Metal vs. Mettle

Metal vs. Mettle Metal vs. Mettle Metal vs. Mettle By Maeve Maddox At one time, metal and mettle were alternative spellings for the material or substance a thing was made of. Classical Latin metallum had the meaning of mine or quarry as well as the substances obtained from them. Metal is a hard, shiny, malleable material like gold, silver, or copper that is used in the manufacture of tools or artifacts. It’s shiny, malleable, and it conducts heat. The word metal can be used either as a mass noun or as a count noun: Saucepan handles are usually made from wood or plastic because they don’t transfer heat as well as metal. (mass noun) Metals play a critical role in the creation of contemporary jewelry by affecting appearance, durability and cost. (count noun) Mettle derives from the same source as metal and was once used in the same way. Since about the 18th century, however, mettle has been reserved for figurative use. It refers to what a person is â€Å"made of.† Mettle includes character, disposition, and temperament. It is often used with the verbs test, prove, and show, particularly in sports writing: Bruins Marchand shows his mettle Djokovic must prove his mettle against Nadal on clay Young runners test their mettle during Hy-Vee runs Kelso showed his mettle and won by three-quarters of a length. Shakespeare uses the word in Macbeth’s sexist compliment to his wife after she berates him for hesitating to kill Duncan: Bring forth men-children only; For thy undaunted mettle should compose Nothing but males. –Macbeth, I, vii, 72-74. The adjective mettlesome describes a high-spirited, vivacious, lively person: In The Taming of the Shrew, Kate is Baptista’s mettlesome elder daughter. Mettlesome can also mean courageous: Là ¼ Kuang is fresh from his victories in the west, and his soldiers are vigorous and mettlesome.  Ã¢â‚¬â€œThe Art of War, XI. Applied to an animal, especially a horse, it means â€Å"lively, eager, spirited, frisky.† It can also be applied to an event: [The tennis players] delivered a mettlesome performance from start to finish, bringing the ultimate title under their names. Mettlesome from the noun mettle is not to be confused with meddlesome, the adjective that goes with the verb meddle, â€Å"to interfere.† Hillsdale College Chief Remark Pricks Meddlesome Bureaucrats How to Handle Your Meddlesome In Laws Meddle comes from a word meaning â€Å"to mix.† Meddlesome people mix in where they are not wanted. Mettlesome people are often fun to know. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:85 Synonyms for â€Å"Help†55 Boxing IdiomsHow to Send Tactful Emails from a Technical Support Desk

14 Weirdest College Christmas Trees

14 Weirdest College Christmas Trees It’s not that college students don’t love Christmas or take it seriously. That’s not the case at all. The issue is that due to financial restraints some people are forced to get creative. Like a Marine, they must adapt and overcome, and use whatever they have at their disposal. What you end up with are these 14 weirdest college Christmas trees. 1. An Elaborately Decorated Traffic Cone Hey, it’s kind of the same shape as a tree, right? They’re handy and sitting in the road, or perhaps half buried in dirt in the front lawn. Why not just grab some tape, a string of lights and maybe a roll of dental floss and voila, Christmas Cone Tree. 2. The Almighty Beer Bottle Christmas Tree Many have tried, but few succeed. In reality, pulling off an impressive beer bottle tree is hard to do. How many college kids does it take? No one knows yet. Search around the net though and you’ll discover the beer-tree creation is a science (should be a degree option). 3. A Majestically Stacked Pizza Box Tree There’s at least 30 of them all stacked neatly in the corner behind the thing (otherwise known as the love seat sofa), so why not put them to good use? It all comes down to stacking, super glue and then all the many adornments laying around the house. 4. The Keg Tree You’ll need about 20 kegs to pull off a monster keg tree. Stacking them is simple and then decoration is cake walk. Lights galore, and to finish it off perhaps a single light within a Jgermeister bottle (festive green of course)? 5. Walk Outside Grab a Twig When all else fails simply walk outside, grab the nearest branch with foliage still clinging to it (Pine is ideal) and then stick it a bottle, tac it to a wall, or whatever it takes. That right there is a classic dorm room tree, worth of center window placement. 6. The Textbook Tree What else are they good for? Plus, they’re heavy and won’t be missed, unlike the pizza boxes. You can use them to hold lights in place but getting ornaments to hang from them is a bit tricky. 7. Traffic Cone + Branch Tree Combining a traffic cone with a branch is another epic strategy for the â€Å"staying on-campus this year† Christmas student. Like putting peanut butter and bananas together, it just works. 8. Blowup Dino-Tree They’re green with spots and come with plenty of things to hang thing from. Plus, the plastic is thick enough to where you can tape all kinds of festive things (popcorn strings anyone?) on them. Who doesnt love a quality blowup Dino-tree? 9. Air freshener from a Stick Tree Grab one of those timeless, and fresh scented, air fresheners that already come in the shape of a Christmas tree and dangle it from a stick. In college you have to be open minded. Where you might see an air freshener hanging on a string from a stick, the roomies consider it the equivalent to Time Square’s Christmas tree. Lighting it is a problem though. 10. The Disappearing Dorm Hall Tree It’s there one minute and then quite suddenly it disappears. What’s with that? Doesn’t it defeat the purpose? In case you’re wondering, we’re attempting to get you to infer that the tree was stolen. It happens every year, but every year the dorms have to have their own trees. 11. Any Tree Made in The Lab If the tree was concocted or conjured up in a lab on or off campus, then it definitely belongs in this list. If the person creating the tree is wearing protective eye goggles or even a torch mask, then chances are it could end up being more of a hazard than anything else. 12. Toaster + Branch If there’s never any toast around anyway, why not put it to good use. Hey, it plugs in and they can hold not one but two small Christmas Tree twigs without a problem. 13. Thumb Tacs + Short Light String This is for the more artistic Christmas lovers out there. You buy a string of Christmas lights and then use thumb tacs to put it on the wall in the shape of a tree. If the wall paper is green, or festive, then that right there is an epic tree. 14. Christmas Tree Ladder Like the traffic cone, ladders come pre-molded for use as Christmas trees. Throw a green blanket around it, tape some lights into it, maybe even some tinsel and you’re golden! These are some of our favorites, but we know there’s so many more fabulous trees. The lengths that some of us will go to celebrate the Christmas spirit never ceases to amaze. If you still dont know how to celebrate Christmas, here youll find amazing Christmas party ideas. How about it, what kinds of weird Christmas trees have you seen or created?

Allocating Merit Raises Assignment Example | Topics and Well Written Essays - 500 words

Allocating Merit Raises - Assignment Example The raises it is noteworthy should be done on basis of merit and hence any other external biases and influences should not discern whether or not a professor gets a raise. As such, Houseman cannot get a raise simply to catch up with the others, Ricks cannot get a raise to cover for the 20,000$ loss, Matthews cannot get the loan based on his need to service his student loan and acquire new residence, Karas cannot get a raise because he threatens to quit and Franks cannot get one because he needs to enhance a pension plan. These are worthy reasons but they are not based on merit. 1. As provided in the departments guidelines, teaching and research are considered more important than service to the University. Hence, teaching and research will take 80% of the funds provided each while service will take the remaining 20% of the total stake. The performance measures for research, teaching, and service respectively will weigh 40%, 40%, and 20% in the overall

Youth Violence Dissertation Example | Topics and Well Written Essays - 2000 words

Youth Violence - Dissertation Example Recent arrest data show that 2.14 million juveniles were arrested by law enforcement agencies in 2005 (Carr, 2008). These arrests covered the full range of crimes including, homicides, forcible rape, robbery and aggravated assault. Furthermore, youth accounted for one in every six arrests for all violent crimes in the United States (Snyder, 2000). Background Prior research suggests that an association between race and violent offending exists with racial minorities offending at a disproportional rate compared to Whites (Thornberry et al., 1998). Plausibly, this relation exists because racial minority peer groups mediate the race-violence relationship. Alternatively, because racial minorities tend to be among the population that is most impoverished, minorities may be more likely to be antagonistic due to their aversive social and economic conditions (Bernard, 1990). Ultimately, the influence of peer association and socioeconomic status could have a greater influence on Blacks than no n-Blacks. Literature Review Relationship between Race and Violent Crime in Youths Several longitudinal delinquency studies examine the causes and correlates of youth delinquency. The Denver Youth Study used a sample of 1,527 boys and girls from high risk neighborhoods in Denver. These 1,527 boys and girls were a sample of 7, 9, 11, 13, and 15 year olds in 1987 (Huizinga, et al., 1998). The Denver Youth Study found that over a 5 year period (1987-91) most of the Black youths in the sample were in fact both victims and perpetrators of violent crime (Huizinga, et al., 1998). Loeber, et al. (1998) conducted research on 1,517 inner city boys from Pittsburgh in the Pittsburgh Youth Study. The sample consisted of first, fourth, and seventh graders from inner city Pittsburgh where 30 percent of sample were pre-screened students who exhibited especially disruptive behavior. The remaining 70 percent were a random sample selection of the remaining population. The Pittsburgh Youth Study found h igh levels of involvement in serious delinquency among its sample. No differences between Black and White boys were found at age 6, but differences gradually developed with prevalence of serious delinquency at age 16 reaching 27 percent for Blacks and 19 percent for Whites (Loeber, et al., 1998). Criminal violence is an enduring issue in urban America and this concern may not be equally serious for all communities. One of the more overt differences is between the violence levels of Blacks and Whites (Krivo & Peterson, 2000). Black violent offending has ranged from 6.2 to 9.5 times that of Whites over the past twenty years. Krivo and Peterson (2000) argued that one possibility for the racially differing rates of offending occurring is because the crime-generating processes are conditioned by the social situations of Blacks and Whites. Possible Mediators of the Race-Violence Relationship Socioeconomic Status Elliott (1994) with results from the longitudinal National Youth Survey posit ed that racial differences in violence varied across socioeconomic status, where employed Blacks and Whites had similar, continuous violent behavior in contrast to unemployed Blacks who were significantly more likely to behave more violently than unemployed Whites. It is certainly plausible that the nature of socioeconomic status has great influence on the violent behavior of people. Paschall, et al. (1998) found that impacts of socioeconomic disadvantage on violent behavior were clearly more profound for Black young adults than White young adults. Socioeconomic status could perhaps provide another explanation for differences in exposure to both violence and violent peers. Racial differences in violence may be a result of the lower socioeconomic sta

Emotional Intelligence Essay Example for Free

Emotional Intelligence Essay There are various ways in which the government can punish the criminal offenders or the civil offenders. This includes, fines, imprisonment, or corporal punishment. In punishing the offenders, the society aims at revenging, correcting the wrong doers, and acting as deterrence for others to commit same offence. The current preferred mode of punishment is aimed at correcting the offender rather than punishing them Due to the changing situations, many societies have changed the mode of traditional punishment that were imposed on offenders and opted for better humane terms, for instance, compensation. There are various kinds of compensation that can be imposed on an offender. These are, fines, restitution, and community service. Fines have been imposed in the United States and the Canadian courts as provided in the statutes (Encarta Library). The fines are widely used because many criminals do not have the money for the fines. Furthermore, fines imposed on criminals would not deter them from committing other criminal activities as they know that they can just pay fines and be let free. In restitution, the court will order the offender to compensate the offended for the crime that was committed against them. The damage might have been in form of psychological damage, physical or monetary. For the judge to pass restitution, the offended must initiate the process, for instance through providing such things as medical bills or any other forms of prove for the restitution to be passed. This sentence is important because it is considered to restore the offended back to the original position before the offence. Community service on the other hand is when an offender is sentenced to performed some duty in the society. The state can then use some of the funds saved due to community service to compensate the victims. This method is important in that it helps the administrative to save the amounts that would be used in prosecution, and gives the offender time to reform rather than being punished. Emotional intelligence  According to the initial definition given by Salovery and Mayer in 1989/90, emotional intelligence is â€Å"the ability to monitor one’s own feelings and emotions, the ability to monitor the feelings and emotions of others, and to use this information to guide future thinking and action†, (Stone, Parker and Wood, 2004). To cope with emotional uncertainties, an individual relies on the competency of emotional intelligence. To cope with environmental uncertainties, an individual relies on the competency of emotional intelligence. The components of emotional intelligence are Self-Awareness, Self-Regulation, Motivation and Empathy Social Skills. Emotional Intelligence in an organization. The current manager of the team is a nice, welcoming and harming person. He has been able to give room for the team members to air their different views and allow for each person’s views to be accommodated. This kind of democracy has given members of the team room to participate in all organizational matters. One of the weaknesses with the manager is that he is not able to build a strong teamwork spirit. This has been contributed with the fact that he has not put in place principles that can enable people to put aside their personal interest and concentrate on teamwork spirit. This has allowed many people to mix their personal matters with organizational matters. To be able to connect my team members to act as one team, the five principles of emotional intelligence are very important. First of all by self-awareness I will be able to know exactly my strength and weakness. I will have to try as much as possible to use my strength to achieve teamwork and control my weaknesses, it means having full self-regulation. Different situations leads to different mood, but as a team leader, personal moods should not prevail over the team sprit. Most of the goals of the team will only be achieved only if as a leader am motivated by building a strong organizational team and put aside such things as endeavor for money and prestige status. This will play an important role in motivating other employees to follow the example. It is also important put my self in other employee’s position so as to understand their emotions and help them to grow in the organization. This can all be achieved if as a leader in treat all the employees equally and develop a good communication with them. A team leader needs to have the ability to sway everyone’s emotions. â€Å"If people’s emotions are pushed towards the range of enthusiasm, performance can soar, if people are driven toward rancor and anxiety, they will be thrown off stride†, (Goleman, Boyatzis and McKee, 2004, pg5). this implies that the effect of a leadership role will go beyond only having a job well done. Therefore to apply the principles of emotional intelligence to achieve the organizational goals are important. For instance, the development of collective goals and objectives is important in an organization. This will enable all team members to put aside their personal endeavors to achieve organizational goals. Leaders can also be encouraged to instill â€Å"in others an appreciation of the importance of work activities; generating and maintaining enthusiasm, confidence, optimism, cooperation and trustencouraging flexibility in decision making and change; and establishing and maintaining a meaningful identity of the organization (Eintel Organization, N. d).

Shakespeares Othello - Othello and Desdemona :: GCSE Coursework Shakespeare Othello

Othello and Desdemona In the play, The Tragedy of Othello, Shakespeare really tests our conception as to what love is, and where it can or can't exist. Judging from the relationship between Desdemona and Othello, the play seems to say that marriage based on an innocent romantic love or profane love is bound to fail. Shakespeare is pessimistic about the existence and survival of a true type of love. There is a common thread of betrayal and deceit among his female characters, especially. Othello and Desdemona, as portrayed in the play, are the two greatest innocents there ever were. The two appear to love one another romantically at first, but this romantic love becomes more of a profane love, or more likely was truly a profane love all along. This comes to pass because there is no foundation for a relationship here. There is no trust, no communication, and no understanding. Othello has spent most of his life in battle, which makes him good at some things-- namely, battle. Othello says "Rude am I in my spee ch,/ and little bless'd with the soft phrase of peace;/ for since these arms of mine had seven years' pith,/ Till now some nine moons wasted, they have us'd/ Their dearest action in the tented field;/ And little of this great world can I speak/ More than pertains to feats of broils and battle" (1113). Desdemona is little more that a girl, inexperienced in the ways of the world. She is taken in by Othello's war stories. Desdemona takes one look at the hunk of burning love that is Othello, his virility and manliness, and she is swept off her feet. But is this a true love? She speaks so fondly of him, yet hardly knows him. As she defends her newly born love for Othello, Desdemona says (among other things), "My downright violence, and storm of fortunes,/ May trumpet to the world. My heart's subdu'd/ Even to the very quality of my lord./ I saw Othello's visage in his mind,/ And to his honors and his valiant parts/ Did I my soul and fortune consecrate." (1118). I can say from experience t hat in the "Magic Time", the first part of the relationship, some things are said that maybe affected by Love's blindness. Put these two together, and you have the equivalent of a couple of kids playing doctor. The two big clumsy babies "fumbling towards ecstasy" might have actually made it if they were free from outside forces.

Aristotle, Kant and Mills on Morals, Morality and Moral Philosophy Essay

The human social and personal life has become more and more complex. Over time, individual thinkers and intellectuals have consistently delved and investigated many important aspects of the human way of life. One of which is the investigation of how people rationalize their actions based on the socially-shared concept of right and wrong. Every time an individual acts, the deeply embedded instinct to question whether the action is right or wrong is influenced by the concept known as morality which is important in the society . Today, morality as an idea and as a practice and social feature remains unstable because it is still subject to change. This is the reason why morality is never cast in stone and that is why there is a saying that not all moral actions are legal and not all legal actions are moral. What morality affects is an aspect of life that greatly varies based on case-to-case situations and scenarios. It is difficult to define what morality is, and more importantly, what morality expects from the people. Helping the people understand that and manage this dilemma are the ideas of thinkers like John Stuart Mills, Immanuel Kant and Aristotle, who provided explanations and ideas regarding morality, what it is, what it entails, what to do with it, how to use it, etc. They are famous during their time and even in their present because of their intellectual gifts, how they used it and what resulted from it, these individuals proved to be instrumental in exploring and explaining the extent of morality and moral philosophy. They opened ideas regarding morality and moral philosophy that acted as guide for people to better understand it and live and act in accordance to what they believe are suitable tenets in their own way of life. History has viewed Kant, Mills and Aristotle as important pillars in the discussion of morality and moral philosophy. What people feel vis-a-vis what people are subjected to by law are all making its impact in how morality develops, shifts and change every day. It is important that individuals have a solid understanding of what these ideas are, how they differ or are similar with other ideas and how it can impact human life. II. Discussion A. Morality What is morality? For the longest time, morality has been strongly debated by many of the world’s greatest thinkers in the hope of finding a concrete and definitive answer to this inquiry en route to a useful application of such ideas in practical everyday lives. In the past as well as in the present, morality has often figured significantly in the many different affairs and activities of human beings. It is a set of beliefs. It includes important aspects like punishment and reward system in societies as well as traditional practices among others . Society has been strongly dependent and influenced by the concept of morality especially those which are socially shared. Morality has long existed but in the past was hardly explored, explained and defined. With the works of philosophers like Aristotle, Immanuel Kant and John Stuart Mills, among others, morality and the philosophy operating it has been explained and explored, especially in consideration to how people act or in anticipation of how people will and should act. Morality is an important aspect of social and personal life that influences and dictates the actions of human beings and how the society and other human beings respond to it. It is hard to imagine world without the concept of morality as it is. It may be presented in another words or terms but the ethos of such idea will persist. The human nature is naturally attuned to discovering and exploring a natural aspect of human interaction such as morality. Through the established ideas of morality accepted by the society, an action is defined as right or wrong, moral or immoral (although in case to case basis it is often more complex than that). Morality acts as a guide. The society hopes that through aspects like morality, people can have an organized set of actions and the social life will not fall into chaos. As an important indicator of what is right and what is wrong, morality and morals of the individuals have always been subjected to investigation. This is done to see if the existing parameter for the identification of morality and what is moral or immoral is acceptable, and if necessary, challenged to influence the entry of change. Individuals like the thinkers Kant, Mill and Aristotle tried to find out and explain the implications of morality, as well as its scope and boundaries. They explained whether it is a simple code of conduct or is it something more, something reflective of the real and true character of the individual which is innate even without the influence of external rules. â€Å"What is at stake is whether morality is essentially a system of rules, which persons can obey for whatever reasons, or something that is broader in its demands – a system that reaches to the ingredients of the characters or personalities of those who obey its rules . † B. Morality according to philosophers i. Immanuel Kant – Immanuel Kant was a very insightful and talented thinker and intellectual who made his mark in history based on what he offered to the world as important ideas in many different fields of human way of life. His position on morality and moral theory is characterized by his creation of what is known as the Categorical Imperative or simply CI. For Kant, discerning what is moral or immoral is simply based on how the individual acts according to the Categorical Imperative. Being consistent with what the Categorical Imperative requires mean that the action and the individual is moral, while varying or deviating from the Categorical Imperative is equal to being immoral. Basically, what Kant is trying to point out here via his Categorical Imperative is the idea that morality is something that should be hinged on a particular set of standards established and shared by the society pertaining to what is acceptable and what is unacceptable action. Kant rationalizes that the individual should be free to pursue or deviate from the Categorical imperative. The individual is a rational being and not a being that is merely driven by emotional motors without consideration to reason. He or she is free and endowed with autonomy to make the distinction in recognizing moral and immoral actions. The individual pursues what could be moral or immoral in the person’s perspective and the perspective of other people or community. Kant’s position on morality is found in his several published works which have been extensively read, critiqued and reviewed by other individuals, who, like Kant are also intently pursuing the philosophy of morality and the ideas affecting it. These include â€Å"The Groundwork of the Metaphysics of Morals†, followed by â€Å"The Critique of Practical Reason†, â€Å"The Metaphysics of Morals, Anthropology from a Pragmatic Point of View. † His writing entitled â€Å"Religion Within the Boundaries of Mere Reason† also touches the topic of morality and is important in moral theories. ii. Aristotle – Aristotle is a thinker who has explored many different aspects of human social life and has contributed many different important ideas. One of the things that Aristotle talked about in his works is morality. Aristotle is known for his contribution to the philosophy of morality. Despite the fact that Aristotle is well respected as a thinker, critical analysis of his works on moral philosophy still revealed some key holes and weaknesses in his overall concept . Some of the ideas that Aristotle explored with regards to morality and moral philosophy include the idea that the main consideration in morality is having people consider what is best for the many and not for the few. Aristotle’s discussion of morality is also focused on virtue, and the consideration and role of money and material consideration and the weighing of material and non material considerations when it comes to what constitutes happiness. In turn, it is an important consideration in assessing moral and immoral actions. It can be considered that Aristotle was practical and realistic in his approach to explaining morality, even giving ideas in simple construction, like how it is not easy to be good, as reflected in his work Nichomachean Ethics . iii. John Stuart Miller – John Stuart Mill has been considered as one of the individuals in the nineteenth century who talked about morality and provided new ideas regarding morality and moral philosophy. Many believed that Mill’s ideas were actually off shoot from other ideas in the past like those presented by intellectuals like John Locke and David Hume among others. Critics and analysts believe that what Mill did was consolidate some of the important ideas of these philosophers and develop and new approach in understanding morality and moral philosophy to help guide people and their way of life and way of thinking. This results to a society in tune with moral paradigms and is assisted in defining what is right and wrong actions and way of life. Mill is identified with the utilitarian approach in moral philosophy. This means Mill believes in the idea that the morality of the action of the individual is assessed by the consequences of that action which makes considerations on action utilitarian. The society judges the actions based on what it can do to the people or society. C. Similarities The three philosophers provide moral philosophy outlooks that share similarities based on what they imply and based on its characteristics as well. For example, critics and analysts believe that the theories of the three in morality are considered as normative. These are the kinds of theories that people should value and put importance to. â€Å"Kant, Mill and Aristotle are offering normative theories; theories of what we should value . † The moral philosophy design of Aristotle, Mill and Kant also shares the similar belief that part of the concept to be good which is important in morality is the recognition that it is difficult to act in such a way that is perceived by the society as good. The concept of what is difficult and what makes the actions difficult vary from one philosopher to the other . Also, morality plays an important part in Mill, Kant and Aristotle’s explanation of other related concepts integral to morality, like ethics, for example . One of the similarities of the three individuals with regards to their pursuit of and contribution to the concept of morals, morality and the moral philosophy is that they are all responsible each for three different perspective, approaches and ideas on morals and morality based on what they have popularized. Aristotle has his Nicomachean Ethics while Kant has his Categorical Imperative. Lastly, Mill has his Utilitarianism . Kant and Mill, two philosophers whose lives are closer to one another compared to the differences in time span with that of Aristotle, has become a factor that resulted in the creation of similarities in their ideas regarding moral philosophy. Larmore explained that the moral philosophy of both Mill and Kant are considered as liberal theories. It is characterized by consistent similarities between the two moral philosophies that featured ideas such as the autonomy and independence of individual in relation to morality, among others . â€Å"Liberal political theory since Kant and Mill has usually presented itself as an all-encompassing moral theory committed to overall personal ideals such as autonomy or an experimental attitude towards ways of life . † Both Kant and Mill also focused on the role and importance of virtue, citing the idea that virtue is a driving force behind achieving morality. Morality, in turn, is realized because of how virtue manipulates individuals towards action. â€Å"Kant and Mill both wrote about the importance of virtues. Still, in their views of morality, what makes for a virtue is the fact that the agent acts in accordance with the fundamental principle of morality . † Also, another similarity, this time between Kant and Mill, is their similar use and advocacy regarding human freedom regarding action and the pursuit of morality. For these two individuals and their moral philosophy, an important idea postulated is that of the role of autonomous human beings being empowered by freedom to choose their actions and by themselves consider what is moral and what immoral actions are. An important characteristic of the ideas of Kant, Mill and Aristotle when it comes to moral philosophy is the shared similarity of the three which made them a collective whole in the analysis of moral theory and philosophy. Prinz, in his book â€Å"The emotional construction of morals†, explained that when moral philosophies are examined collectively, Mill, Kant and Aristotle’s ideas comprise a particular group from which other groups involving different ideas are compared and contrasted with. An example is how the approaches of Hume and Nietzsche are compared to the collective similar ideas of Mill, Kant and Aristotle. â€Å"It is important to see that Hume and Nietzsche are doing something very different from Kant, Mill and Aristotle . † D. Differences i. The different ideas – In many different ways, the philosophical approaches of these three individuals vary from one another. For example, both Aristotle and Mill put forward reasonable, practical and understandable constructs and designs for their moral philosophy and the expectations of the humans and the societies in this matter. In comparison, Kant appears to be extreme in his ideas and in his expectations of the people and the society if his approach on moral philosophy would be followed. For example, Kant was expecting that the rest of the society and other people will rigidly follow behaviors indicative of moral behavior when the truth is, it is more complex than this. Also, Aristotle and Mill’s moral philosophies are considered teleological while that of Kant is considered deontological . Others believe that Aristotle was developing something which differs from the point of focus of the works of Mill and Kant, especially in the idea that moral philosophy can be a guidebook for some, while for others simply the identification of the idea good person . ii. Differences in lieu of God, religion and morality – In comparing the approaches, perspectives and moral takes of these three individuals on morality, morals and the philosophy of morality, it is noticeable how the concept of god and religion has often figured in this equation, and how the three individuals handled them differently. There is Kant who believes that the autonomous individual exercises free will and the belief that this act is a manifestation of God’s will and that reason is used to identify and understand morality. Mill, on the other hand, believes that morality does not include God in the equation and the identification of morality is dependent strongly on the consideration of the individual of his happiness or pleasure. Unlike Kant who believes that as morality is dependent on the individual, so is the individual answerable for his actions on morality and immorality. Mill believes that the individual is not the only entity answerable in morality but society as well. It appears that Aristotle sides with the idea that morality is dependent on the conscious course of action of the individual. This creates moral virtues which in turn influences and determines actions and whether or not they lean towards morality or otherwise. In the idea of virtue, differences are found, especially in comparison to the moral philosophies of Aristotle, Kant and Mill wherein Mill and Kant are in similar standing in the idea and concept of virtue different from how Aristotle perceived it. â€Å"For Aristotle, virtue is basic in a way which it is not for Kant and Mill. That is a crucial difference that is reflected in their theories as overall . † Aristotle provides a very good model for morality, explaining that morality and the pursuit of moral living should be aided by other aspects of life, like education. By being educated, the individual can act better in a way that morality is being considered more significantly in the actions. E. Analysis An important consideration to the understanding of, as well as appreciation, of the moral philosophies of the three moral philosophers is not just based on what the individual analyst or critic is experiencing at the moment and what the individual is biased for or against. Rather, it is based on the context by which they are trying to define and explain morality. It is important that regardless of their differences and similarities as ideas. All of these perspectives are based on an important foundation, and that is the reason through which the philosopher propels his or her ideas (in this case â€Å"his† since all three are male philosophers). As Rosenstand explained it, analysis and criticism of any of these ideas first require the individual to be able to understand the point of reason of these philosophers, why they are trying to say what they are saying and why this is how they see things. â€Å"If we were to ask Kant, Mill, Aristotle, or just about any moral thinker, he or she would say we must try to appeal to their reason . † This phenomenon, in a way, is indicative of the social condition. Societies vary from one another when it comes to their collective idea of morality as well as the differences in the personal preferences on morality. They all have their reasons why their morality and their moral philosophies are designed as it is. III. Conclusion The philosophers Immanuel Kant, John Stuart Mill and Aristotle are individuals and thinkers who explored and discussed morality and in the process helped people in defining standards for life and way of life. These individuals are important because people has the need to understand how they should act and under what considerations. It is an idea that is important and crucial in the concept of morality and moral philosophy. Through these individuals and their ideas which are similar and different in one or many different points, people are given the chance to assess their actions and see if they are good or bad depending on the moral guides that they follow. â€Å"Kant, Mill and Aristotle are telling us what we should value . † Bibliography Bailey, Andrew. First Philosophy: Fundamental Problems and Readings in Philosophy. Toronto: Broadview Press, 2004. Ben-Yehuda, Nachman. The politics and morality of deviance: moral panics, drug abuse, deviant science, and reversed stigmatization. New York: SUNY Press, 1990. Care, Norman S. Decent people. Oxford: Rowman & Littlefield, 2000. D’Andrea, Thomas D. Tradition, rationality, and virtue: the thought of Alasdair MacIntyre. Vermont: Ashgate Publishing, Ltd. , 2006.

Corporal Punishment in Public Schools

Corporal punishment is the intentional use of physical pain as a method of changing behavior. Numerous nations have prohibited the use of corporal punishment in public schools, but the United States of America is a special case. Thirty states have prohibited the use of corporal punishment in public schools while twenty states have not, Texas being one of them. The use of corporal punishment in public schools should be prohibited because it restricts a student's academic success, facilitates aggression and violence in an adolescent's behavior, all while having no clear evidence that it actually works.Corporal punishment creates an unhealthy educational environment which directly correlates with impeding students' academic performance. Even though one student receives punishment, this affects all the students who witness it, constructing â€Å"an environment of education that can be described as unproductive, nullifying, and punitive† (â€Å"Corporal Punishment in Schools†). Corporal punishment creates an atmosphere of fear in the classroom which can severely hurt a student's ability to do well in school.Studies show that â€Å"as a group, states that paddled the most improved their scores the least,† while â€Å"the ten states with the longest histories of forbidding corporal punishment improved the most† (â€Å"Corporal Punishment in Schools and†¦ †). Today, succeeding in high school is very important, and with good reason. How well a student does in high school is what paves their way to a good college. Corporal punishment is used to deter bad behavior, but it puts students at a very serious disadvantage against students who learn in non-corporal punishment states.By definition, corporal punishment is said to change the behavior of the victim so that he or she will not act in the same way again, although there is no concrete evidence that supports this claim. In fact, â€Å"no clear evidence exists that such punishment lead to better control in the classroom† (â€Å"Corporal Punishment in Schools†). Thinking logically, hurting a child/adolescent will not result in better behavior because pain does not explain why bad behavior is wrong. A child/adolescent's brain is still developing, so just hurting an child/adolescent and then thinking that everything will be better is backward thinking.â€Å"Physically punishing children has never been shown to enhance moral character development or increase the students' respect for teachers or other authority figures in general,† meaning corporal punishment is not even capable of doing what it is supposed to do (â€Å"Corporal Punishment in Schools†). Corporal punishment is being used ineffectively and the consequences far outweigh the potential good that it doesn't do. Though corporal punishment is effective in a short period of time, it causes more harm than good.In school, student's are taught to be nice to others and to handle sit uations with a logical and calm mind, but corporal punishment â€Å"promotes a very precarious message: that violence is an acceptable phenomenon in our society† and â€Å"encourages children to resort to violence because they see their authority figures or substitute parents using it† (â€Å"Corporal Punishment in Schools†). Essentially, children and adolescents are being told that violence is okay and that if someone steals someone's pencil, then it is okay to go up to that person and start hitting them.Yes, spanking, paddling, and other forms of corporal punishment are â€Å"quick and it's effective – and that's true,† but that is all it is, quick and effective (â€Å"More Than 200,000 Kids Spanked At Schools†). A student may behave for a week, a month, maybe even for the rest of the school year, but corporal punishment cannot keep the behavior of a child/adolescent under control for the rest of his/her life. The memory of being hit is no t so profound that it deters him/her from robbing a bank, or breaking into someone's home when he/she is thirty years old and can take care of themselves.â€Å"Corporal punishment has also been linked to criminal and antisocial behaviors, likely because corporal punishment does not facilitate children's internalization of morals and values† (Barwick). If a victim of corporal punishment starts a family and their child misbehaves, physically hurting the child will probably be the first though to come to mind. Corporal punishment creates a cycle of violence and pain because of the lasting physical and mental scars it can leave. Thus, corporal punishment should be prohibited in all states of the United States of America. A deleterious classroom environment restricts a students academic success.In the U. S. A. , twenty states have legalized the use of corporal punishment in public schools, even though there is no clear evidence that corporal punishment does indeed change the behav ior of the inflicted for the better. What corporal punishment is linked to is reinforcement of aggression and violence in the behavior of the injured when he/she are older. Corporal punishment does control the behavior of a child/adolescent temporarily, it does not help in the long run, which is what school is about; school prepares the individuals of the future for the rest of their lives.

Impact of Child Abuse essays

Impact of Child Abuse essays The impact of abuse reaches all levels of a childs emotions. The two most common emotions are confusion and guilt. Confusion is usually the initial reaction of the child. They will usually wonder what is going on or if this is right or wrong. For a young child these types of questions can be a huge burden on their physcological development. Once the abuse begins the victim experience a tremnedous conflict with their emotions. They feel pleasant due to the attention they are recieving from the parent, as well as the sensual pleasure. On the other hand they experience pain, guilt, and anger for what is being done to them. The questionif this is right or wrong is the greatest conflict within the childs mind. The abuse feels so wrong yet the abuser insits it's okay, taking advantage of the childs mistrust and naivety. Below are the thoughts of an abused victim as she thinks back to her abuse and questions her father. It is an example of this mistrust as well as the confusion which goes through a childs mind. "Since I was a little ten-year-old child, I had to deceive and hide from the world and my mother that my father took a sexual interest in me. Remember how you taught me that art of deceit? First you put me in a situation that had to be kept a secret then you pledged me to secrecy...As a ten- year-old child, what was I supposed to do? You are an intelligent man-you figure out the options available to a ten-year-old in that position." (Dolan 58) Guilt is also a huge emotional trip for the child. The abused will feel tremendous guilt for a numerous reasons: they feel they did nothing to stop the abuse therefore they are responsible and it should continue, they felt uncomfortable but the abuse was sometimes pleasureable, or they somehow deserved and/or caused the abuse. A victim will usually feel this way when their self-esteem has diminshed and they have no more answers for what is happenning. The following quote illustrates that...

Jacob Lawrence Biography

Jacob Lawrence Biography The Basics: History Painter is an appropriate title, although Jacob Lawrence himself preferred Expressionist, and he was certainly best-qualified to describe his own work. Lawrence is one of the best known 20th-century African-American painters, along with Romare Bearden. While Lawrence is often associated with the Harlem Renaissance, its not accurate. He began studying art half a decade after the Great Depression terminated the heyday of that movement. It can be argued, though, that the Harlem Renaissance brought into being the schools, teachers and artist-mentors from whom Lawrence later learned. Early Life: Lawrence was born on September 7, 1917 in Atlantic City, New Jersey.After a childhood marked by a series of moves, and the separation of his parents, Jacob Lawrence, his mother and two younger siblings settled in Harlem when he was 12. It was there that he discovered drawing and painting (on discarded cardboard boxes), while attending an after-school program at Utopia Childrens Center. He kept up painting when he could, but was forced to drop out of school to help support the family after his mother lost her job during the Great Depression. His Art: Luck (and the persistent help of sculptor Augusta Savage) intervened to procure Lawrence an easel job as a part of the W.P.A. (Works Progress Administration). He loved art, reading and history. His quiet determination to show that African Americans, too, were a major factor in the history of the Western hemisphere despite their conspicuous absence in art and literature led him to embark on his first important series, The Life of Toussaint LOuverture. 1941 was a banner year for Jacob Lawrence: he broke the color barrier when his seminal, 60-panel The Migration of the Negro was exhibited at the prestigious Downtown Gallery, and also married fellow painter Gwendolyn Knight. He served in the U.S. Coast Guard during WWII and returned to his career as an artist. He landed a temporary job teaching at Black Mountain College (in 1947) at the invitation of Josef Albers who became both an influencer and friend. Lawrence spent the rest of his life painting, teaching and writing. He is best known for his representational compositions, full of simplified shapes, and bold colors and his use of watercolor and gouache. Unlike nearly any other modern or contemporary artist, he always worked in series of paintings, each with a distinct theme. His influence, as the visual artist who told stories of the dignity, hopes and struggles of African Americans in American history, is incalculable. Lawrence died on June 9, 2000 in Seattle, Washington. Important Works: Toussaint LOuverture (series), 1937-38 Harriet Tubman (series), 1938-39 Frederick Douglass (series), 1939-40 The Migration of the Negro (series), 1941 John Brown (series), 1941-42 Famous Quotes: I would describe my work as expressionist. The expressionist point of view is stressing your own feelings about something.  My belief is that it is most important for an artist to develop an approach and philosophy about life - if he has developed this philosophy, he does not put paint on canvas, he puts himself on canvas. If at times my productions do not express the conventionally beautiful, there is always an effort to express the universal beauty of mans continuous struggle to lift his social position and to add dimension to his spiritual being.When the subject is strong, simplicity is the only way to treat it. Sources and Further Reading: Falconer, Morgan. Lawrence, Jacob Grove Art Online. Oxford University Press, 20 August 2005. Read a review of Grove Art Online.Lawrence, Jacob. Harriet and the Promised Land. New York : Aladdin Publishing, 1997 (reprint ed.). (Reading level: Ages 4-8) This wonderfully illustrated book, along with The Great Migration (below), are excellent means with which to introduce budding art enthusiasts to Jacob Lawrence.Lawrence, Jacob. The Great Migration. New York : Harper Trophy, 1995. (Reading level: Ages 9-12)Nesbett, Peter T. (ed.). Complete Jacob Lawrence. Seattle : University of Washington Press, 2000.Nesbett, Peter T. (ed.). Over the Line: The Art and Life of Jacob Lawrence.Seattle : University of Washington Press, 2000. Films Worth Watching: Jacob Lawrence: An Intimate Portrait (1993)Jacob Lawrence:The Glory of Expression (1994) Names beginning with L or Artist Profiles: Main Index. .

Audit Report Research Paper Example | Topics and Well Written Essays - 1000 words

Audit Report - Research Paper Example Table 4 Year 2001 2002 2003 2004 2005 2006 Jewry Inn 2.1 2.4 3.91 4.68 5.75 6.3 5. The turnover index relatives of the three hotels for a base year of 2006, computed using Excel (rounded to whole numbers) are given below: Table 5 Year 2001 2002 2003 2004 2005 2006 Moorchester 66 73 83 102 99 100 The Frilton 51 56 67 82 90 100 Jewry Inn (index) 33 38 62 74 91 100 6. (a) Absolute and relative changes in the three turnover indices between 2001 and 2006 (round to whole numbers) are shown below. Table 6 - Absolute Growth in Turnover (Base year 2006) Hotel / Period 2001 - 02 2002 - 03 2003 - 04 2004 - 05 2005 - 06 Moorchester 11 10 19 -3 01 The Frilton 10 11 15 8 10 Jewry Inn 15 24 12 17 09 Table 7 - Relative Growth in Turnover (Base year 2006) Hotel / Period 2001 - 02 2002 - 03 2003 - 04 2004 - 05 2005 - 06 Moorchester 11 14 23 - 03 01 The Frilton 10 20 22 10 11 Jewry Inn 15 63 19 23 10 (b) Interpretation of results: (i) Moorchester: It had almost equal absolute growth during 2001 - 02 and 2002 - 03 but had a sudden rise during 2003 - 04. It had a steep fall during 2004 - 05. Then it had an insignificant growth during 2005 - 06. So far as relative growth is concerned, it had uniform rise in growth during three consecutive years 2001 - 02, 2002 - 03 and 2003 - 04. It had a major setback during 2004 - 05 and an insignificant growth during 2005 - 06. (ii) The Frilton: Its absolute growth during 2001 - 02 and 2002 - 03 were almost equal. Then it had an appreciable rise during 2003 - 04 but had much lower growth during 2004 - 05. During 2005 - 06 it had marginal growth. In terms of relative growth, it had an upward trend during 2001 - 02, 2002 - 03 and 2003 - 04. But the relative... (i) Moorchester: It had almost equal absolute growth during 2001 - 02 and 2002 - 03 but had a sudden rise during 2003 - 04. It had a steep fall during 2004 - 05. Then it had an insignificant growth during 2005 - 06. So far as relative growth is concerned, it had uniform rise in growth during three consecutive years 2001 - 02, 2002 - 03 and 2003 - 04. It had a major setback during 2004 - 05 and an insignificant growth during 2005 - 06. (ii) The Frilton: Its absolute growth during 2001 - 02 and 2002 - 03 were almost equal. Then it had an appreciable rise during 2003 - 04 but had much lower growth during 2004 - 05. During 2005 - 06 it had marginal growth. In terms of relative growth, it had an upward trend during 2001 - 02, 2002 - 03 and 2003 - 04. But the relative growth was reduced to half during 2004 - 05. However it maintained almost equal growth during 2005 - 06. (iii) Jewry Inn: The picture taking 2006 as base year is altogether different than that with 2001 as base year. In absolute growth it had up and down in alternate years during entire period of evaluation 2001 - 02 to 2005 - 06. The Laspeyre Index indicates that had the number of employees remained the same there would h