Leibnizs theory of truth

Gottfried Wilhelm Leibniz was one of the most celebrated thinkers and philosophers in Western thought in the late seventeenth and early eighteenth centuries. His work included studies and concepts in mathematics, ethics, theology, physics and most importantly-logic. His theories on the conceptions of truth and reason remain key pillars on theoretical studies to this day.Advertising We will write a custom essay sample on Leibniz’s theory of truth specifically for you for only $16.05 $11/page Learn More Since time immemorial, human beings have always been interested in knowing the conceptions behind human knowledge, intelligence, reality and truth. Plato himself was very concerned about the nature of these qualities in his study of logic (or analytics). However, the containment theory of truth by Leibniz remains a popular view of the nature of truth. According to Leibniz, truth is a product of two factors- a predicate and a subject. Leibniz theorize s that the truth about an individual’s quality is derived from the concept of the individual itself (Zalta 2). The simple version of the theory is that a predicate is true because of the existence of the subject. This means that any statement can be true since one only needs to relate the two individual aspects that form the predicate and subject. For example, when one makes a statement that ‘ this essay was written by a man, the subject here will be the man and the predicate is the act of writing. For this statement to be true, the writing must have been done by a man according to the speaker. Therefore once predicate and subject are linked, the statement becomes true without any attempt to rationalize it in terms of external correlatives. ‘S’ is ‘P’ is a general summary of the theory of truth; where ‘S’ is the subject and ‘P’ is the predicate. Leibniz (a) states that even for those statements that are not naturally i n the form of ‘S’ is ‘P’ could be restated to align themselves to the theory (226). Dorian gives a very good example, â€Å"Pam is writing this essay at 10:21 a.m. on November 9, 2009. This statement is true because writing this essay at this exact moment is part of the definition of Pam. That is, it is part of my essence as Pam to be writing this paper at this exact point in time. In this sense, writing this paper right now (predicate) is contained in the definition of me (subject)† (3). Leibniz goes further as to state that even for statements that show relationship or interconnection, they can be restated in a manner that shows that they refer to the subject and its inherent qualities.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore in a statement where Peter is older than John, the truth about Peter’s superior age continues to stand regardless of the fact that John exists or does not exist. Dorian finds this to be a ‘strange concept’ since it fails to give credence to the existence of extrinsic factors that could also influence the truth (3). From Leibniz’s theory of truth, various inferences can be drawn as to physical and metaphysical aspects. First, Leibniz (a) states that â€Å"nothing is without reason† (226). This is what is generally regarded as the Principle of Sufficient reason without which Leibniz (b) states that â€Å"the universe would not make any sense, and science and philosophy both would be impossible(66).† The Principle of Sufficient reason augments Leibniz’s theory of truth since if there existed something without a cause then there would be no link between â€Å"S† and â€Å"P† and the theory of truth would come to naught. Therefore Leibniz holds that all things whether physical or metaphysical have a sufficient reason for their existence whether kn own to man or not. Several interesting inferences can then be drawn from Leibniz’s school of thought. First, he seems to be advocating for a deterministic view of the world (Leibniz (c) 23). Since no two finite things can interact to bring cause i.e. since cause in itself is inherent in the subject, the only logical discourse that can be drawn from the theory is that God is the author of all things past, present and future. This means that there is what Dorian terms as ‘pre-established harmony’ in things (4). It thus follows that our view of the world as events happening in ‘real time’ is not a reality since they have already been scripted and are happening parallel to each other. Using the theory of truth, the only logical reason for this is that the mind and the body cannot also relate causally. Since all truths are thus a priori, vacuums and empty spaces do not exist. Additionally, the theory that atoms can exist in a free state is not true due to the indivisibility of matter. Each particle in matter has its own complex world and there is no simplicity in any being. Leibniz’s theory also dismisses the existence of space and states that it is an idea. This statement puts into doubt the existence of geometry and other ‘material-based’ studies. All kinds of materiality are also dismissed and there is infinity in matter. In short, Leibniz’s theory of truth eventually becomes extremely rationalist and shuns all kinds of empirical thought.Advertising We will write a custom essay sample on Leibniz’s theory of truth specifically for you for only $16.05 $11/page Learn More What bears most significance in Leibniz’s theory of truth is that the truth is already existent within the subject. Since there is no relation and causality between things, then naturally, it flows that God is the only cause. It means that He not only created the world as an infinite system, he also guides the intelligence and knowledge of the truth. In Leibniz’s (b) own words; â€Å"Now it is obvious that all true predication has some foundation in the nature of things, and when a proposition is not identical, that is to say when the predicate is not expressly included in the subject, it must be virtually included in it. This being so, we can say that the nature of an individual substance or of a complete being is to have a notion so complete that it is sufficient to include, and to allow the deduction of, all the predicates of the subject to which that notion is attributed† (8). The theory of truth and that of sufficient reason represent a one sided view of the nature of the world and the existence of truth and knowledge. Many critics have dismissed Leibniz’s work as being too ‘rationalist’ or too ‘religious’. Other scholars such as Hume have even come up with extremely opposite views instead focusing on the empirical and ig noring the rational (Dorian 7). Another argument has been that the theory of sufficient reason is a result of human imagination and things are actually not connected and where they are, it is random and coincidental. However, all this criticism cannot take away the fact that Leibniz’s work laid the foundation for modern theorists such as Immanuel Kant, whose theories are more widely celebrated. Works Cited Dorian, Pam. On the Nature of Truth: A comparative essay on Leibniz’ containment theory of truth and Hume’s distinction between ‘relations of ideas’ and ‘matters of fact. 11 Aug 2009. Web. www.personal.psu.edu/ped127/blogs/†¦e†¦/PHIL%20202%20PAPER.docx Leibniz, Gofffried (a). New Essays on Human Understanding (Edited and translated by Remnant and Bennett). Cambridge, Cambridge University Press, 1996. Print.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Leibniz, Gofffried (b). Theodicy (Edited by Farrer, translated by Huggard). London, Routledge and Kegan Paul, 1951. Print. Leibniz, Gofffried (c). The Correspondence with Clarke (Edited by Alexander). Manchester, Manchester University Press, 1956. Print. Zalta, Edward. (Leibnizian) Theory of Concepts. Logical Analysis and History of Philosophy, 3 (2000): 137-183. Print. This essay on Leibniz’s theory of truth was written and submitted by user Fiona Burris to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Three reasons why personal training is the best job for college students

Three reasons why personal training is the best job for college students If you’re a college student, you’ll probably agree when I say that finding a job that lets you balance your schedule around your classes and makes a decent income is really challenging. But what if there was a job that allowed you to work around your own schedule, could bring in upwards of $50 an hour, and could be turned into an actual full-time career? I have good news; there is a career just like this: a certified personal trainer.Here are some of the benefits of becoming a certified personal trainer while you’re in college. 1. Certifications can be earned in a few monthsI know what you’re thinking: â€Å"more classes and coursework while I’m in college? Ugh.† While this is true, think more about the investment you are making in yourself, as well as the flexibility the future will hold, than the prerequisites for getting certified. You also must consider the potential pay of this part-time gig, but we’ll get more into that below.Get ting a nationally accredited personal training certification from a major company like NASM, ACE, or Fitness Mentors can be accomplished in a few short months. You can register for an exam before you go into college (i.e., your summer after high school), while in college, or during summer break and knock out your studies, so they don’t overlap with your regular semesters.Certification will allow you to get a variety of different personal training jobs such as within gyms, as a self-employed trainer, or even on your college campus. Even more beneficial, the skills you’ll learn in exercise science and nutrition will be valuable for your entire life.2. Flexible job marketThere are several places of employment for the certified personal trainer. The most popular of these is obvious: at the gym.But outside of the gym, there are a lot of different places to get a job as a personal trainer. Your college campus may have athlete training programs that you can apply to, but you can also find jobs at retirement communities, local country clubs, condo associations, major hotels, and resorts, at athletic performance centers (outside the college), via online training, and of course, the entrepreneurial route as a self-employed trainer. The list goes on!Depending on your place of employment you may very well be able to train on the days that you have availability. For example, in college, I trained on Tuesdays and Thursdays as well as on the weekends and scheduled my classes on Mondays, Wednesdays, and Fridays. I also mixed in a job as a personal trainer at a local gym alongside some private personal training clients.While flexibility is one of the best aspects of a personal training job for a college student, the pay is what is really appealing.3. Personal trainers can work less, and make moreWhen you think of typical college jobs working at the local juice bar or coffee shop, you’re probably lucky if you make $8 an hour. While this may work for some, w hat’s even more appealing about a job as a personal trainer is that you can make considerably more without having to clock in as many hours.The tradeoff is the initial expenses and investment of time in getting certified, but when you read about the potential income, you’ll understand. Take a job at Equinox for example. The personal trainer salary for their lowest tier trainers is $26 an hour. That’s more than double the hourly rate you’d get at a decent entry-level college job and likely to be more than three times what the minimum wage is in your state. At the YMCA, trainers make $15 to $28 per session.It can get even better if you do private personal training. If you run your own personal training business and build your clientele, it’s not uncommon to charge upwards of $50 an hour as an entry-level trainer and more than $100 an hour for a more experienced trainer.You could theoretically make $200 a week and only work four hours. Compare this to working 20 hours at some part-time job and making the same!Work smarter, not harder in collegeAs your parents have probably told you 100 times, â€Å"college is supposed to be one of the best times of your life.† Nobody ever said, â€Å"working in college is the best time of your life,† so why not consider a college job that allows you to make a decent income but also allows you more time for your social life?Consider a job in personal training and how helping people meet their health and wellness goals can also help you reach your personal goals. Learn more about other part-time jobs or search jobs in your area today.About the Author:Eddie Lester is a personal trainer from Los Angeles and the Founder and CEO of Fitness Mentors. With over 10 years of experience and eight different certifications and specializations, as well as multiple years of teaching training at a vocational college, Lester loves sharing his knowledge of practical training experience as well as how to study for PT exams. Lester is the author of Business and Sales: The Guide to Success as a Personal Trainer.

International Marketing Essay Example | Topics and Well Written Essays - 2500 words - 1

International Marketing - Essay Example Spain is the principal olive oil manufacturer in the world. Therefore, the companies producing olive oil in Spain will diversify their markets by exploiting market opportunities. Over the past 20 years, there has been an augment in olive oil consumption in United Kingdom where in 2010; half of the households were consuming olive oil. United Kingdom is the main importer of olive oil in the world (Food & Drink Innovation Network 2010, p. 1). The company will, therefore, expand its market by selling olive oil surplus in United Kingdom. The other objective of the company will be to increase the awareness of its olive oil brands among customers in United Kingdom. United Kingdom is the largest consumer of olive oil in Europe. There are various uses of olive oil as a salads condiment or a cooking ingredient (Harwood & Aparicio 2000, p. 15). The company will seek to inform olive oil consumers concerning the various dietary benefits and outstanding culinary traits of consuming olive oil. The company has to inform consumers about their product, first whether it is extra virgin olive oil, which is utilized principally for dressing salads, for preparing sauces and as a dip for bread. Mixed oil and olive oil are utilized for cooking and preparing tender sauces. Assessment of the Market Over the last twenty years, the consumption of olive oil in the United Kingdom has been increasing constantly. From 1990 to 2009, the United Kingdom share of the global consumption of olive oil increased from 1.9% to 2.9%. All the quantity of olive oil consumed in the United Kingdom is imported. Spain is the leading exporter of olive oil in the United Kingdom. In 2009, half of the United Kingdom households were... This paper stresses that the company has to assess the size of the potential market, the type and level of competition, promotional variations, price, product variations and barriers to trade. The company has also to analyze the cost effectiveness of various modes of transport. The company has to identify marketing objectives, marketing strategies and marketing budget of this market. The company has also to identify the potential customers of olive oil in United Kingdom, identify the critical issues and develop a system of monitoring and evaluating the marketing activities. This essay makes a conclusion that while preparing an initial market plan, the company first identifies the target market. The company will then conduct a market analysis to evaluate the viability of the market. Secondly, the company set objectives it seeks to achieve in the new market. The analysis of the company comprises of the assessment of the market environment. The assessment will identify the prevailing economic conditions, challenges and the level of competition. The company decides the best marketing mix for its products. The company will offer a broad variety of products with different brand names, which will attract new customers. The company will adopt advertising activities, which will persuade consumers to buy its products. The pricing strategy of the company will influence the amount of sales in the target market. The company has to develop distribution channels, which will deliver products to the target customers.

When is marketing a valuable social practice Term Paper

When is marketing a valuable social practice - Term Paper Example There are a myriad of ethical challenges faced by marketers across the globe. Brenkert, a philosopher, points out some of these key challenges. The first challenge is the use of sex and fear during marketing campaigns. A number of critiques believe that some of the marketing materials used to instill fear amongst the public from using a product or associating with other people. The second challenge is deception and invasion of privacy. Marketing has been criticized for aiding greed, providing misleading information as they persuade people to buy products and services they do not need and spent a lot of money that could be used in other areas. It’s also been criticized for neglecting the low-end people in the society and only focuses on the rich tycoons in the society. Since marketers are only concerned by those who are able to buy their products, they are seldom concerned about the poor people. Advertisements are directed to the poor people are very low-quality ones. Finally, it’s been accused of being intrusive and might distract attention of people. With the above challenges and accusations, critiques have regarded marketing as a waste of time, and spend a lot of resources convincing customers to purchase products and access services they don’t need. It has been blamed for promoting consumerism and materialism.

Partnership and collaboration in the promotion of child development Essay

Partnership and collaboration in the promotion of child development - Essay Example When looking at Louisa and James’ family, it can be seen that interactions and finding solutions for various situations can change the overall development of all the children. The scenario that requires specific actions is with Serena and the current situation that she has created with both school and personal development. Scenario of Serena Serena is known as a scholarly student in school and is continuously performing to have average to good marks in school. However, Serena’s personal relationships have recently altered. Serena is a daughter from Louisa’s previous marriage with her birth father, Colin. While Louisa has been in a relationship with James since Serena since she was one years of age, there are different dynamics from the previous relationship. Serena first met her father when she was six months old; however, the interactions were limited. Six months ago, Serena’s birth father, Colin, began to move into more contact with Serena. There have be en several interactions between the two in the past few months. The teachers and administration at the school have noted that in the same few months, Serena is beginning to alter with her studies. Her attendance has altered and she is withdrawn when she is in the classroom, as opposed to having the regular interactions and alertness that was noted from her past behaviours. There may be several reasons associated with this, all which are leading to different behaviours among Serena. The problem that has compounded is one which is directly linked to personal relationships; however, the interference with Serena’s school work is leading to new concerns among individuals and professionals. Providing Integrated Services from Children’s Services The problem that has arisen with Serena is one which requires integrated services to work effectively. The relationship is the basis of this; however, the effects which are occurring with school work are creating alterations in how th e main problem can be approached. The integrated services include the family that is involved in the relationship. It also includes professionals that are working within the school as well as counsellors who may be able to assist Serena to become more alert in school and to separate the personal relationships from the interferences that are occurring in the school (Parton, 976: 2006). For this to work effectively, the integration of the various team members will need to work together with the proper communication and understanding of the complete situation. Protocols and documentation will need to be used to follow with the right communication so the team members can work on the activities on hand while minimizing tensions between the professionals. The inter-personal and professional communication needs to be developed first, specifically which can provide better integrated services for Serena’s situation (Anning, 90: 2006). The two concepts which the integrated services wil l need to use are intervention and protection services. If this is done earlier, than the team will be able to stop any hindrances which may drastically affect Serena’s attendance as well as the potentially hazardous relationship that is affecting her school work. For the integrated services to work, the team defined will first need to define what interventions need to occur (Sloper, 571: 2004). The most well – known factor that is altering with Serena is her attendance and the school work that she is

Poverty and the Welfare State

Poverty and the Welfare State Poverty and the Welfare State. Question 1 Describe critically Murrays analysis of the underclass. How does the population in the USA characterized by his use of this term differ from that in Britain. Question 2 In an essay of no more than 1000 words, outline and critically evaluate the view that the Welfare State tends to create more poverty than it has the ability to solve. your essay must include examples of state policies as well as consider the different ideologies of welfare in Britain Question 1. Murrays articles in the Times magazine in 1989 which outlined his thesis concerning the emergence of an underclass in the UK similar to the one he had already identified in the US has been one of the more controversial texts in social policy recently (Murray, 1989, 1990). Murrays central thesis is that the welfare state through the provision of benefits to unmarried mothers and the cessation of those benefits should these women marry has the effect of removing fatherhood and the influence thereof a father figure from the lives of these children (Murray, 1989). They in turn become dependent upon welfare and so a class of people is formed outside of the norms of wage earning society dependent wholly on the state for support (Murray, 1989). Before we discuss some of the criticisms of this view it is worth noting the peculiarities and differences between Murrays thesis as it relates to the US and the UK. In the first instance Murrays work in the UK is much less racialised than his identification of the population in the US (Murray, 1984). In the case of the US Murrays thesis and identification of the population comprising the majority of the underclass has been that it is a Black population. Murray then identified single black mothers as forming the core of the underclass. While this was a feature certainly still of his analysis of the British underclass it was not as strikingly so as his British version however the later versions of his thesis on the UK underclass also took on these racial overtones, (Murray, 1994). Murray can be criticized on any number of grounds but perhaps some of the most devastating criticisms can be found when we consider research which is actually undertaken on those who constitute the underclass rather than abstract theorizing about the underclass which denotes much of the vague definitions of what the underclass is meant to be (Alcock 1997). In this regard recent work by Edwards and Duncan (1997) for example has demonstrated the degree to which the stereotypes of the composition of the underclass do not match the realities of the lives involved. In their study of single women with children and their uptake of paid work they found that black single mothers living in positively regarded underclass areas (inner city areas of London for example) were more likely to seek work and to regard working themselves as being beneficial for their children (Edwards and Duncan, 1997:33). This was in contrast to single mothers from less predominantly underclass areas that held traditio nal views about rearing their children. These views emphasised the importance of caring for their children through being at home with them rather than outside the home in employment. Consequently the members of this group were much less likely to have work or to seek work or see work as a good. Thus the image of black single mothers creating an underclass through their rejection of a work ethic would seem to be unfounded. Thus even in this small instance fatal flaws in Murrays thesis can be identified, ultimately it can be said that the very vagueness of the definitions of what constitutes the underclass in the literature can it be argued be seen to be reflective of the fact that an identifiable object such as the underclass is impossible to define and serves merely as a critique of welfare arrangements and a moral attack on the nature of those who are marginalized by society. Question 2. With the collapse of communist states across the world in the 1980s a major perceived competitor to the market economy was removed with some like Fukuyama proclaiming it to be the end of history and the triumphant victory of liberalism (Fukuyama, 1992). In the UK as in other European countries of course the welfare state has mediated against the evils of capitalism as set out by Beveridge for some time, serving as Marxists had argued as a bribe of the working class and ensuring the legitimization and continuation of the welfare state (Mishra, 1990). It is not surprising then with all the past attacks on the nature of the welfare state to note that with the end of history there has come a renewed assault on the welfare state in the UK. Criticisms of the welfare state have come from both the left and the right but also crucially from the middle way of social democratic viewpoints. Almost consistent research has demonstrated the failure of the welfare state in reducing relative levels of poverty; in fact the UK today has a divide between rich and poor which is increasing quicker than at any other time in the history of the welfare state (Hills and Stewart, 2005). Thus it has become an almost consistent feature of debate that the welfare state has failed but the reasons given for this failure are completely oppositional. The two most prominent sources of these reasons have been neo-liberalists and social democratic parties. For neo-liberalists the evils of the welfare state far outweigh the evils of the free market so in discussing the view that the welfare state creates poverty it is worth recounting their views on the failings of the welfare state. At the core of many of the arguments thus against the welfare state are notions of desert. Desert is seen as a principle of morals and thus the failings of the welfare state in this respect is a moral failure which in turn leads to the moral turpitude of those the welfare state attempts to help (Lavalette and Pratt, 1997). This moral attack on the poor and the perceived institutions which has lead to their poverty is of course nothing new (Thane, 1992). Since the Poor Law state welfare arrangements have been criticized for the creation of a mentality which is seen to encourage indolence and decrease motivation towards self-sufficiency. The reliance on welfare thus leads to unwillingness to seek work. This in turn has the effect of leading to increased taxation to support those unwilling to work. This then in turn leads to increased difficulties for employers in terms of paying higher salaries to counter higher taxation and so on into a vicious cycle of dependency (Hayek, 1990). Such a trend it is argues lay at the heart of the Oil Crises and the subsequent retrenchment of the welfare state in the UK and elsewhere. Thus for the neo-liberal critique it is the totality of the welfare state which not only fails in reducing poverty but also serves to in fact create more. It does this both in a structural sense by hindering the effective operation of the market but also by creating in those who are recipients of welfare a mentality which causes them to retreat from the fundamental basics of economic life in seeking employment. Thus for neo-liberals measures such as Income Maintenance support schemes serve to create a duality of factors leading to the increase of poverty. Reform of the welfare state for neo-liberalists must be done so that only the bare minimum of services are required for those who are truly in need, such as the young, aged or infirm, (Fitzpatrick, 2001). Amidst these criticisms the welfare state in the UK has undergone revisions also from its social collectivist roots. This may be surprising but we can view this a response to critiques of the welfare state from both left and right and hence theyre emerged consequently an articulation of a Third Way, (Giddens, 1994). This Third Way was to be a radical re-conceptualisation of the basis and functions of the welfare state. As such then it can be seen that New Labour in particular has followed in the footsteps of Thatcher towards reforming the welfare state. But how effective have these reforms been and what is their basis? Perhaps the most potent of these transformations has been in a shift away from the universalism of the early welfare state to a new selectivitist philosophy. Selectivism entails the targeting of benefits through such measures as means-testing and other income threshold schemes so as that ideally those that need it the most benefit from the specified arrangement (Lowe, 2005). If anything their effect on the poorest has been marginal as these people are already in receipt of benefits and the introduction of means tests has had little impacts. Instead a stealth reform of the welfare state has occurred and those who were on the margins, previously covered by the benefit are now excluded on the basis of their income being over thresholds, even if this is just marginal, (Esping-Anderson, 2002). Thus we can argue that this selectivist based reform of the welfare state has worsened life for many by removing the safety net for all that existed previously under a universalist system. What this means in other words is that the Third Way of Labour has in actuality enhanced and widened the gaps between rich and poor and made the effects of poverty worse their reforms in favour of making the welfare state more effective. The pace and scale of the gap and its widening between rich and poor can be considered in this light. Indeed this notion of effectiveness found in much of social policy discourse can often be seen as simply cost-cutting exercises. The effects of which are leading to a situation where it is arguable that we have now seen neo-liberalism by the back door with major consequences for UK policy treatment of both poverty itself and those living in poverty. References Alcock, P. (1997); Understanding Poverty, Palgrave, Basingstoke UK Edwards, R. and Duncan S. (1997); Supporting the Family: Lone Mothers, Paid Work and the Underclass Debate; Critical Social Policy, Vol.7 No. 4 Esping-Anderson, G. (2002); Why We Need a New Welfare State, Oxford University Press, Oxford UK Fitzpatrick, T. (2001); Welfare Theory: An Introduction, Palgrave, Basingstoke UK Fukuyama, F. (1992); The End of History and the Last Man, Penguin, New York US Giddens, A. (1994); Beyond Left and Right: The Future of Radical Politics, Stanford University Press, California US Hayek, F.A.V. (1990); Economic Freedom, Blackwell, Oxford UK Hills, J. and Stewart, K. (2005); A More Equal Society, Policy Press, Bristol UK Lavalette, M. and Pratt, A. (1997); Social Policy: A Theoretical and Conceptual Introduction, Sage, London UK Lowe, R. (2005); The Welfare State in Britain since 1945, Palgrave, Basingstoke UK Mishra, R. (1990); The Welfare State in Capitalist Society, Harvester Wheatsheaf, New York US Murray, C. (1984); Losing Ground: American Social Policy 1950-1980, Basic Books, New York Murray, C. (1989); Underclass; Sunday Times Magazine, 26th November Murray, C. (1990), The Emerging British Underclass, IEA, London UK Murray, C. (1994); Underclass: The Crisis Deepens; The Sunday Times, 29th May Thane, P. (1982); The Foundations of the Welfare State, Longman, London UK

A Comparison of Perfection in Beowulf and Sir Gawain and the Green Knig

Perfection in Beowulf and Sir Gawain and the Green Knight The heroes of both Beowulf and Sir Gawain and the Green Knight are fighters. However, the traits they have in common are far less numerous than those that set them apart. As each of the two is dubbed perfect by his contemporaries, it should be possible to draw the picture of both the model warrior and the paragon knight by comparing Beowulf and Gawain. The first question to arise is that of leadership. In Beowulf, the hero is referred to as "prince"*, the "helmet-of-Weders"**, or "master-friend"***. This is not without reason: in the times of the epic, might did literally make right. Therefore, he who was to be an accomplished warrior had to display a leader s qualities as well as combat prowess. As for the knights, they had their appointed ruler, king Arthur, and none thought of challenging him. Neither did any of the knights distinguish himself as a general; all their exploits were done single-handedly. Now, let us focus on combat. Beowulf fights a great many battles during his life, and while some of these are only briefly mentioned (the famous sea-monsters, for instance), the really titanic ones are described fully and with abundance of detail. The clash between the Geats and Grendel may serve as an example here: " Now many an earl of Beowulf brandished blade ancestral, ( ) The outlaw dire Took mortal hurt "* And so it continues for fifty-one verses. And this is but one of the heroe s armed encounters! Clearly, one has to fight much to be a great warrior The matter is quite different when it comes to knights. While Gawain's skill with sword and lance is highly praised throughout the poem, his battles are only hinted at as... ...e himself notices, "nothing is said of Beowulf's wife in the poem, but Bugge surmises that Beowulf finally accepted Hygd's offer of kingdom and hoard, and, as was usual, took her into the bargain"*** - which reflects the lack of concern a true warrior should show when dealing with women. There is, however, a trait common to the warrior and the knight: the two have a set of rules they should obey. And though the regulations that force Beowulf to come to Hrothgar's help are not nearly as neatly organised as Gawain's chivalric code embodied in the "pentangle"****, the idea of being compelled to act in a way dictated by generally accepted rules appears in both poems. We have thereby drawn the pictures of the ideal men of two different ages, and proved in the process how much the notion of perfection has changed from Beowulf to Sir Gawain and the Green Knight.

Celebrity Synthesis

Celebrities s are not entitled to the same privacy as normal citizens because they are dollied so much by socio TTY, play a huge ole in determining the social norms of the community, and sacrificed a right t o privacy in exchange for fame. Celebrities are dollied by countless people, made up mostly of the younger g enervation, and are often viewed as role models. This makes it only right for their private I ivies to be made known to the individuals who hold them in such high regard. The way people live their private lives does tell us things that can help to make judgments about them. † (Sour CE E) A peek into the lives of their favorite stars allows fans to see how these celebrities really a CT and behave, ether than the image they attempt to portray. This enables individuals to ma eke the proper judgments as to whether or not to continue to idealize that particular star. W hen a celebrity has â€Å"lied about or deceptively omitted† (Source A) something, they â€Å"ca nnot then c nominal when the Richards 2 truth becomes known. (Source A) If celebrities are going to pose as role mod else, especially for the younger population, the fact that their private lives will have to be shared must be accepted. These stars are public figures that play a huge role in determining the social n arms of society. In recent decades, â€Å"Celebrities have become the chief agents of moral change in the united states. : (Source C) justifying their lack of privacy. People base their moor alls and behavior on the way celebrities act and carry themselves.Society has â€Å"populated [their] lives with celebrities†¦ Whose stories we eagerly weave into our own lives. † (Source C) Of ten celebrities use their personal lives to further their career and so â€Å"cannot object when others question whether their carefully scripted images are accurate. : (Source B) In order to continue t hold celebrities in such high regard, individuals must have access to the tru th behind these image sees. Without a look into the personal lives Of celebrities, society WOUld not know who these stars t rule were.People would base their lives on the public image portrayed by these stars rather that n on the character of these role models. Thus access to the secret lives of celebrities allows society to determine whose morals are true and can be followed and held in high regard. It is common knowledge how intrusive the media can be when it comes to cell verities, and hose who came into fame were well aware that from that moment on their p riveter lives would no longer belong to just them.

How to Study for SAT Subject Tests 5 Expert Tips

How to Study for SAT Subject Tests 5 Expert Tips SAT / ACT Prep Online Guides and Tips Are you taking an SAT Subject Test soon and want to know how to be well prepared on exam day? You've come to the right place! In this guide, I explain everything you need to know about how to study for SAT Subject Tests, including which exam(s) you should take, the five most important steps for preparing for a Subject Test, and additional tips to help you maximize your score. This guide can be used to help you prepare for any and all of the 20 different Subject Tests offered, so let’s get started! Introduction to SAT Subject Tests Before we get into how to prepare for SAT Subject Tests, let’s go over some basic information on them. SAT Subject Tests are meant to measure your knowledge and skills in a specific area. This is in contrast to the ACT and regular SAT, both of which assess multiple subject areas.Some colleges require or recommend that you submit Subject Test scores when you apply to that school so they canget a better idea of your academic abilities. Each SAT Subject Test is an hour long, has 50-95 multiple-choice questions, and isscored on a scale of 200-800. SAT Subject Tests are offered several times a year, on all the same dates as the general SAT except for March. This means that SATSubject Tests are offered in the following months annually: May June August October November December However, not every Subject Test is available on every date. Check out our guide to learn the exact dates each Subject Test is offered.In most cases, you can take up to three Subject Tests in one day. Which SAT Subject Tests Should You Take? Before you can begin preparing for SAT Subject Tests, you need to decide which ones to take. The College Board offers 20 different SAT Subject Tests infive main areas. Here is the full list: English Literature History US History World History Languages Chinese with Listening French French with Listening German German with Listening Italian Japanese with Listening Korean with Listening Latin Modern Hebrew Spanish Spanish with Listening Mathematics Mathematics Level 1 Mathematics Level 2 Science Biology E/M Chemistry Physics The most important factor when deciding which Subject Test to take iswhat the colleges you’re thinking of applying to require or recommend. Some schools want you to take Subject Tests in the area you plan on majoring in, whereas others want one Subject Test score from Math/Science and another from Literature/History to show that you’re well rounded. In addition, some schools require or recommend only one Subject Test score, whereas others expect two or three. Be sure to research this information before you begin studying so you don’t end up preparing for and taking a Subject Test you didn’t actually need to take! The other factor to consider is which subject areas you are best in and/or enjoy the most.For example, if you did well in your chemistry class at school and need a science SAT Subject Test, you might want to consider the Chemistry Subject Test. Finally, it’s often easier to do well on Subject Tests that are closely related to classes you've already taken, especially AP classes. If you just took AP World History and studied a lot for the AP exam, you might not need to do much studying at all in order to prepare for the World History SAT Subject Test, especially if you take it in May right after your class ends. How to Study for SAT Subject Tests After you’ve figured out which SAT Subject Test you’ll be taking, follow these five steps in order to prepare for the exam. These steps cover everything you need to do from the time you begin studying up until test day. Step 1: Take an Initial Practice Test One of the first things you should do istakea full-length practice exam for the Subject Test you’re planning to take.Once finished, complete and score your practice exam to see how well you did. For more tips on how to find high-quality practice exams and how to take a practice test most effectively, check out the "How to Use Practice SAT Subject Tests Effectively" section below. Aim to get higher than the average score for that SAT Subject Testfor the most competitive school you’re applying to.You can sometimesfind average Subject Test scores on the admissions page of a school’s website. If you can’t find this information, though, consider contacting the school directly. You can also check outthe average score for each Subject Test. Ourguide shows you how well test takers do on each SAT Subject Test. But ifyou’re applying to a particularly competitive school, you’ll likely have to aim higher than just the average test score depicted on the chart. Try to aim for the top 25% of test takers, or even the top 5% if you’re applying totop-tier schools. Step 2: Decide How Much You Want to Study Once you have your practice test score, see how far it is from the goal score you’re aiming for. If your practice test score is pretty close to the score you’re hoping to get on the real Subject Test, you might only need to do light studying between now and the exam. If you have some ground to gain, you’ll likely want to do some more serious preparation. Keep reading to find out exactly what you'll need to do. Step 3: Gather the Materials You Need Now, it’s time to start gathering the materials you need to prepare for your SAT Subject Test.Study materials can include class notes as well as review books specifically focusing on the Subject Test you're taking.There are a lot of review books out there, but some of the most popular are those produced by Barron’s, Kaplan, and The Princeton Review. The College Board also offersofficial study books for some of the more popular Subject Tests, such as Math Level 1, Math Level 2, US History, and World History. However, these books are mostly just practice exams and explanations of answers as opposed to thorough content reviews. Visit the College Board's online store for a full list of SAT Subject Test study guides(or scroll down to the next section!). Alternatively, you might want to buyThe Official Study Guide for All SAT Subject Tests, which (as you probably guessed) providesan overview of the Subject Tests, quality practice questions, and one full-length practice test per exam.At present, the book sells for around $10 on Amazon. Finally, we at PrepScholar have created specific study guides to help you prepare for the Biology, Chemistry, Literature, Physics, US History, and World HistorySAT Subject Tests. Step 4: Create a Study Plan Developing a prep plan is important because it helps you commit to study times and track your progress.Try to set aside the same time to study each week, such as 2-4 pm on Sundays or 5-6:30 pm on Tuesdays and Thursdays.This will make it easier to remember when to study and allow you to plan other activities around your prep sessions. You should also set weekly or monthly goals you hope to accomplish. This will help track your progress and ensure you’re where you need to be. Example goals include things such as "I want to understand properties of functions by the end of the week," or "I want to raise my score 20 points by the end of the month." Be sure to also schedule time to take practice tests and track your progress. Ideally, you’ll take at least two practice tests before the real deal, with one at the beginning of your studying and one at the end. If you’re studying a lot or over a long period of time, you might want to schedule one or more additional practice tests during the middle of your studying. Step 5: Start Studying! Now, it’s time to get down to business and begin studying! When you’re reviewing material, your best bet is usually to use your prep book as your main resource,and use your class notes for any topics you want more in-depth information on. Trying to review all your class notes for a subject can be very time consuming and possibly not that helpful if your class didn’t focus on the same topics the Subject Test focuses on. Prep books, on the other hand, are specifically designed to focus exactly on what the Subject Test covers.Below, we give you more information about how to use practice tests as well asfinal tips for studying for SAT Subject Tests. How to Use Practice SAT Subject Tests Effectively Practice tests are one of the most important tools in helping you reach your SAT Subject Test score goals, so you want to use them wisely. These three guidelines will help you do just this. Stick With High-Quality Tests Your practice test results are only as good as the quality of the practice test itself.If your practice test isn’t very similar to the real Subject Test, you won’t be getting an accurate idea of how well you’re scoring or what skills you should improve. Practice tests from the College Board are the best sources to use since you can be sure they’ll give you a good idea of the real exam. As I mentioned above, the College Board'sThe Official Study Guide for All SAT Subject Testsincludes one previously administered exam for each of the 20 Subject Tests. So if you’re planning to take multiple Subject Tests, this is a great resource to use. There are also official prep books for the seven following SAT Subject Tests: Math Level 1 Math Level 2 US History World History Chemistry Biology Physics Unofficial practice books that are still high quality include those produced by Barron’s, Kaplan, and The Princeton Review. There are other resources out there, too, so it can help to go to a bookstore and flip through a few books or read online reviews to decide which resource is best for you. Take the Test Under Real Test Conditions In order to get the most accurate idea of where you're currently scoring on your SAT Subject Test, you need to make sure your practice test conditions are as realistic as possible.This means taking the test in one sitting, timed (each Subject Test is an hour), and with no distractions. Track Your Progress Tracking your practice test scores over time is one of the best ways to see whether and where you’ve made improvements. Almost every practice test has instructions on how to calculate your score, but if you get confused, you can alwayscheck out our guide for a review.Unlike the general SAT, for SAT Subject Testsyou lose a fraction of a point for each question you answer incorrectly, so too many random guesses could very well bring down your score. Here's how scoring works for Subject Tests(all the Subject Tests except the foreign language tests have five answer choices. Foreign languages tests have four answer choices): You get 1 point for each correct answer. A fraction of a point is subtracted for wrong answers: 1/4 point is subtracted for five-choice questions. 1/3 point is subtracted for four-choice questions. 1/2 point is subtracted for three-choice questions. No points are deducted for questions left blank. If yourfinal score is a fraction, it's rounded to the nearest whole number - 1/2 or more is rounded up; less than 1/2 is rounded down. If you aren’t improving as much as you want to, try using different prep resources or changing up the way you study. It might be helpful to focus more on taking practice tests, study at a different time or day, or use other study methods such as flashcards. 3 Tips for Getting Your Best SAT Subject Test Score Now that we've thoroughly covered the basics of how to study for SAT Subject Tests, here are three advanced tips to helpyou get your best score. Know Your Learning Style There is no one-size-fits-all study plan, and the best way to see the results you want is to use your learning style to your advantage.Maybe you’re a visual learner and need to see diagrams, charts, and images for the information you’re learning to sink in. Or perhaps you’re an auditory learner and learn best with audiobooks or podcasts. You might already know what your learning style is, but, if not, try out different methods of studying and see which work best. You can also alter the day of the week, time of day, and length of time you study to see if that makes any difference. Don't Passively Study It might be easiest to let your eyes drift over the pages you’re studying, but this rarely gets you the results you want.Try to make your studying as active as possible. This might mean drawing diagrams, making flashcards, having a friend quiz you, or even just pausing every few minutes to review what you’ve read and ensure you’re actually retaining the information. The less passive your studying is, the more likely you are to see significant improvements. Zero In on the Areas and Skills You Need to Improve When preparing for an SAT Subject Test, make sure you’re spending most of your time on the areas and skills you need to improve the most. If you’re studying for the World History Subject Test and are solid on European history but struggle with Asian history, don’t spend an equal amount of time reviewing Europe and Asia. Instead, you’ll want to spend more time focusing on important Asian events, periods, and people, and only come back to Europe for a quick, occasional review to make sure you still remember everything. By spending the majority of your time on the areas where you have the most room to improve, you’ll likely see score improvements more quickly. Summary: How to Study for SAT Subject Tests If you want to get top scores, you have to understand how to prepare for SAT Subject Tests.Follow these five steps in order to be well prepared for any Subject Test: Take an initial practice test Decide how much you need to study Gather the materials you need Create a study plan Start studying! Additionally, remember to use your practice tests effectively, practice active studying, and focus most of your time on the areas you need to make the biggest improvements in. What's Next? Wondering how to register for an SAT Subject Test? Our step-by-step guide walks you through everything you need to know to get started. Which is more important: AP tests or SAT Subject Tests? Learn how the two tests compareand which examsyou should spend more time preparing for. Not sure whether to take the Math Level 1 or Math Level 2 Subject Test? Our guide explains the differences between the two exams and helps you decide which one to take. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Community mental health act 1963 Essays

Community mental health act 1963 Essays Community mental health act 1963 Paper Community mental health act 1963 Paper Community mental health center act of 1963 was a significant milestone in America’s record of mental health rights. On 31st October 1963, the act was signed into a regulation by President John F. Kennedy. The law was the pioneer among other many federal policy alterations that helped ignite a significant transformation of the communal mental health arrangement by shifting resources outside huge organization toward community-based mental health action line up. The act lead to the increased improvement in the rights and treatment options for youth, children and  adults living with mental sickness, though full guarantee of community-base concern has not been fully captured. This paper seeks to explain the rationale of community mental health center act of 1963. President Kennedy referred to the law as a bold new approach and it was the first federal bylaw to promote community-based mental health care. The Act offered donations to state for the building of (CMHC) community mental health centers, special facilities designed for treatment, diagnosis and delivery of mental health prevention to persons living in the community. The centers were built to provide the following indispensable services: inpatient services, emergency services, education and consultation on mental health, outpatient services, partial hospitalization and emergency response. The donations were projected to provide 1500 more community mental health centers across the country (Dolan Powell, 2001). The act was proposed because the country was experiencing an increased number of children and adults with mental illness. In mid-1950’s, over 500,000 adults and children were institutionalized for mental sickness. The public sentiment concerning the system of institutionalization started to transform. People questioned the usefulness of the institutional care. The public criticized that THE COMMUNITY MENTAL HEALTH ACT OF 1963 3 the care centers did not treat patients holistically while others said that the centers worsened the patient’s mental status. In addition, the increased awareness of the appalling conditions in several psychiatric hospitals made mandatory for these centers to implement better treatment options for these patients. The president proposed the community mental health act because of the  intensified pressure from the general public demanding changes in the public mental health system (Hill, 1963). These institutions had few and under skilled staff to cater for the large number of patients. Thousands of patients were living in these institutions for long periods without care of treatment. For example, the standard period of stay for a patient suffering from schizophrenia was 11 years. The act was vital to the people with mental illnesses who were housed in these places for long periods of time before being able to move back into a community setting. The act drastically changed the delivery of mental health services and brought about a change in public opinion about the mental health concern. The development of effectual psychotropic medications and new practice in psychotherapy made society-based concern for individuals with mental illnesses a realistic solution. This gave people awareness that mental sicknesses could be treated more successfully and in a less expensive way rather than the customary psychiatric hospitals. The act led to development of wide-ranging community mental health centers all over the country. People came to acknowledge the need for more treatment alternatives for addiction disorders, as services delivered to the mental ill patients became assorted and widespread. The decree came to fruition by a key study of the care of patients with mental sickness during President Eisenhower’s reign, and led to a report in 1961. The 1961 report was referred as Joint THE COMMUNITY MENTAL HEALTH ACT OF 1963 4 Commission on Mental Illness and Health: Action for Mental Health. President Kennedy signed the Mental Retardation Facilities and Community Mental Health Centers Construction Act of  1963 just 23 days before he was assassinated in Dallas. President Kennedy said, â€Å"The law facilitated various positive transformations for millions of Americans: the deinstitutionalization of mental health concerns and the construction of community mental health centers all over the United States, advance research grant, increase consideration to the requirements of those with mental illness, educate medical doctors and supplementary mental health experts in community-based care, instruct about the significance of working in an interdisciplinary approach to serve patients and families, and merge social,  environmental and mental aspects to help in the recovery of patients. † The president proposed the act to help in the inauguration of a wholly innovative emphasis and manner to care for mental ill patients. The system would make use of new drugs obtained and manufactured in current years for faster and appropriate treatment of mentally ill persons and return them to a useful state in society. The act was projected to help many mentally ill patients since it will help them remain in their homesteads without causing hardship to them as well as their families. The main objective of the act was to cut down the institutional population. The number of institutions had decreased by 75% by 1980 and the number continued to decrease gradually. There were about 55,000 institutionalized people in 2000 which represent less than 10% of the institutions in mid-1950’s. The change was especially prominent among youth and children. The institutionalized population had decreased by 98% by 2009. Despite this advancement, the public mental health systems significantly failed to provide adequate resources THE COMMUNITY MENTAL HEALTH ACT OF 1963 5 and staff members to support and treat persons at home and in the community-based settings. The service arrangement in many societies continues to be insufficiently intensive and comprehensive to handle the number of adults and young people who return from institutionalized centers. Through proper scrutiny to the public mental health systems, they were critically understaffed and underfunded and this continues until now (Hill, 1963). The people with mental illnesses struggle to stay in their societies in a safe manner due to inadequate support and service. The symptoms of a society lacking enough public mental health system include suicide, substance abuse disorders, increased risk of homelessness, and  incarceration among mentally ill persons. Juvenile justice professionals said that more than 70% of detained youth suffer from a mental disorder and 20% have a serious mental illness. In the recent past many families are take their children to child welfare and juvenile justice systems so that they can access mental health services which are inadequate in the community (Engdahl, 2010). In conclusion, the promise of the Community Mental Health Act has not been understood. The closure of institutions without intensifying community-based services and funding has led to severe hardships on many mentally ill patients. However the elementary principles of community care welcomed in the Act offered the foundation and vision for considerable progress. There is a lot to be done to realize the full promise of the Act to the community. In order to provide treatment and appropriate services to mentally ill patients it is vital to add a number of staff, train the staff and provide adequate funding to ensure proper running of the system. THE COMMUNITY MENTAL HEALTH ACT OF 1963 6 References Community Mental Health Act. (n. d. ). The National Council Community Mental Health Act Comments. Retrieved July 1, 2014, from thenationalcouncil. org/about/national-mental-health-association/overview/co mmunity-mental-health-act/ Dolan, B. , Powell, D. (2001). The Mental Health Act explained (2nd ed. ). London: Stationery Office. Engdahl, S. (2010). Mental health. Farmington Hills, MI: Greenhaven Press/Gale Cengage Learning. Hill, J. L. (1963). Mental retardation facilities and community mental health centers construction act of 1963. May 21, 1963. Ordered to be printed. Washington, DC: [s. n. ]. THE COMMUNITY MENTAL HEALTH ACT OF 1963 7 Kemp, D. R. (2007). Mental health in America a reference handbook. Santa Barbara, Calif. : ABC-CLIO. Mental health systems act: report. (1980). Washington: U. S. Govt. Print. Off.. PsychiatryOnline | Psychiatric News | News Article. (n. d. ). PsychiatryOnline | Psychiatric News | News Article. Retrieved June 30, 2014, from http://psychnews. psychiatryonline. org/newsArticle. aspx? articleid=1769257 The Community Mental Health Act of 1963. (n. d. ). youngmindsadvocacy. org. Retrieved July 2, 2014, from youngmindsadvocacy. org/the-community-mental-health-act-of-1963/ The Community mental health centers act (1963): a commentary.. (1965). Bethesda, Md. : Public Health Service, National Institute of Health :.

Current Trends in Nursing Practice Essay Example | Topics and Well Written Essays - 250 words

Current Trends in Nursing Practice - Essay Example The Accountable Care Organizations (ACOs) Medicare creates a shared savings program which will enable us to form an Accountable Care Organization which is legally recognized. This will enable us to coordinate our activities while providing Medicare free-for-services. In addition, an incentive given by the new law will play a significant role in motivating me to reach for more people and offer the necessary attention to all people who need our help irrespective of their location (CCH Incorporated, 2010). Therefore, through personal satisfaction, the Act will play a major role in creating a serene working environment and changing my attitude towards the nursing practices. This will enable me to be more satisfied with my work. Previously, there was no legislation that recognized a group of providers who were willing to offer free services to the members of public. Therefore, the inclusion of this aspect will be of great benefit in motivating me to bring together other like-minded nurses in order to make changes in the lives of the less fortunate in the society (United States,

Can Leaders Really Motivate Employees Assignment - 1

Can Leaders Really Motivate Employees - Assignment Example There are certain employees who want more salary, while there are others who want more power, or other kinds of benefits like accommodation and privileges. Taking these facts into consideration, it can be said that managers motivating employees is a matter of chance. Occasionally, the steps managers take are the ones required to motivate a certain employee, and thus it happens. However, this does not always happen. There are certain ways in which the tendency of an environment to motivate the employees can be enhanced. Still, the influence of that environment upon the employees’ performance would vary from one case to another. Generally, an organization should link reward to performance, and really reward the employees who are found to display better performance. â€Å"To be a successful manager/motivator you must first understand that you cannot motivate anyone. You can only create an environment that encourages and promotes the employees self motivation† (Lowe,