Epicurus and epictetus Essay Example | Topics and Well Written Essays - 1500 words

Epicurus and epictetus - Essay Example Essentially, these great scholars of philosophy had different consolation on the reasons for valuing and giving meaning to life (Pojman 530). Therefore, this essay will delve on two Greek philosophers, Epictetus and Epicurus, to try to understand their ideologies regarding the importance of living life without having to worry about the occurrence of death. 2. Epicurus According to ancient philosophy, Epicurus was an ancient philosopher that lived between two hundred and seventy one and three hundred and forty one B.C. He founded his school of philosophy in Athens where he spent most of his life. Epicurus was a philosopher who related the aspect of pleasure with good and the aspect of bad with pain concerning living. This concept became Hedonism, a Greek word meaning pleasure. For Epicurus, being sensuous and exalting life did not quantify for Epicureanism to form an opinion on the views of living. However, Epicurus was of the belief that a pleasurable life came from having calm emoti ons through the appreciation of honest but beautiful pleasantries of life. These pleasures include the good company of friends, a healthy diet, morally upright behavior, and good personal health. Epicurus insisted that people were not to worry about death, but only had to concern themselves with pleasure and pain (Pojman 531). Therefore, Epicurus believed that death was not a feeling hence advising people not to be fearful of death. Ideally, this Epicurus was an ardent believer in the doctrines of philosophy because to him philosophy was a constant factor in the life of any individual. Further, Epicurus felt that people needed to focus on the aspects of life that made them happy as part of living a fulfilled life. However, this Epicurus had a queer belief in matters related to God and other gods, but he acknowledged their existence. In essence, Epicurus believed that these higher deities received much accreditation for what they truly were not. For him, ill fate befell those that li ved wicked lives and blessings followed those that did well hence questioning the credibility of gods being the source of either blessings or curses. 2.2 Epicurus and his argument on death Arguably, Epicurus advised people to believe that death was nothing to them because it was a way of depriving human beings off sensation. In this regard, the understanding of death as nothing of concern influenced living life enjoyably because one lived without needing to be immortal. According to his philosophy, Epicurus encouraged people not to live in anticipation of the pain that would come together with death because this feeling would make them cower towards living. Epicurus pointed out that death did not form a part of people while they were still living but became a part of them once they seized existing. This meant that death was not a concern for the living because they did not believe in the existence of death while the dead could not associate with the same as they no longer existed. I n addition, Epicurus believed that a wise person needed not fear life nor death because life did not offend him neither did death appear evil. On the other hand, Epicurus punctured the belief that the young needed advice on how to live fulfilling lives while the aged needed advice on how to approach their sunset. Arguably, Epicurus reiterated that everyone had a deep desire to continue to live irrespective of his or her age because the

Clotel Analysis Essay Example for Free

Clotel Analysis Essay Clotel is an interesting piece of literary work by William Brown, as it exposes the depraved social conditions of Chattel Slavery and its effect on Marriage relations between slave and slave owner. Interestingly, I recognized the stereotypes that can develop from conditions of race and class in our society. More importantly, we see how race and class present higher priviledges to mulatto slaves (quadroons), than what William coins as the real negro. Undeniably, there is a stereotypical belief in todays society that light skin or fairer skin people have an esteemed privilege than that of dark skin people. Although fictional characters, Currer, Clotel, and Althesa are real-life representations of that belief because they were mulattos. One may imply that it is quite stereotypical to say that light skin people have a higher privilege that is not necessarily given to dark skin people, although many believe it to be true as a result of the conditions faced by non-mulatto slaves. However, others may not agree. Currer and her two daughters Clotel and Althesa are all protagonists in this literary work. Currer, a bright mulatto was a housekeeper for slaveholder Thomas Jefferson, upon which she beared Clotel and Althesa. Currer being of the higher class of slaves was permitted to hire her time for more than 20 years. Surely Currer wanted nothing more than to raise her daughters to attract attention in efforts that they might marry into their freedom. Compared to ordinary slaves, Currer and her daughters had once lived in luxury due to privileged conditions of being a mulatto slave. Nevertheless, they were still slaves, and often reminded that they were no different than ordinary slaves. For example, Clotel was only 16 when she was purchased by Horatio Green, son of a wealthy gentleman of Richmond whom promised to make her mistress of her own dwelling. She lived in luxury for a while, and even beared a child named Mary with Horatio. The time came that Horatio began to be involved with politics, and his success with politics being of greater importance proved his union with Clotel would soon end. Horatio took interest in the daughter of a wealthy man with whom he found a connect to success in politics. Horatio later married her, leaving Clotel to be sold to a slaveholder at the demand of his mistress. It is here that we discover that even the mulatto woman is not as esteemed with privilege as she was once perceived to possess. She is still a slave , born of that blood. She may have lived in luxury for a while, but it was very predictable that she would be sold again to the highest bidder, and for the latter purpose. What is so significant about not only Clotels character, but also for her mothers and sisters character is that they are symbolic of how mulatto slaves were used as an even bigger commodity during slavery. They were put on a pedestal to feel as though they had more privilege, only to discover that they really did not. Even more importantly, mulatto slaves knew the significance of having been mixed-bred, and how it could be used in attempt to free themselves, just as Currer had planned for her daughters from the very beginning. Mostly, the mulattos or quadroons were the house slaves, and occupied the best situation a slave could occupy. Most of the mistresses of the slave owners in the South sought to make the lives of quadroons intolerable, because they viewed them as rivals. For this reason, Mrs. Green had demanded that Clotel be sold out of the state. How soundly ironic that mulattos could be stuck at the center of the depraved social condition of marriage relations between slave and slave owner? And being of the higher class of slaves still be subject to the will of his master. Were they really of a higher class, or were they no better than an ordinary slave whom labored outside the masters house? Some people have their own prejudices toward blacks in general even in todays society. It is safe to say that some whites even still view blacks as slaves. No matter how fair or light the shade of their skin is, it still does not dismiss the fact that they are born of African descent. As William stated in his work, there was a depraved social condition that placed the slave under total control of his master from the very beginning no matter how light or fair their skin was. Therefore, the stereotypical belief that mulattos or light-skin people have an esteemed privilege over dark-skinned people is without a doubt, debateable.

Theories for Philanthropy: History and Background

Theories for Philanthropy: History and Background It is easy to motivate people to attend fundraising events just ask them to turn up and they will, because its the right thing to do. Discuss Introduction Philanthropy is the act of donating money, goods, services, time or effort to support something that is socially beneficial, has a defined objective, and no material reward to the donor. Whilst the majority of people see this as individual charity, the other side to giving without material reward is fundraising and corporate philanthropy. There is a view amongst some organisers of fundraising events that little extra motivation is needed for people to attend they will simply attend because it is the right thing to do. Of course, there are also those who see philanthropy as only occurring where there is some gain outside of money for the donor, especially when it comes to corporate philanthropy. Instead of being about the ‘right’ thing to do, it is more about the perception of doing the ‘right’ thing as a marketing and PR weapon. [1] This essay will examine the roots of philanthropy and look at some of the motivational factors involved. This will involve loo king at marketing techniques, psychological and philosophical theories as to why people give. The aim of this discussion is to provide recommendations to fundraising event managers to help them better promote their events in light of the motivations discovered. The first section will look at the history and background of philanthropy. History and background of philanthropy The earliest forms of philanthropy can be traced back to religion and the ideas of giving and charity within Judaism, Christianity and Islam. The idea of charity in these texts looks at helping the poor and those in need no matter what their faith or situation. This idea of charity set the beginnings for the secular concept of philanthropy. Where charity and philanthropy differ somewhat is that charity has a commitment to the poor and helpless, whereas philanthropy is not so closely linked to the poor.[2] However, religious faith is still a strong motivator behind philanthropy even today because it instils the belief that giving is the ‘right’ thing to do and an important part of faith. In this sense, it could be said that people need no more motivation than their faith to give to fundraising events. However, faith cannot explain all aspects of philanthropy for those who are not religious or where faith is not an important element.[3] Philanthropy developed into a concept in the seventeenth century to do with being kind and humanitarian, which in the 18th and 19th centuries was then to do with being actively involved in humanitarian projects, such as helping the insane or prisoners, and the abolition of slavery. However, it was towards the end of the nineteenth century that philanthropy began to mean the donation of money to causes that would benefit all levels of society and not just the poor. The emphasis of philanthropy has shifted from just helping the poor to helping all areas of society. The government is now seen as the primary carer for those under or around the poverty line, whilst philanthropists look to benefit society as a whole. This of course does not mean that the poor do not or cannot benefit from philanthropy, but that the goal of philanthropy is now wider than helping just those who are poor.[4] The modern version of philanthropy is very much to do with injection of money into causes and raising funds to help develop socially worthwhile projects. Philanthropy is not just about pouring money into something and forgetting about it, but about giving money so that results can be achieved. In fact, if results are not achieved through the donations then generally the donations to that particular project will be reduced. This is a method that wealthy individuals and organizations use to keep projects accountable and to have a measure of social control.[5] This social control may often be in the interests of the philanthropist and so it begs the question as to whether this is the only motivation behind modern philanthropy. If this is the case, then perhaps the idea that motivation to do the right thing is enough is no longer a valid way to promote or achieve fundraising. The next section will look at some competing theories of motivation with regards to philanthropy to see if this q uestion can be answered. Philosophy and models of motivation One idea of motivation behind corporate philanthropy is obviously that it improves the image of an individual or business whilst also providing an opportunity to shape society in a certain way. In modern philanthropy there is no doubt that this is a part of motivation, but in many ways it acts no differently to idea of ‘doing right’. An individual who gives because they believe it is the right thing to do will give in the same way as an individual or organisation who gives because they perceive that others think it is the right thing for them to do. Corporate philanthropy is a part of business culture today, and companies see it as an important marketing tool – to be seen as an ethical, responsible and socially aware company that looks to give back to the community and to society.[6] Also, there is the other side of fundraising that as a company funds are needed to be generated to be given by philanthropists, and so a good company that can benefit society will have a fundraising strategy. Mullin believes that the key to good fundraising is less to do with motivational factors and more to do with detailed strategic planning and advertising of the event is the key to its success.[7] For Mullin, fundraising works very much like any product with a life cycle of fundraising that determines where and when the best opportunities for gaining funding are within each project or event. Wendroff also believes that the key to successful fundraising is attention to detail and planning, and that there is no real need to look into motivational factors as much as there is to employ proper marketing and organization of the event. If this is taken care of then people will donate because of the feeling that this is a worthwhile cause portrayed by the quality of the event.[8] However, there are a number of other theories with regards to the motivation behind fundraising that can help fundraisers. Sargeant and Jay believe that the motivation for philanthropy comes from push and pull factors. People give not just for one reason but for a wide variety of reasons depending on the social climate, empathy and sympathy for a cause, potential for results from the donation and other factors. These push and pull factors are complex and it is believed that more research into why people give and also why they stop giving is important. If this is not undertaken then organisations are in danger of spending too long developing ‘techniques’ to gain funding rather than really knowing why people want to give and how to then present their project.[9] Other theorists see motivation behind giving as being somewhat different. The philosopher Immanuel Kant sees giving as a simply matter of duty, and that the act of philanthropy is an example of duty to our society. Kant doesn’t believe that humanitarian acts or charity are the motivations behind philanthropy, but rather the shaping of duty, society and law are the motivations behind donation. Whilst Kant’s view may appear somewhat cold and does not take into account the human or sympathy aspect of donation, there is evidence that modern philanthropy does on some level work like this. People give money because they feel it is their responsibility to help society with what they have, and this fits in more with a sense of Kantian duty than being charitable.[10] Despite this, Kant’s view is perhaps too narrow and does not take into account the fact that part of giving is certainly to do with personal feelings towards a specific project. Even if someone feels it might be ‘right’ or their duty to donate, they are less likely to do so if there is no personal fit with the project and understanding of its social worth. Perhaps the view of John Stuart Mill is a better explanation of motivation in this case. Mill’s idea is that people donate because they see it as the rational way of making society most efficient. Giving their wealth to help socially beneficial organizations means that they are helping to maximise utility within society. Whilst this theory also seems extremely well thought-out and neat in that it would be great to think that philanthropists and donors need only learn about a project’s benefit to society to give, it again seems that there is more to motivation than this. It also seems unlikely that all donors clearly see this ‘bigger picture’ and that their wealth being offered to others in this way really is helping the overall efficiency and utility of society. If this were the case then philanthropists would all give to very similar and large-scale projects that could benefit as many people as possible – clearly this isn’t the case.[11] Motivational factors and current climate The problem with all of these theories is that they seemingly take a narrow view on motivation to try and pin down why people donate so that fundraisers can develop techniques to increase funding. However, the situation should probably not be looked at in terms of strict individual motivational factors but rather in terms of the current climate of donation and philanthropy on a local, national and global scale. For instance, whilst values in the UK and US on many topics are quite similar, levels of philanthropic donation are much lower in the UK (less than 1% of GDP) than in the US (2% of GDP).[12] Understanding why different national markets vary in level of donation can help fundraisers to understand why people are donating in a particular area or during a particular time period. The US and the UK differ in their giving policies, with US philanthropy very much to do with ‘charity begins at home’, and that self-interest, social appreciation and public statement of giving are important motivational factors. However, in the UK the act of philanthropy is much more to do with the notion of ‘charity for all’ and the sense of duty that doing something socially worthwhile is important. This is done in a more private way and is not so much linked to personal interest or social acceptance. Despite the US and the UK being quite similar they have very different motivations for giving, and this shows how important it is to know the area and culture that the fundraising is being carried out in. This is perhaps more important than knowing individual motivational factors, because these are likely to change depending on the current climate and market conditions. Certainly, since September 11th and the bombings in London the attitude towards giving has changed as people look again to help others and make more of their influence and wealth than before. However, things are changing again as a worldwide economic slump means people are being more cautious, yet demand for funding is increasing as more is needed from individuals to help support the government.[13] In the current climate it looks like corporate donors will move away from corporate giving for PR, and move towards investing in communities to give them a strategic advantage in the future. With companies having less money and all individuals having to reduce their spending, it seems that currently the emphasis for fundraisers should be on showing worth and value to the companies and individuals who want to invest. Companies should also look towards diversifying their fundraising so that they can survive even if philanthropic donations are in decline.[14] Conclusion Although some people will always give money because they believe it is the right thing to do, philanthropy is no longer synonymous with charity. This means that fundraisers have to do more to get the funds they need than simply appeal to a sense of ‘right’. In an effort to find new techniques to generate funds, fundraisers have looked at the individual motivations behind philanthropy. Whilst the theories presented here all have their merits, individual motivations are too complex, unpredictable and diverse to base fundraising tactics upon. Instead, fundraisers should aim to base their tactics on the current economic climate as well as the fundraising climate within their locality or national culture. This is more likely to give general patterns that can be used to strategically improve fundraising. In the current climate, this means diversifying tactics and even looking to earn a certain amount of funds to offset the effects of the economic slump. Fundraisers should also emphasise the benefits to philanthropists with regards to social and corporate results, as anything that will give donors a strategic or social advantage in the future can be a factor in donation. In conclusion, it is no longer enough for fundraisers to rely on people’s sense of charity and humanity to generate funds. Instead, companies should focus on the worth and social benefit of their projects to attract investors in their particular region. Whilst individual motivational factors are complex and need more investigation, local and national trends can be used to develop fundraising strategies. Bibliography Bennett, R., 1997. Corporate philanthropy in the UK: altruistic giving or marketing communications weapon?. Journal of Marketing Communications, 3(2), pp. 87-109. Boney, R., 2008. Corporate donors adjust to economic slump. Philanthropy Journal, September 15th, 2008. Available at: http://www.philanthropyjournal.org/resources/special-reports/corporate-giving/corporate-donors-adjust-economic-slump Boswell, H., 2003. Motivations for Giving and Serving. (Online). Available at: http://www.learningtogive.org/papers/paper33.html (Accessed 15th November 2008). Bremner, R.H., 1996. Giving: Charity and Philanthropy in History. New Brunswick and London: Transaction Publishers. Johnson, G., and Scholes, K., 2002. Exploring Corporate Strategy 6th Edition. Prentice Hall. Matthewson, D.J., 2001. An analysis of John Stuart Mill’s Justification for Redistribution. Prepared for delivery at the 2001 Annual Meeting of the Western Political Science Association, Alexis Park Hotel, Las Vegas Nevada, March 15-17. Available at: http://faculty.fullerton.edu/dmatthewson/Final%20Mill.doc Mullin, R., 1997. Fundraising Strategy. Directory of Social Change. Sargeant, A., and Jay, E., 2004. Fundraising Management: Analysis, Planning and Practice. London: Routledge. Slim, H., 2001. Not Philanthropy But Rights Rights-Based Humanitarianism and the Proper Politicisation of Humanitarian Philosophy in War. Centre for Development and Emergency Practice, Oxford Brookes University. Available at: http://www.odi.org.uk/hpg/confpapers/slim_new.pdf Wendroff, A.L., 2004. Special Events: Proven Strategies for Nonprofit Fundraising. John Wiley and Sons. Wright, K., 2001. Generosity vs. Altruism: Philanthropy and Charity in the United States and United Kingdom. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 12(4), pp. 399-416. Footnotes [1] Bennett, 1997, pp. 87-91 [2] Bremner, 1996, p. xii [3] Boswell, 2003. [4] Bremner, 1996, pp. xii-xiii [5] Boswell, 2003. [6] Johnson and Scholes, 2002, pp. 35-37 [7] Mullin, 1997, pp. 2-8 [8] Wendroff, 2004, pp. 195-198 [9] Sargeant and Jay, 2004, pp. 111-113. [10] Slim, 2001, pp. 2-5 [11] Matthewson, 2001. [12] Wright, 2001, pp. 399-400 [13] Boswell, 2003 [14] Boney, 2008

Adopting an Energy-Efficient Lifestyle Essay -- Environment Research P

Adopting an Energy-Efficient Lifestyle â€Å"Energy is critical for economic growth, social development and human welfare,† said the Honorable Shri Dilip Ray at the 1999 International Conference on Financing of Energy Sector in Developing Countries (Chaturvedi 29). However, it can also be detrimental to these necessary features of human life by affecting the environment we live in. The environment, comprising â€Å"both social/economic and physical/environmental elements,† is currently being damaged by the side effects of energy wastage (Cloke and Park 35). This damage to the environment, including biodiversity loss, ozone depletion, health problems, and decreasing abundance or degradation of natural resources, is primarily due to the immense requirement of energy needed to fuel electric power plants which supply home appliances such as electric lights and heating and air conditioning systems with energy. â€Å"The total electric energy consumed in the United States annually is more than 20 trillion ki lowatt-hours. Electric motors consume about 58 percent of that, or 13 trillion kwh† (Qayoumi 1). If we did not require as much energy to sustain our lifestyles, or in other words, if we lived in more energy-efficient homes and used more energy-efficient products, environmental damage could be substantially reduced. We could then derive the added benefit of having a reduced monetary cost for energy usage. Not much is required to reduce both monetary cost and environmental damage. â€Å"If the efficiency of every [electric] motor were improved by only 2 percent, and with an average electric cost of 6 cents per kwh, it would translate into annual savings of more than $1 billion† (Qayoumi 1). However, we cannot expect to help heal the wounds we ... ...Countries. New Delhi, India: Concept Publishing Company. Cloke, P. and Park, C. Rural Resource Management. New York: St. Martin’s Press, 1985. Earth Sheltered Home from Ecolution, the Eco-Home Network Newsletter. Eco-Home Network. 30 Sept. 1999 . Motors and Maintenance: Enhancing Energy Efficiency. Mohammad H. Qayoumi. 30 Oct. 1999 . ST-96-20R Estimates of Housing Units, Households, Households by Age of Householder, and Persons per Household: July 1, 1996. The U.S. Bureau of the Census. 30 Oct. 1999 . Sub-claim: Propose to show this with other examples of energy efficiency (passive solar heating, insulating homes, active solar heating, geothermal energy, hydropower, wind energy)

The Core Values Of The Profession Education Essay

IntroductionSociety has changed on many foreparts in the last few decennaries. The rise of societal issues, like cyber-bullying, discourtesy for authorization and teenage gestations, among young person and kids have led to parents and the community desiring schools to take a tougher stance in developing the societal and moral capablenesss of the immature ( Lickona, 1991 ) . This has prompted the Ministry of Education ( MOE ) to implement alterations to the instruction system by stressing on Character and Citizenship Education ( CCE ) . The displacement from being accomplishments and cognition senders to 1s that incorporate moral considerations into the instruction pattern is expected of instructors today ( Hansen, 2001 ) . In this epoch of alteration, it has been really supercharging right from the start of the occupation for get downing instructors as they have to familiarise themselves with all the wide-ranging functions and duties of experient instructors ( Feiman-Nemser, 2001 ; L ortie, 1975 ) . With such demanding conditions, get downing instructors need to hold a clear sense of intent and uphold the nucleus values of the profession in order to win. Teachers must function as wise mans and good function theoretical accounts to their pupils. Harmonizing to Bandura ( 2002 ) , instructors are expected to modulate their behavior with regard to professional criterions. Teachers, being of import grownups in young persons ‘ lives, have an impactful influence on their pupil ‘s character growing and development ( Park, 2004 ) . As get downing instructors aspire to carry through their different individualities when they join the instruction work force, they seek to construct up good resonance with their pupils but so happen it hard to pull the line between being rigorous and friendly with them ( Zoe, 2011 ) . Get downing instructors will non merely necessitate the necessary accomplishments and cognition to pull off pupils efficaciously in the emotional and affectional spheres, but besides a strong ethical compass to professionally cultivate their pupils ‘ heads. Students will therefore be able to get the better of societa l quandary and title-holder morally responsible causes ( Gardner, Csikszentmihalyi & A ; Damon, 2001 ) . With the rapid influence of societal media, some beginning instructors are carry oning themselves unethically when they fail to separate the student-teacher boundary on internet ( Cindy, 2011 ) . The technologically-savvy beginning instructors are acquiring into more problem when they befriend their pupils utilizing societal media platforms like Facebook and Twitter ( David & A ; Patrick, 2012 ) . Such sites frequently blur the student-teacher professional lines. Get downing instructors, being new in their profession, may be used to showing their sentiments, posting inappropriate exposures or even utilizing expressed linguistic communication on such societal webs without recognizing that the populace and even their pupils they are friends with in the practical universe can see their stations. This would hold damaging effects on the immature, waxy heads that they are entrusted with. The instruction of non-examinable topic like CCE will be a desperate concern for get downing instructors who strive to do efficient usage of clip to fix their pupils for trials alternatively ( Darling-Hammond, 1997 ) . A study conducted among teacher trainees found that merely 26.5 % of them supported the thought of learning this non-examinable topic. Many of them felt the thought of learning the citizenship constituent of CCE as propaganda and disputing to integrate them into mundane instruction ( Wang, 2008 ) . Research has shown that when instructors are less enthusiastic about the capable affair, pupils ‘ intrinsic motive to larn will worsen ( Patrick, Hisley & A ; Kempler, 2000 ) . This definitely gives get downing instructors a difficult clip when they try to strike a balance between the school ‘s accent on academic accomplishments and to further character and citizenship values. With such immense functions in determining the hereafter coevals, instructors are seen as cardinal figures to maximise the potency of every pupil holistically ( Gregory & A ; Clark, 2003 ) . It is non surprising why MOE has invariably focused on instructors ‘ development by supplying them with appropriate preparation and support to authorise them with indispensable life-skills so that their pupils can besides profit ( Murray, 2002 ) . Schools besides engage in Professional Learning Communities to acquire experient instructors to portion their expertness on covering with debatable pupils with get downing instructors. However, the heavy work load get downing instructors struggle to get by in schools has made such extra enrichments to be jobs for them. Recent enterprises, like the Holistic Health Framework and Form Teacher Guidance Period which aim to develop good societal, emotional acquisition competences in pupils, will besides increase the load for get downing instructors who have to larn and rapidly accommodate to the new policies. The present coevals of pupils is more facile and educated as their attitudes and worldviews have been shaped by the economic prosperity and cyberspace revolution over the old ages ( Derfel, 2011 ) . The stable economic environment has caused them to be less afraid of alteration, while the easiness of information available on the cyberspace has made them more expressive in their positions. Students may be less fearful of authorization and go rebellious. Most get downing instructors will happen it a challenge in pull offing them and will hold to gain their regard from pupils by puting good illustrations, listening and handling them every bit, irrespective of their genders, races and categories ( Whitney, 2000 ) . Appropriate and just penalties should be given out to pupils where necessary. In most instances, blue pupils, normally boys, acquire more attending by their instructors ( Brophy and Good, 1970 ) . However, get downing instructors should besides larn non to pretermit praising t he well behaved pupils for their model behavior. This ensures every pupil receives equal intervention and is able to distinguish between good and bad behavior in category. Classroom diverseness can besides present serious challenges for get downing instructors, particularly since it involves associating to groups of pupils who may hold differing point of views, backgrounds and dispositions ( Holmes Group, 1986 ) . A survey by Goddard and Foster ( 2001 ) revealed that while get downing instructors may hold baronial aspirations to efficaciously learn a diversified category of scholars, they are incognizant of the existent universe demands on their patterns. Get downing instructors are often in for a ‘reality daze ‘ as pupils tend to joint out changing positions or experiences. Teaching pupils to be empathic, sensitive and accepting of one another ‘s sentiment is polar during CCE lesson. This allows pupils to be more engaged in national issues through active flow of advanced and enriching ideas, and do them esteem the cultural diverseness. In add-on, get downing instructors may meet pupils who come from hapless household backgrounds with out proper rearing support. They have to give more supervising to these pupils so that they will non experience ignored and go a threat to society. As parents play an progressively impactful function on the educational lives of their kids, a productive relationship with them will heighten the instructor ‘s abilities to develop good character and citizenship values in their pupils ( Fleming, 1993 ) . As Henderson and Berla ( 1997 ) wrote, when teacher-parent ties are close, pupils non merely profit in school but besides throughout life. Ironically, research shows that many get downing instructors fail to understand the demand to set up such relationships as they view parental engagement non built-in to their instruction and pupil ‘s acquisition ( Canter & A ; Canter, 1991 ) . This position among novice instructors has to be changed as parental engagement brings positive impacts on the kid ‘s holistic accomplishments ( Epstein, 1995 ) . Get downing instructors are frequently challenged when they have to cover with ill-disciplined pupils. By join forcesing with concerted parents, instructors will be able to promot e good behaviour in the pupils both in school and at place. If parents are unreasonable and demanding yet differing with the handling of their kid ‘s behaviour, it will further halter the instructor ‘s attempts in edifice good character in the pupil. It is besides important for instructors to actively seek interactions with parents and keep good relationships with them ( Howe & A ; Simmons, 1993 ) . However, many get downing instructors are missing these accomplishments to advance such bipartisan communications between parents and the school ( Shartrand, Weiss, Kreider, & A ; Lopez, 1997 ) . Communication is indispensable as it facilitates airing of critical information on pupil ‘s attitude in school to their parents. Concerned parents will mind the advice from instructors and pay more attending to their kid if needed, while casual 1s will merely make more duties for the instructors. With effectual communicating between both parties, the pupil ‘s character growing and development can so be closely monitored. In decision, get downing instructors have to lift up to the challenges when they take on the duties of developing character and citizenship values in pupils. To get the better of such troubles, they have to be adapted with new educational policy alterations through undergoing professional development developing invariably to get the necessity accomplishments to construct good character in pupils. In order to derive the regard from pupils, get downing instructors have to keep an ethical image within the profession and put good illustrations for their pupils while handling them every bit irrespective of their cultural diverseness. Looking in front, get downing instructors should besides take a leap forward and start working closely with parents and the community to raising and develop these values in the pupils. Through partnerships with assorted stakeholders, pupils will be more open to good cultural and social values, doing them better citizens for the hereafter.

The Fate of The Universe Revealed

The Fate of The Universe Revealed Free Online Research Papers Abstract By introducing virtual 4th dimension to represent time in similar manner like 3 dimensions of space which can be measure in terms of length, the attempt is made to explain how velocity of the object in â€Å"Special Theory of Relativity† causes time dilation and how matter affects time in case of â€Å"General Theory of Relativity†. Same concept has been used to solve the â€Å"Galaxy Rotation Curve† problem and pioneer anomaly without need of any dark matter. Finally, it is shown that, increase in time affects gravity giving new definition to gravity based on which explosion of black hole and evolution of Universe is predicted. Keywords: Galaxy Rotation Curve, Dark Matter, Special and General Theory of Relativity. Introduction Our Universe is made of 3 dimensional space and one dimensional time (atleast these are the dimensions which are directly affecting to us in our day to day life and are not hidden like those remaining 7 dimensions in case of string theory). As per special and general theory of relativity, these 3 dimensional space and time are not two separate things, but are closely connected to each other. Hence, instead of measuring time in terms of unit of second, by introducing virtual 4th dimension, we can represent time in terms of measuring unit meter such that one second equal to 3*108 meter. Time Dilation in Special Theory of Relativity In following figure, the 3 dimensional space is considered as 2 dimensional sheet moving in remaining vertical virtual dimension at the speed of light, (c= 3 * 108 m) for mass less (energy) particles like photons. In real Universe, the vertical dimension shown in figure is not as like dimensions of the space having length, but it is an imaginary dimension. Here, for simplicity, it is assumed that the vertical dimension representing time is similar to dimensions of space having length as measuring quantity so that 1 second in vertical dimension is equivalent to 3* 108 m. In other words, 3 Dimensional Space is moving in 4th Dimension at the speed equal to speed of light for mass less particles like photon. Figure – 1.0 The above concept very well explains why particles like photons can travel at speed of light? It is a mass less particle which do not affect space-time geometry. Also, from figure it is seen that, for photon which is travelling at the speed of the light, its time from the frame of reference of the stationary object should be equal to zero i.e vertical distance measured in above figure should be zero. In other words, photon or energy particles should entirely live only in 3 Dimensional space. For the object having velocity less than the speed of light, the vertical distance or time can be calculated as shown in following figure. Figure – 2.0 In above figure, when the object is at stationary (V=0), the vertical dimension will always measure the distance equal to 3 * 108 m in 1 second. But, if the same object travels at velocity ‘V’, then, in one second, the vertical distance will measure [c*Sqrt{1-(V2/c2)}] m, because, the path of the object no longer remain perpendicular to our 2 Dimensional sheet but remains in inclined direction as shown in figure -2. Therefore, time of the moving object will always remain less than time in reference frame of stationary object or time is slowed down with increase in velocity ‘V of the object which is nothing but â€Å"Time Dilation† phenomenon in â€Å"Special Theory of Relativity†. Also, for moving object, time get slow down and not for the stationary object, hence, twin paradox will never happen. It is something like every object (moving as well as stationary) always remains attached with fixed or absolute frame of reference in their frame of referen ce. It means, the moving as well as stationary object in their respective frame of reference will always measure one second equal to 3* 108m in above figure. For stationary object, time and space never mixed with each other or remains as separate entities, while for moving object, its velocity V in space affects its time or vertical distance measured in virtual dimension. Time Dilation in General Theory of Relativity As per General Theory of Relativity, matter bends space-time making curvature of space-time around it giving effect of gravity and this curvature depends upon quantity of matter. More matter, more will be curvature of space-time. This concept usually demonstrated by scientists as the heavy object kept in middle of 2 dimensional rubber sheet representing fabric of 3 dimensional space which bends the rubber sheet due to its weight. When another light object is moved from edge of rubber sheet towards the heavy object, it got trapped in curvature (gravity effect) made by heavy object and follow inward spiral trajectory around this heavy object such that its velocity increases with decrease in distance from the heavy object. Finally, it collapsed into heavy object. Thus, in this demonstration, curvature of rubber sheet due to presence of heavy object very well explains gravity effect according to General Theory of Relativity. But, there is one hidden thing in above demonstration that is, in order to produce curvature effect on rubber sheet due to weight of heavy object, it requires additional force in remaining 3rd dimension (perpendicular to 2 dimensional rubber sheet) which is nothing but gravitational force produced by the Earth. For example, if same demonstration is done on the moon, the curvature produced by heavy object will become less than that on the Earth because gravitational strength of the Earth is six times greater than the moon. Now, Einstein is on right track with respect to his General Theory of Relativity which has been already confirmed through number of experiments like bending of light, mercury perihelion, gravitational lensing etc. It suggests that in order to produce effect of curvature of space-time, matter must have to produce force in the vertical virtual dimension so that this force causes the matter to move in opposite direction of flow of time. In other words, the object due to presence of its matter always moves in opposite direction wi th respect to direction of flow of time. It can be explained in the following figure: Figure – 3.0 From above, it is clear that presence of matter bends space-time slowing down time such that time near surface of the object is always less than away from it. But as already told, the vertical dimension is a virtual dimension representing time for our sake of simplicity, in real universe, instead of bending of space in time or virtual vertical dimension, it remains as flat 2 dimensional sheet such that its density become higher near the surface of the object which decreases as moving away from the object. Or space-time is not empty but filled with medium having its own density representing flat space-time which can be called as vacuum density. Thus, presence of matter causes increase in vacuum density near the object which decreases while going away from the object and finally become constant to represent flat space-time. But, if gravitational constant, G is really a constant, then curvature of space-time in above figure should not changed with increase in time difference, ?T because of increase in time itself. This can be achieved by keeping restriction on gravitational strength (acceleration) due to Gravitational Constant, G up to specified region such that beyond this region effect of G on gravitational strength become very negligible and it entirely depends upon increase in time i.e. changes in curvature of space-time is more beyond this region. The equation for gravitational strength can be written as: g = (G*M/r2)*{1+ (3P/?c2)} f(T) = a f(T) (1) -Ve sign indicates that spreading of curvature of space-time radially out. In other words, the force due to f(T) acts like repulsive force or opposite to attractive gravitational force. Where, g = Gravitational strength or acceleration, G = Gravitational constant = 6.67*10-11 m3/(Kg*Sec2); M = Mass of the object creating gravitational field, r= distance from the center of the object, and f(T) = Function of Time which acts opposite to gravitational strength. From above eq., for f(T) very less than a, G dominates the gravitational strength and as a becomes very less than f(T) because of inverse square relationship with r, g must be expressed in terms of f(T). Note that value of G always remains constant and changes in curvature of space-time is governed by f(T) beyond the region from where effect of G becomes negligible while effect of increase in time dominates beyond this region. The above analysis can be well illustrated in following figure; Figure – 4.0 From above figure, the region for which value of af(T) the change in the value of g is very small while for a

Free Essays on Promoting Friendships For Children With Autism

Abstract It’s extremely important to develop belonging and affiliation in general education classrooms for students with autism. Students with autism have difficulty with social skills and friendships. Teachers may use different types of strategies to promote membership for students with autism in the general education classroom. The primary focus of these strategies are used for students in the primary grades, kindergarten through third. Introduction Though the classroom environment can be a helpful aspect into promoting friendship, sometimes other children aren’t so accepting. With the absence of friendship and good social relationships many things can happen. Among them a decreased likelihood of one day obtaining employment. A decreased likelihood of living independently, and a decreased life expectancy (Strain, 2001a). Children with autism have difficulty engaging in social activities, and social interactions. Amid them, language, social cues, physical contact, and nature of pretending (Clark & Smith, 1999). To avoid these problems teachers must do a number of things. They must promote positive interactions, reinforce positive interactions, limit the amount of adult interaction, and educate everyone about diversity. Teachers must also give choices. By giving choices positive antecedent intervention will help. Children with autism will interact more with peers. This will also be a naturalistic intervention, and is an i mportant variable for a student with autism (Carter, 2001). Teachers must also use peers as social models, by direct instruction, and by developing social skills. This can be done by developing friendships, and playing with children who have a variety of disabilities. Teachers can also teach children to engage in social play with children with autism (Turnbull, Turnbull, Shank, & Leal, 1995) Environment To promote friendship, affiliation, and belonging in a general education classroom, for a child with ... Free Essays on Promoting Friendships For Children With Autism Free Essays on Promoting Friendships For Children With Autism Abstract It’s extremely important to develop belonging and affiliation in general education classrooms for students with autism. Students with autism have difficulty with social skills and friendships. Teachers may use different types of strategies to promote membership for students with autism in the general education classroom. The primary focus of these strategies are used for students in the primary grades, kindergarten through third. Introduction Though the classroom environment can be a helpful aspect into promoting friendship, sometimes other children aren’t so accepting. With the absence of friendship and good social relationships many things can happen. Among them a decreased likelihood of one day obtaining employment. A decreased likelihood of living independently, and a decreased life expectancy (Strain, 2001a). Children with autism have difficulty engaging in social activities, and social interactions. Amid them, language, social cues, physical contact, and nature of pretending (Clark & Smith, 1999). To avoid these problems teachers must do a number of things. They must promote positive interactions, reinforce positive interactions, limit the amount of adult interaction, and educate everyone about diversity. Teachers must also give choices. By giving choices positive antecedent intervention will help. Children with autism will interact more with peers. This will also be a naturalistic intervention, and is an i mportant variable for a student with autism (Carter, 2001). Teachers must also use peers as social models, by direct instruction, and by developing social skills. This can be done by developing friendships, and playing with children who have a variety of disabilities. Teachers can also teach children to engage in social play with children with autism (Turnbull, Turnbull, Shank, & Leal, 1995) Environment To promote friendship, affiliation, and belonging in a general education classroom, for a child with ...