Mahatma Gandhi Research Paper Example

Mahatma Gandhi Paper Essay on Mohandas Karamchand Gandhi Mohandas Karamchand Gandhi commonly known as Mahatma Gandhi or Bapu (Father of Nation), was the preeminent leader of Indian nationalism in British-ruled India. Employing non-violent civil disobedience, Gandhi led India to independence and inspired movements for non-violence, civil rights, and freedom across the The son of a senior government official, Gandhi was born and raised in a Bania[4] community In coastal Gujarat, and trained In law In London. Gandhi became famous by fighting for the clvll rights of Muslim and Hindu Indians In South Africa, using new techniques of non-violent clvll disobedience that he developed. Returning to India In 191 5, he set about organlslng peasants to protest excessive land-taxes. A lifelong opponent of â€Å"communalism† (I. e. basing polltlcs on rellglon) he reached out widely to all rellglous groups. He became a leader of Muslims protesting the declining status of the Caliphate. Assuming leadership of the Indian National Congress in 1921, Gandhi led nationwide campaigns for easing poverty, expanding women’s rights, building religious and ethnic amity, ndinguntouchability, increasing economic self-reliance, and above all for achieving Swaraj †the independence of India from British domination. Gandhi led Indians in protesting the national salt tax with the 400 km (250 mi) Dandi Salt March in 1 930, and later in demanding the British to immediately Quit India in 1942, during World War II. We will write a custom essay sample on Mahatma Gandhi specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mahatma Gandhi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mahatma Gandhi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He was imprisoned for that and for numerous other political offences over the years. Gandhi sought to practice non-violence and truth in all situations, and advocated that others do the same. He saw the villages as the core of the true India and promoted self-sufficiency; he did not support the industrialisation programs of his discipleJawaharlal Nehru. He lived modestly in a self-sufficient residential community and wore the traditional Indian dhoti and shawl, woven with yarn he had hand spun on a charkha. His chief political enemy in Britain was Winston who ridiculed him as a â€Å"half-naked fakir†. 6] He was a dedicated vegetarian, and undertook long fasts as means of both self-purification and political mobilisation. In his last year, unhappy at the partition of India, Gandhi worked to stop the carnage between Muslims, Hindus and Sikhs that raged in the border area between India and Pakistan. He was assassinated on 30 January 1948 by Nathuram Godse who thought Gandhi was too sympathetic to India’s Muslims. 30 January Is observed as Martyrs’ Day in India. The honorific Mahatma (â€Å"Great Soul†) was applied to him by 1914. [7] In India he was also called Bapu (â€Å"Father†). He Is known In India as the Father of the his birthday, 2 October, Is commemorated there s Gandhi Jayantl, a national holiday, and world-wide as the International Day of Non- Violence. Gandhi’s philosophy was not theoretical but one of pragmatism, that Is, practlslng his principles In the moment. Asked to give a message to the people, he would respond, â€Å"My life is my message BY vjshalRaJ1 freedom across the world. The son of a senior government official, Gandhi was born and raised in a Bania[4] community in coastal Gujarat, and trained in law in London. Gandhi became famous by fghting for the civil rights of Muslim and Hindu Indians in South Africa, using new techniques of non-violent civil disobedience that he developed. Returning to India in 1915, he set about organising peasants to protest excessive land-taxes. A lifelong opponent of â€Å"communalism† (i. e. basing politics on religion) he reached out widely to all religious groups. He became a leader of achieving SwaraJ †the independence of India from British domination. Gandhi led March in 1930, and later in demanding the British to immediately Quit India in 1942, Churchill,[5] who ridiculed him as a â€Å"half-naked fakir†. ] He was a dedicated Godse who thought Gandhi was too sympathetic to India’s Muslims. 30 January is to him by 1914. [7] In India he was also called Bapu (â€Å"Father†). He is known in India as the Father of the Nation;[8] his birthday, 2 October, is commemorated there as Gandhi Jayanti, a national holiday, and world-wide as the International Day of Non- Violence.

How to Start Paying Students for Good Grades Effectively

How to Start Paying Students for Good Grades Effectively SAT / ACT Prep Online Guides and Tips Paying students for good grades is a controversial practice, and many would argue that it cheapens the learning experience (pun intended). However, it appears that sometimes monetary incentives can be a positive motivation for struggling students if they are applied wisely. I'll go through some scientific findings onthe success of incentive programs in schools and then give you ideas for how you can responsibly implement a reward policy for your student. Cash Incentives for Students: Who Pays? Parents or Schools? Some schools have experimented with payment programs (as I’ll discuss in the next couple of sections), and the results from these studies can helpparents decide if and how to use monetary incentives for good grades.Since it is unlikely that your high school is or will be a part of these types of studies, in the last section of this article I will discuss how parents can implement payment systems to reward students for good grades. Small incentives are likely within the reach of most parents. Fun low-cost experiences can also be substituted for money!In considering the successes and failures of experimental school-based payment plans, we can make inferences about how parents can successfully use monetary rewards to help students get better grades. The studies I describe in the next section will provideinformation that can be applied to the more specific circumstances surrounding you and your family. What Do Studies Say About Paying Studentsfor Good Grades? There have been a few studies over the years that have experimented with paying students for attending and doing well in school. At Chelsea High School in Chelsea, MA, students were given $25 if they had a perfect attendancerecord during a school term. This study ran from 2004-2008 but didn't seem to yield any improvements in academic performance or attendance at the school. Schools have also experimented with giving students prizes for attendance. In Georgia, at Stone Creek Elementary School, students were given incentives for attendance including video game consoles, ice cream, and other prizes. The rate of students missing 15 or more days of school during the year dropped by 10 percent. This study may have had more success than the one in Chelsea because the embodiment of incentives in the form of something like an Xbox is more exciting to kids than the prospect of earning $25 at the end of a semester. Seems like kind of a counterproductive reward, but whatever. The most wide-ranging studyon monetary incentives for good grades was organized by Harvard economist and founder of Harvard’s Education Innovation Laboratory, Roland Fryer, in the cities of Dallas, New York City, Chicago, and Washington, D.C. Over 38,000 students were given paychecks for performing well in school. Each city had a different incentive system to test the merits of various methods of paying students for good grades. The experimental group in Dallas was comprised of 3,718 second-grade students at21 different public schools in the Dallas Independent School District. These students were paid $2 every time they read a book, with a limit of 20 books per semester. To earn the reward, students had to take an AR (Accelerated Reader) quiz on the book and score at least an 80 percent. The average student received $13.81 in incentive payments, with a total of $42,800 distributed. In New York City, 63 schools were included in the experimental group with a total of 15,883 fourth and seventh-grade students. Incentives were given out based on students' performance on six computerized exams (three in reading and three in math) and four pencil and paper predictive assessments. Fourth graders earned $5 for completing a test and $25 for a perfect score. Incentives for seventh graders were set at double this amount, so they earned $10 for completing a test and $50 for a perfect score. In this case, the average fourth-grader earned $139.43, and the average seventh-grader earned $231.55. The portion of the study in Chicago was conducted in 20 low-performing public schools with 7,655 ninth-graders. In this case, students were simply given incentives for their grades in five core courses: English, math, science, social science, and gym. Students would earn $50 for each A, $35 for each B, $20 for each C, and no money for lower grades. The average student earned $695.61. In Washington, D.C., 17 schools were included in the experimental group. Sixth, seventh, and eighth-grade students were given incentives based on attendance, behavior, and three other inputs chosen by each school individually. These mostly included things like wearing a school uniform and completing homework and classwork. Students were given one point for each of the five metrics they satisfied on a given school day. This meant that students could earn a maximum of 50 points during each two-week pay period. Each point was rewarded with a $2 monetary incentive. The average student earned about $40 every two weeks. Give kids the gift that keeps on giving: cold hard cash. From the data collected after these studies, there is very limited evidence to suggest that monetary incentives improve student performance. In Chicago, GPA and credits earned on average increased by a very small amount, but there were no changes in standardized test scores. In New York, no significant positive changes were noted in terms of either test scores or GPA. The portion of the study conducted in Dallas showed some potential. Reading achievement increased significantly on standardized English tests taken by the second graders after the study. The middle school students in Washington, D.C. schools also demonstrated improvement in reading and, to a lesser degree, math scores. In the next section, I'll go over what these results might mean in regards to the effectivenessof paying students for good grades. What Can We Learn From This Information? The success of these policies depended heavily on how and for what reasonthe money wasdistributed.Students were more likely to improve if they were given monetary rewards for concrete tasks like reading books (Dallas) or completing classwork (D.C.) rather than something more abstractlike earning a certain grade.If students don’t have an understanding of the tools and strategies they need to implement in order to improve, they won’t be able to change their grades or test scores. More specific directives help kids who may have never learned how to study properly get on the right track. Improvements in grades and scores may come later as a result. In general, the studies show that giving money to students for good grades only works if you also give them the strategies they need to get there and provide incentives for smaller milestones that are less intimidating.Inputs, rather than outputs, should be rewarded first. It's impossible to reach your destination if you don't have directions. Also, whoever took this picture should probably stop lying in the middle of roads for the sake of mediocre artsy photography. The Pros and Cons of Paying Kids for Good Grades If you’re thinking about rewarding your child with cash for good grades, you should take the arguments for and against itinto account.Some would say that, even if a child improves his or her grades as a result of a monetary incentive, it’s sending the wrong message.When you set up money as a motivator, it may cause a student to lose any appreciation for the intrinsic value of learning.If their only motivation is money, they may lose interest in the actual subjects and could suffer later on when rewards are less forthcoming.This won't happen with every kid, but it’s a risk that comes with the territory. However, if you have a student who’s very unmotivated and just feels like there’s no point to trying in school, money could be a good motivator.Even for students who don’t plan on going to college, it’s important to get a high school degree.Paying students who plan on going to trade schools or professions rather than a four-year college may be a productive strategy.Students who feel like they’re â€Å"not cut out for school† may respond well to concrete incentives for good academic performance. The privilegeof being able to wear a hideous hat is only one of the many perks of graduating from high school. What's the Most Effective Method ofPaying Your Child for Good Grades? If you’re hoping to see actual improvement, you should challenge your child to meet specific short-term goals first. Avoid saying something like â€Å"I’ll give you $100 if you get an A in this class.† If your child isdoing poorly in a class, shemight not know where to begin in terms of improving herperformance to an A level. Instead, you can try something like â€Å"If you finish every problem set you’re assigned in Algebra 2/read all the chapters you were assigned for English/work on your history project for three hours this week, I’ll give you $10.† These are concrete goals that any student can achieve with some persistence.You can still plan on giving your child a bonus if and when she reaches a certain letter grade, but in the meantime, taking baby steps towards that grade with short-term goals is important. To make it a little more fun, you could set up a system where, if a studentcompletes a certain number of small milestones, he or she earns a monetary reward.This might work if your child is struggling in more than one class and needs to do a significant amount of work in different areas to catch up. Another idea that could be even better than a cash reward is to reward your child with a fun experience for diligent study habits.This could be as simple as going out to a favorite restaurant or taking a day trip. It all depends on the temperament of your child and the types of incentives you think he or she will appreciate the most. There are also many other ways to encourage your child to do better in school without monetary incentives. Some kids need more structure than others, so setting up a homework schedule might help keep them on track. You may also be able to work with the school to organize low-cost tutoring from more advanced peers and extra help from teachers. These methods can yield more significant positive results than payment plans if they're implemented effectively, but it will take time and effort on the part of both you and your student. Gold stars might not work as actual incentives for high school students, but their symbolic value still stands. What's Next? If you're looking for tips on how to get good grades in high school, read this article to learn about academic strategies that can lead to major improvements. Unsure of where you stand with your current grades? Check out this article on what constitutes a good or bad GPA for college applications. If you're still in the process of planning out a high school schedule, take a look at our expert guide to which classes you should take in high school. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Politics Essay Example | Topics and Well Written Essays - 1000 words - 1

Politics - Essay Example Thus, they could be distinguished in accordance to the effective number of parties that they have (Golosov, 2010). As mentioned, party systems come in various types. Two of the most popular are the two-party system and the multi-party system. A two-party system is a state by which democracies are dominated by only two parties. While there may be other parties existing in the sidelines, those are of no real threat to the two main ones and exercise no real political significance. In this system, either of the parties should be able to gain enough numbers of working majority post-election and obtain a position that will allow it to govern without the other party’s support. Expectedly, power will change rotationally in a two-party system (historylearningsite.co.uk, 2011). Moreover, in a two-party system, the voter is presented with a simple choice. Additionally, in this type of party system, political moderation is promoted since the incumbent party can appeal to the so-called â⠂¬Å"floating voters† in the concerned country. ... However, this is not good for two-party systems. Recent history would also show that the two houses of congress have always been rules by the Democrats up until the time the people voted for George W. Bush. Another country that makes use of the two-party system is Jamaica. This country’s two-party system started during the political rivalry of William Bustamante and Norman Manley. The system that Jamaica has is very similar to the two-party system in North America. The two parties fighting for positions in Jamaica are JLP and PNP. The system in Jamaica differs from the one in the US and Britain due to the following, (1) the wealthy in Jamaica, who are basically the ones that becomes the leaders in the country, are closely knit that of the 1st five prime ministers are related; and (2) the political frame of reference in Jamaica is not class or race but party identification. The members of each party are extremely loyal due mainly to their very strong family ties. At times, viol ence can be the result of antagonism against the other party. Other countries with two-party system of government are New Zealand, Great Britain, Canada (Conservatives and Liberals) and Australia (Liberal Party and Labour Party which has been affected by a third party, i.e., the Country Party) (eb.com, n.d.). On the other hand, the multi-party system is one that is made up of more than two political parties that impacts the country’s politics and are able to control government either separately or via a coalition with other parties. In this system, the effective number of parties is from 3 to 10. Under this system, numerous political parties, both major

The Development of the American Public School Essay

The Development of the American Public School - Essay Example During early colonial years several laws were passed in favor of making education more common in society. The Massachusetts Education Law of 1647 was amongst those laws passed, requiring towns of fifty families to hire a schoolmaster who would teach their children to read and write (History, 2004). Additionally, towns of a hundred families were required to have a grammar schoolmaster, which created consistency in quality of education (History, 2004). It was at this point in our nation's educational history that formal schooling as we know it became more valuable, as well as desirable. Author Robin Cook stated, "Education is more than a luxury; it is a responsibility that society owes to itself" (Inspirational, 2003). Education became more of a social responsibility and educators were formally hired for the sole purpose of teaching the youth of a budding nation. Perhaps even more surprising, considering previous practice, is that they were paid to do so, either by the government or in dividual families (History, 2004). Formal schooling was becoming more of a personal responsibility and a priority taken seriously (History, 2004). The years following the new legislative direction, some families sent their children to "Dame" Schools, which were set up in the homes of women in the community. Dame schools were widely popular for those who were unable to send their children to the one room schoolhouses. These women had both the time and inclination to teach students of all ages and levels and worked in exchange for a meager allowance, such as food, miniscule stipends, or practical supplies (History, 2004). Also, traveling Schoolmasters traversed across states to various towns to educate the children in an effort to contribute to the dream of social harmony via knowledge and literacy. Usually, families of the community would take turns housing and feeding their schoolmaster for the duration of his stay. During the late 1700s and early 1800s, Thomas Jefferson's influence on American public education was astronomical. Though Jefferson is well known for the Declaration of Independence and his presidency, he also played a very large role in laying the ground work for the Public Schools system that we are fortunate to have today (Conant, 1962). According to Jefferson, "If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and will never be" (Inspirational, 2003). In the late 1770s Jefferson served in the House of Delegates as part of the General Assembly of Virginia (History, 2004). While in the Assembly, he introduced a bill that would create a free system of tax-supported elementary education for all except slaves (History, 2004). He proposed the idea of free public education to take place over a period of at least 3 years for every white child. If parents wished to continue their child's education beyond 3 years time, they could then begin paying for it themselves (Conant, 1962). In September of 1817 Jefferson proposed the "Act for Establishing Elementary Schools". His plan was to have schools which were locally controlled and supported largely by local taxes. In a speech he gave Jefferson explained: At

Property law and trust question Essay Example | Topics and Well Written Essays - 1000 words

Property law and trust question - Essay Example According to English, C. (2005, 211), â€Å"Personal property includes all property other than freehold estates and interests in land. Personal property was called chattels by the common law and often referred to as movable goods, which included such items as money, debts, clothing, household goods, food, and all other movables and the rights and profits related to them† (Halsbury, Laws of England, 1960) b) The Japanese-style summer house and pagoda Under the law, Sarah has the right to demand for the Japanese style summer house and pagoda  because they are considered as immovable properties and they follow the land. The deed of sale entered by Sarah and the couple, Matt and Jane, has for it object a parcel of land, which is considered a real property or otherwise known as an immovable property. English, C. (2005,211) defined â€Å"real property as land and whatever is attached to the land, fixtures, rights and profits annexed to or issuing out of the land†. Therefore , Sarah is allowed by law to the recover permanent fixtures attached to the land, after purchasing the cottage. Hence, if the structures on the land are by nature, fixed and cannot be moved from one place to another, they are considered part of the property which was newly purchased. ... â€Å"The statutory requirements for a valid contract for the sale and purchase of land are the following: Capacity, Offer and Acceptance, Consideration and Legality† (Cummins, 1997, p. 44). b) Explain whether there is a valid contract between Sarah and Peter for the sale and purchase of the London flat    Yes, there was a valid contract between Sarah and Peter for the sale and purchase of the London flat. All elements for a valid contract of sale are present, namely: Capacity, Offer and Acceptance, Consideration and Legality. In the case at bar, there was a meeting of the minds between Sarah and Peter the moment Peter agreed to sell his flat to Sarah for the consideration of ?180,000. The fact that Peter accepted the offer tendered by Sarah in the amount of ?180,000, there was already a perfected contract as she signed the letter that she is willing to buy the property. To consider an offer to be acknowledged, â€Å"a valid act of acceptance must be made by the offereeâ₠¬  (Gillies, 2004, p. 149). This was further clarified in the case of Carlill v. Carbolic Smoke Ball Co., (1893) 1 QB 256. â€Å"The first requisite of a contract is that both parties have reached an agreement. There are three essential requisites to the creation of a contract, namely: agreement, contractual intention and consideration† (Oughton and Davis, 2000, p. 21). Here, all the essential requisites to make a contract perfected are present. Therefore, there was a valid contract entered by both parties, giving rise to the cause of action by Sarah against Peter for breach of contract and to compel him to fulfill his obligation to deliver the flat. 3.) Explain the nature of the rights if any, which peter has to keep his horse in the paddock Peter has

Effects of Technology on Behavior

Effects of Technology on Behavior Technology: Changing Our Behavior and Relationships for the Better or Worse? Most of us are familiar with this scenario: A group of friends out on a lunch outing, each with their cell phones or laptops out, busily texting, catching up on the latest news, and surfing the internet instead of conversing with the people in front of them. Today, we are living in the era of digital technology where it is difficult to not be encompassed by the realm of digital world. More than two billion people use the Internet, and about five billion people are cell phone users. Technology is growing at an increasingly fast pace. It seems like everywhere we go, we are constantly surrounded by the presence of technology. In compliance with the increasingly advanced technology, our lifestyles are adjusting to keep up with it. In the increasingly technological society with new gadgets in the market, acquiring technological devices seems like the only way to fit in with the crowd. However, have you ever thought about the effects that heavy technology usage might have on your behavior and personal relationships? Overusing technology, such as cell phones and the internet, can cause us to neglect the people around us, and, ultimately, cause our behaviors and relationships to change detrimentally. It is of no doubt that technology is pervasive throughout our lives. A 2014 study done by Nielson reveals that the average American is digitally connected for approximately 11 hours every day (in-text citation). Social networking sites, email, online games, are among the most  popular interests of the digital world. Although young adults are the dominant group of internet  users, a study done by the Pew Research Center reveals, â€Å"Over the past year, the biggest growth in usage was among older users. Nearly half of Americans ages 50-64-and a quarter of those 65  and older-now use SNSs† (Clemmitt 5). For years, the heated topic of debate centers upon whether technology changes our lives for the better or worse. With the rise of smartphone users in the recent years, many have complained about being neglected by their family and friends, who are constantly engaged by social media networks, text messaging, and taking pictures of themselves. There is discussion on how the rise of social media sites invades our privacy and create a thin line between our private and public lives. As of this year, Facebook membership skyrocketed to over 1.35 billion users. Mark Zuckenberg, the creator of Facebook, argues â€Å"People have gotten really comfortable not only sharing more information and different kinds, but more openly and with more people† (Clemmitt 3). Along with the rise of Facebook and other social networking sites, the number of people sharing more personal information about themselves, and the time they spend on these sites has escalated. A Facebook account can surely reveal a spouse’s infidelity, a suicidal teenager’s thoughts, and much more than we are aware of. The internet is tool that we use to communicate with family and friends, as well as to  publish information on mediums to a large audience. A study done by Nielson, a leading  global information company whose primary objective is to seek understanding of consumer behavior, reveals that Americans spend approximately 23% of their online time on social media networks (Kessler 1). This number is on the rise every year, as more people are becoming exposed to the digital world. For many of us, it is extremely difficult to ignore the impulse to check our cell phones for a new update or an incoming text message. Some experts worry that soon social media will dominate face-to-face interaction, resulting in increased narcissism, decreased relationship quality, and lead to serious issues like cyberbullying. Many analysts argue that technology pushes our society to become increasingly impersonal and causes people to spend less time having face-to-face interaction. Thanks to technology, our society is relying more and more on text messaging, video chatting, and social media sites as means of communication. A survey conducted to find the preferred modes of communication discovered that people born between 1990 to 1999 prefer texting and social networking above all other forms of communication. For this generation, face-to-face interaction is the least preferred form of communication. In contrast, all of the generational groups born between 1940 and 1989 chose face-to-face interaction as their most preferred form of communication, and none of these groups listed social networking as a mode of communication. (Clemmitt 2). Today, many people forgo face-to-face conversation in favor of digital communication because it encourages more brevity and openness. Katie E. Davis, a professor at the Uni versity of Washington, asserts, â€Å"It feels much safer to broach uncomfortable subjects when you don’t have to look someone in the eye† (Clemmitt 5). In other words, digital  communication allows us to delge into topics that we are normally uncomfortable conversing. However, there are several issues that arise when technology is used as the primary mode of communication. First and foremost, technology doesn’t always enable people to express their thoughts and emotions without being misunderstood. When people communicate by text messaging or through social media sites, several nonverbal communication cues, such as body language, tone of voice, and body gestures are unavailable. As a result, it is easy to misinterpret an unintended message. Furthermore, it is often difficult to interpret face-to-face conversations that do take place without an adequate understanding of these cues. Some people argue that technology is a valuable asset to people who have trouble having face-to-face interaction with others, such as those that suffer from autism or psychological  disorders. They maintain that these people find solace in the digital world, as well as a place  where they can socialize without being ostracized. However, I beg to differ. Social media  sites create the illusion of companionship, and does nothing to help these people develop proper social skills. Many of these people suffer from depression and loneliness in the first place, and by solely interacting with others online rather than in real life, these problems will worsen and they will be further detached from society. Another crucial aspect of technology is that it affects our attention span, thus causing us to become ignorant of our priorities. Several studies and researchers point out that students have difficulty focusing in class and adults have trouble concentrating at work when their cell phones are nearby. Michael Suman, a professor at the University of Southern California, asserts that even with their phones off, students are unable to fully concentrate on their education because they are under the influence of technology. Technology is one of the leading influences in our relationships with our families and friends. By delging into our personal lives, technology changes how we interact with our loved ones. Although the digital world can be an asset in many aspects, it can also destroy relationships and trust. Steve Tucker, a relationship counselor, claims that many of his clients have come to him after they discover a racy text message, exposing their partner’s infidelity. Some of these affairs begin in online chatrooms, which proceed to flirtatious text messages. He insists â€Å"People have actually jumped out of a marriage and filed for divorce and never met the person who’s the new object of their romantic interest† (Newsome 3). Although most of these affairs are not even sexual, they ruin the arguably most important aspect of a relationship, trust. In addition to infidelity, online games and pornography are equally distracting and detrimental to establishing healthy relationships. Alot of people are so enamored with online video games that they spend hours in front of their computer screen, forsaking their jobs, education, and relationships. However, it is critical to note that technology has also opened the doors to happiness for many couples, who have found love online. Although this is true, there are several possible issues that arise, such as the possibility of identity fraud when finding a romantic partner online. Furthermore, in some incidences, a suicidal individual’s life is saved when someone reports their provoking thoughts and messages. Yet, it is often difficult to tell whether the person is authentic, or just trying to seek attention. Furthermore, technology also impairs relationships with its distractions and interferences. Technology has made it difficult for us to ignore the impulse to check for updates. A study completed in 2011 discovered, â€Å"Smartphone users are developing checking habits-recurring 30-second glances at social media such as Facebook- as often as every 10 minutes† (Clemmitt 5). Consequently, it makes us oblivious of others around us. Clifford Nass, a professor at Stanford University, states, â€Å"Today, people think it’s okay to text in the middle of dinner, at a meeting, in class, wherever† (Greengard 18). As a result of the society that is becoming more interdependent on technology, it is now not unusual to see a father more intent on texting at his son’s football game, rather than on watching his son play. Accordingly, family members spend less quality time with each other when they succumb to the addiction of heavy technology usage. For instance, in a technology dominated household, the father might spend all his time watching television, the mother could spend hours shopping for the latest fashion trends, and the children may perhaps endlessly play online video games. Although some people claim that technology connects family and friends across the globe,  many studies have pointed that even if our loved ones are around us, we turn a blind eye and retreat to our technological devices. Moreover, technology gives us the delusion of  Technology gives us the illusion of intimacy.   â€Å"Constant connectively offers the illusion of companionship without the demands of friendship.† Two educators at the University of Essex, Andrew K. Przybylski and Netta Weinstein, conducted an experiment that demonstrated cell phones do indeed affect relationship quality. The study divided the experimenters into two groups, one with their cell phones with them, and the other without. The participants were told to have a conversation. At the end of the experiment, the group with their cell phones nearby reported that they experienced a conversation with less empathy. which demonstrated that cell phones detrimentally affect relationship quality. Paragraph: Cyberbullying Cyberbullying is one of the few fundamental issues that arise from heavy technology usage. By definition, cyberbullying is the use of technology to threaten, defame, or harm someone. Every year, thousands of lives are claimed due to cyberbullying. According to a national study conducted by Jaana Juvonen, a psychology professor at the University of California at Los Angeles, â€Å"More than 70 percent of heavy Internet users ages 12 through 17 — mostly girls — said they had experienced at least one incident of online intimidation via e-mail, cell phones, chat rooms and other electronic media in the previous year† (Billitteri 2). Although  many cases are moderately harmless, some cases leave long-term effects. A study done by Justin W. Patchin, a professor at the University of Wisconsin, reports â€Å"Between 10 and 30 percent of children and teenagers report having been on one side or the other of an online bullying incident at some point† (Clemmitt 5). Works Cited Clemmitt, Marcia. Social Media Explosion.CQ Researcher. N.p. 25 Jan. 2013. Web. 25 Sept. 2014. http://mashable.com/2011/09/12/23-percent-online/

Following in the Ways of Zen Buddhism Essay -- Essays Papers

Following in the Ways of Zen Buddhism I fell in love with the first Buddhist I ever met. That is to say I fell in love with a man who is a Buddhist. I, however, am not a Buddhist. I have faith in what I find to be right rather than committing to a religion that I would not wholeheartedly believe in. It would seem that a difference in our spiritual practices may be a strain on our relationship, but in truth our faith lies in similar areas. The biggest difference between us is that I lack the knowledge and self discipline to be a practicing Buddhist. In loving Matthew I also want to gain understanding in what it is he believes. I have read through several texts in passing and find Buddhism more appealing as I continue to research it. In seeking to know more of Buddhism, I am promoting Buddhism as a beneficial practice. There are so many different kinds of Buddhism that it would be rather hard to write a definitive work on all of them. The type of Buddhism that Matt chooses to follow the most closely is Zen Buddhism, though there are also Tantric practices he engages in. Information from an affiliate of the University of Virginia named Jennifer Gruia states that Zen Buddhism is founded upon the enlightenment of Siddhartha Gautama . Achieving enlightenment at the age of thirty-five, he gained the status of Buddha (â€Å"One who is awake†) and came to the realization that everything is subject to change and that suffering and discontentment are the result of the attachment to circumstances and things which, by their nature, are not permanent. That is how Zen Buddhism found its beginning, but some say that Bodhidharma is its founder since he spread the teachings across India and China . ( Gruia ) ... ...oduce great deeds, great art and culture, and greater still, great men.†(Humphreys 98) I believe my fiancà © Matthew to be one of those great men, and I attribute at least part of that to his faith and following in the ways of Zen Buddhism. Works Cited â€Å"Essentials of Buddhism: Core Concepts.† Buddhaweb . 10 October 2004. Gruia , Jennifer. New Religious Movements: Zen Buddhism. U of Virginia . 10 October 2004. Humphreys, Christmas. Zen Buddhism . London : Novello & Co. Ltd., 1957. Kabik , Matthew. Personal interview. 17 October 2004 . â€Å"Meditation for Health: Home.† Meditation for Health. 17 October 2004 Suzuki, Daisetz T. The Essential of Zen Buddhism. New York : E.P. Dutton & Co. 1962.

Teacher and Confucius

Confucius What kind of person was Confucius in everyday life? Focus on the following: his clothing and diet, his possessions, his pastimes, the company he kept, and anything else that is relevant. In everyday life Confucius was a relaxed and cheerful man who was constantly in search of new knowledge. He studied the Chinese Classics mainly focusing on the Books of Odes, History and Rites. In his spare time, however, he liked to relax in his manor. He was very picky with the people he chose to keep around. They had to love strategy and the possible success you could get from it.He taught culture, conduct, conscientiousness and good faith and was also picky about who he let in to his school. They had to be modest and willing to listen because he didn’t repeat lessons. He loved music. He would sing in the company of those who were singing. When passing through Ch’I he heard their music and said, â€Å"I did not imagine that music had reached such perfection. † (Confu cius 35). This having been said he also traveled with his students and neglected his family duty. Once when his son saw him in passing and Confucius asked him if he had â€Å"Studied the Odes? (Confucius 102) His son said no so Confucius told him that he would have nothing to use in conversation. So his son left determined to study the book of Odes. On a different day his son saw him again and a similar thing happened only this time Confucius asked about the Rules of Ceremony. The result was exactly the same as the first time. This goes to prove that those who can teach don’t always put their own teachings in to practice. Why is Volume One, Book Two entitled â€Å"Concerning Government† but barely mentions government?Hint: the contents of Book Seven may assist you in answering this question. You can’t teach someone how to run a government but you can teach them how to be a better person in hope that they will be able to better govern the country. One must corre ct themselves before they try to correct others. This is exactly why Volume One, Book Two says little about government and a lot on how to be a better person. Confucius said â€Å"If a man put himself aright, what difficulty will he have in the public service; but if he cannot put himself aright, how is he going to put others right? (Confucius 75) This saying is basically saying one must correct themself first and others later, but if one can’t correct themself then they have no right to attempt at correcting others. In some senses Confucius was a very straight forward man and in others he was just plain confusing. This was one of the areas that he was straight forward with his teaching. It was very important to him that one knew how to act. Despite his reputation as a charismatic teacher, Confucius makes no claim to originality—in fact, it is hard to discern exactly what his teachings are.Why is this the case? He himself did not claim to be a teacher at all. It was h is disciples who made him so. He had people who followed him and listened to what he said and this was enough to make him a teacher, whether what he was saying was original or not made no difference. What mattered was that he had a group of students who were willing to listen to what he said and put it into practice. His teachings, however, were hard to understand. This was because he didn’t want just anyone to be able to follow and understand what he was saying.They had to be smart and make an effort to understand. This was also because sometimes he just spoke in riddles and didn’t give a simple answer. When he did this it would seem that what he was saying was completely unrelated to the question asked, but in some roundabout way it was actually the answer to the question all along. His students just had to think it over a lot before they understood. Confucius himself had no desire to be a teacher but because so many people liked his teachings, it just sort of happen ed that way.What contrasts does Confucius present with the religious figures of ancient Egypt, India, Mesopotamia, China, etc.? Does he strike you as a particularly â€Å"religious† figure? Why or why not? In contrast to the religions of the ancient world Confucianism is more about teaching someone how to live justly. Confucius teaches his students to respect their family and honor their ancestors not about the gods and the afterlife; this is probably the biggest difference. He teaches about what it means to live in this life and how one should go about doing so.In the religions of ancient Egypt, India and Mesopotamia there has always been a priest like figure who would perform religious and sacrificial ceremonies. This figure also had the task of letting everyone know about their religion and how to follow it properly. Sometimes these religious leaders were the head of their country/city/empire and if they weren’t, the leaders had almost always practiced the same or a very similar religion. Confucius was neither the king nor a particularly important person in society (or at least that’s what I gathered from the Confucius Analects).He was just an ordinary man who just so happened to know what he was talking about and how to teach others how to properly live their lives. One could do this by honoring their ancestors and by living a virtuous life. In these other religions, however, there has always been some form of afterlife, be it cheerful or gloomy, and most of these ancient civilizations buried their dead (especially those who were important) with luxury items for them to take to the afterlife. Confucius never taught about the afterlife though.Once a student of his asked about death and Confucius replied, â€Å"Not yet understanding life, how can you understand death? ’ (Confucius 61). Confucius does not seem like a religious figure at all. In fact, there is some debate about whether or not Confucianism can actually be considered a religion. What Confucius taught was how to live a moral life as a human being. He taught that one should study the Chinese Classics and follow a few basic rules of life. This is why he does not seem like a religious figure or to have been a religious man.

Zulu essays

Zulu essays The kinship system is bases upon two things the dynamic principles and the resultant social phenomena in three different categories. The categories are the territorial kinship, the descent group kinship, and the terminological kinship. For the territorial kinship the main goal was for exploitation of the land coalescence of houses. This formed the segmentation of kinship groups . The individual families which emerged as the basic kinship units were organized into descent groups, mainly of minor order. The determinants of the descant rank determined the rank , status, position, descent-group headship. This was together with the primogeniture which determined the succession, inheritance, settlement of disputes. Then there was the terminological aspect which was the classificatory principle that took care of the terminology and associated domestic rights and obligations. The rights and obligations of the terminological system were and are effective within the territorial framewo rk of the descent-group system. In this terminological aspect common reciprocal rights and obligations associated with the kinship class for similar positions. A man classifies not only his father, but all his fathers brothers by the same and different mothers, under the class-term BABA. In different positions He classifies not only his fathers brothers but also his mothers sisters husbands as BABA. The Zulus traditional religion was centered on ancestor worship. According to Zulu religion, the spirits of the ancestors (called Amadlozi) guided their daily lives and sacrifices therefore made to appease these spirits. They believed that the ancestors could only be seen in dreams and that soothsayers (called sangomas) which were generally females, were the only ones who had the power to communicate with them. People consulted the sangoma if their own sacrifice did not have the desired results. The sangomas were called to...

History of the Scanning Tunneling Microscope

History of the Scanning Tunneling Microscope The scanning tunneling microscope or STM is widely used in both industrial and fundamental research to obtain atomic scale images of metal surfaces. It provides a three-dimensional profile of the surface and provides useful information for characterizing surface roughness, observing surface defects and determining the size and conformation of molecules and aggregates.   Gerd Binnig and Heinrich Rohrer are the inventors of the scanning tunneling microscope (STM).  Invented in 1981, the device provided the first images of individual atoms on the surfaces of materials. Gerd Binning and  Heinrich Rohrer Binnig, along with colleague Rohrer, was awarded the Nobel Prize in physics in 1986 for his work in scanning tunneling microscopy. Born in Frankfurt, Germany in 1947, Dr. Binnig attended J.W. Goethe University in Frankfurt and received a bachelors degree in 1973 as well as a doctorate five years later in 1978. He joined a physics research group at IBMs Zurich Research Laboratory that same year. Dr. Binnig was assigned to IBMs Almaden Research Center in San Jose, California from 1985 to 1986 and was a visiting professor at nearby Stanford University from 1987 to 1988. He was appointed an IBM Fellow in 1987 and remains a research staff member at IBMs Zurich Research Laboratory.   Born in Buchs, Switzerland in 1933, Dr. Rohrer was educated at the Swiss Federal Institute of Technology in Zurich, where he received his bachelors degree in 1955 and his doctorate in 1960. After doing post-doctoral work at the Swiss Federal Institute and Rutgers University in the U.S., Dr. Rohrer joined IBMs newly formed Zurich Research Laboratory to study among other things Kondo materials and antiferromagnets. He then turned his attention to scanning tunneling microscopy. Dr. Rohrer was appointed an IBM Fellow in 1986 and was manager of the Physical Sciences Department at the Zurich Research Laboratory from 1986 to 1988. He retired from IBM in July 1997 and passed away on  May 16, 2013. Binnig and Rohrer were recognized for developing the powerful microscopy technique that  forms an image of individual atoms on a metal or semiconductor surface by scanning the tip of a needle over the surface at a height of only a few atomic diameters. They shared the award with German scientist Ernst Ruska, the  designer of the first electron microscope. Several  scanning microscopies use the scanning technology developed for the STM. Russell Young and the Topografiner A similar microscope called the Topografiner was invented by Russell Young and his  colleagues between 1965 and 1971 at the National Bureau of Standards, currently known as the National Institute of Standards and Technology.  This microscope works on the principle  that the left and right piezo drivers scan the tip over and slightly above the specimen surface. The center piezo is controlled by a servo system to maintain a constant voltage, which results in a consistent  vertical separation between the tip and the surface. An electron multiplier detects the tiny fraction of the tunneling current which is scattered by the specimen surface.

Environmental issues to International security Essay

Environmental issues to International security - Essay Example ..7 The Kyoto Protocol†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 United Nations Framework Convention on Climate Change†¦Ã¢â‚¬ ¦8 Climate Stress And Change†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...8 Pollution And Persistent Pollutants †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 Deforestation And Desertification†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Invasive Species†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...12 Military Security Implications†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...12 Nuclear Issues†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..13 The Japan Earthquake†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...13 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦17 Introduction Environmental security is a broad term which does not have a universally acknowledged definition. There are at least four major definition of the term environmental security. The first definition defines environmental security from the standpoint of how one can protect the resources which are available in a particular area. From the perspective of natural resources and ecosystem, the natural resource should be free of contamination, depletion, pollution or other forms of deprivations which are external in nature. The second definition of the term is related to the onus that the security communities of nations have in implementing the standardized environmental norms for its governmental and military operations. There are certain threats such as terrorism and war, which lead to the increase of weapons of mass destruction. Although these can potentially harm the environment greatly, it pales in front of natural disasters, which can have a detrimental effect on environmental security. The Greenhouse Gas proliferation, the destructiveness of Hurricane Katrina, the devastating tsunami which ravaged islands in the Indian Ocean are just a few examples of the effect natural disasters can have on the environment. The third environmental security definition concerns the dynamics between manmade stresses which are exerted on the environment and the eventual conflict these stress causes between the s tates and the individuals. This generally pertains to the governmental interventions with neighboring states in order to prevent the spread of environmental pollutants. Finally the fourth definition of environmental security concerns the amalgamation of the three aforementioned definitions of environmental security into one combined concept which can integrate the essence of environmental security perfectly. Therefore, environmental security is the term which takes in to account the military and governmental threats to environmental protection, the quality of environmental protection policies implemented by the country, and the effective use of resources and collaboration with other states in order to safeguard the environment. UN and Its Role In Environmental Security The United Nations

Summary of 3 articles , comparison and discussion Essay

Summary of 3 articles , comparison and discussion - Essay Example Big data is viewed as an effective tool to deliver projecting likelihood of an event and analyze patterns. The long run success of an organization is determined by additional of organizational asset with data and information. The topic provides vivid explanation about the broader application of big data in society and management research. It is believed that experiential study in management can often deduces relationships such as two companies can link through customer-supplier relations, or collaborates in production or compete in same market. In the era of globalization and technological advancement, it has become imperative for organization to manage its data and information in an effective way. The additional use of big data is crucial to exemplify the significance of the topic to organization like NHS trust and data management community. The survey conducted by American Management Association in the year 2013 reveals that the need of building analytical skills within the organization is critical for development (AMA, 2014, p.1). The organization selected for analyzing and researching is the drawback of data management is National Health Service trust. The trust serves either on specialized service or geographical area. The NHS trust provides varied range of specialist and general services to patients. The new sy stem is being introduced to serve patients and maintain GP records. The use of powerful technology and massive influx of data are two reasons to increase the future use of big data in NHS trust. The three literature sources provide vivid explanation about big problems, opportunity and harness of big data. These articles discusses that firms enjoying success are able to implement big data to create new businesses and improve their existing trades. This rapid alteration results in authority shifting to decisions and analytics experts are