims that, â€Å"[i]ndividuals are not entirely of one group or another. On the contrary, individuals are fragments of an uncertain number of groups† (62). The conclusion she draws from this point is that it is an oversimplification to limit the types of knowledge humans can acquire into categories like women’s knowledge. One person can experience oppression from the perspective of more than one position. To name a few, one may experience oppressions from the perspectives of a particular race, class, gender, or sexual orientation, and intersections of these. For example, the oppression experienced by a native woman is not the same as that experienced by a native man or that experienced by a white woman. Hence, Griffiths suggests that one’s positions in the world at different times can contribute to her understanding of the world, which in turn will influence the knowledge she can acquire about the world. Noting the different positions from which an individual can have experiences and acquire knowledge is important because it suggests that there can be similarities between the positions we occupy and the individual experiences we have. This potential to have similar experiences of the world further suggests that similarities in experience make it the case that we are not completely denied access to other people’s understanding of the world. The reason Griffiths thinks autobiographical accounts are a crucial feature of feminist epistemology is because the way in which individuals come to find similarities in experiences is through language. To further clarify her point, she argues that, language has a considerable power to determine what we see and do, but this power is not absolute. We also create new language, by working on the languages in which we live. Individual experience can be used in creation knowledge in combinations with the experiences of others. Groups can develop languages of their own if they share particular psychosocial, social and linguistic experiences. Thus women in society, for instance, who share particular positions within it can develop a way of talking about this. (66) In short, Griffiths suggests that language is key to feminist epistemology because it points out how women with different experiences can nonetheless come to some consensuses on the oppressions they experience and the knowledge developed from these experiences. 3. Conclusion I think that if we incorporate Griffiths’ and Frye’s approach on Jaggar’s theory what we will find is a more tenable response to questions about which outlaw emotions can be regarded as being particular to women: namely, patterns of outlaw emotions that feminists have recognized through the expression of different women’s autobiographical accounts. And once we can start pointing out the commonalities between the different perspectives that arise from the standpoint of different women, we can begin show that there is something about women’s reality that makes it the case that they are experiencing the world differently than men. I have not even scratched the surface with respect to giving a detailed explanation of exactly how Jaggar thinks a fully functional theory of outlaw emotions might look. However, I am assuming that once theorists start admitting that emotion is an integral part of epistemology the intricate details of how to identify fruitful outlaw emotions will be worked out. For instance, we might be able to start identifying patterns of emotions that could be considered outlaw emotions and which norms and values that they are a response to. And this recognition will further our abilities to start questioning the norms and values that guide our epistemic practices. I think this is the sort of thing Jaggar had in mind when she states that the benefit of bridging the gap between emotion and knowledge is that our emotions, when properly accessed, â€Å"may contribute to the development of knowledge, so the growth of knowledge may contribute to the development of appropriate emotions† (1992,163). The development of this project may be slow and arduous, but given the problems that exist in traditional epistemology I think Jaggar’s project seems worthy of consideration as a potential contributor to a solution. NOTES ———————– [i] For the purposes of this paper I will equate feminist epistemologists with feminists philosophers of science given that there are many overlapping interests between the two. [ii] For similar arguments, particularly with respect to how positivism had contributed to the notion of the ideal objective knower, see Jaggar (1992) and (1983), especially pp. 355-358; Code (1993). [iii] As noted by Louise Antony, â€Å"For discussions of epistemological frameworks available to feminists, see Sandra Harding, The Science Question in Feminism, (Ithaca, N. Y. : Cornell University Press, 1986), especially pp. 24-29; Mary Hawkesworth, â€Å"Feminist Epistemology: A Survey of the Field,† Women and Politics 7 (1987): 112-124; and Hilary Rose, â€Å"Hand, Brain, and Heart: A feminist Epistemology for the Natural Sciences,† Signs 9, 11 (1983): 73-90. † (Antony 2002, Note 3). [iv] For discussion of Feminist Standpoint Theory, see Bar On (1993); Harding (1993); Longino (1993). For a more general analysis of essentialism in feminist theorizing, see Spelman (1988). [v] Thanks to Elizabeth Brake for clarifying the distinction between the emotion of amusement and the behavior of laughter, as well as supplying me with an example of amusement anticipation. [vi] Jaggar does mention that she is speaking â€Å"very generally of people and their emotions, as though everyone experienced similar emotions and dealt with them in similar ways† (Jaggar 1992, 157). And she further notes that â€Å"it is an axiom of feminist theory†¦that all generalizations about ‘people’ are suspect† (Jaggar 1992, 157). So she does, at the very least, seem to recognize that she may fall prey to Frye’s criticism. However, she goes on to argue that making generalizations about the emotionality of women is part of how the epistemic authority of men is perpetuated, and she does not address the issue of how she should deal with the problem as it applies to standpoint theory. I find this particularly odd given that in another work she claims that part of the project of feminist ethics entails that feminists be sensitive to the fact that all women are not similarly situated in such a way that universal claims can be made about them even though there are commonalities between women’s situatedness at times. (Jaggar 1991). So, although I am uncertain as to why she does not deal with problems that might arise from this issue as it applies to standpoint theory, I gather that she would welcome rather than reject feminist theories that could aid her in avoiding this problem as it would apply to feminist epistemology. BIBLIOGRAPHY Alcoff, Linda, and Elizabeth Potter. 1993. Feminist epistemologies. New York: Routledge. Antony, Louise. 2002. Quine as a feminist: the radical import of naturalized epistemology. In A mind of one’s own 2nd edition, ed. Louise M. Antony and Charlotte E. Witt. Colorado: Westview Press. Bar On, Bat-Ami. 1993. Marginality and epistemic privilege. In Feminist epistemologies. See Alcoff and Potter 1993. Code, Lorraine. 1993. Taking subjectivity into account. In Feminist epistemologies. See Alcoff and Potter 1993. Frye, Marilyn. 1996. The possibility of feminist theory. In Women, knowledge and reality 2nd edition. ed. Ann Garry and Marilyn Pearsall. New York: Routledge. Griffiths, Morwenna. 1995. Feminisms and the self. New York: Routledge. Harding, Sandra. 1993. Rethinking standpoint epistemology: â€Å"what is strong objectivity†?. In Feminist epistemologies. See Alcoff and Potter 1993. Jaggar, Alison M. 1992. Love and knowledge: emotions in feminist epistemology. In Gender/body/knowledge. ed. Alison M. Jaggar and Susan R. Bordo. New Brunswick: Rutgers University Press. ——. 1991. Feminist ethics: projects, problems, prospects. In Feminist ethics. ed. Claudia Card. Kansas: University Press of Kansas. ——. 1983. Feminist politics and human nature. New Jersey: Rowman & Allanheld Publishers. Longino, Helen E. 1993. Subjects, power and knowledge: description and prescription in feminist philosophies of science. In Feminist epistemologies. See Alcoff and Potter 1993. Scheman, Naomi. 1993. Engenderings: constructions of knowledge, authority, and privilege. New York: Routledge. Spelman, Elizabeth V. 1988. 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