Frameworks Childcare Unit 10

The different frameworks for children up until the age of 16 years the follow the national curriculum and the early years foundation years is the age between, from birth-5 year old and the national curriculum is ages between 5-11 years. It is mandatory for all the schools and early years settings in ofsed registered settings to follow the early year’s foundation stage. The national curriculum is broken down into four different key stages at the end stage there are SATS which are statutory assessment.The early year’s foundation stage The early year foundation stage the aim is to provide learning through play for example it is important for ever child to be equal and to be a unique child it is also important to have a relationship with the parents and for the children welfare is paramount. Review your environment to ensure that it is interesting, attractive and accessible to every child so they can learn independently.The national Curriculum The national curriculum is man datory for all schools between 5-11 years old, the compulsory national curriculum subjects are for key stages 1 and 2 which are English, maths, science, design and technology, ICT, history, geography, art and design, music and physical education these are measured for children’s progress compared to all pupils across the country.How the EYFS are used by practitioners to support learning The job of the practitioners is to develop the six areas of learning by using observations on the children. To observe them to show how much progress they have made and what learning groups they can go into for the best of there ability. It is important that the practitioners use ratios because they can keep to the routine better and provide emotional security.It is also important that practitioners use planning to meet individual needs and to view the child holistic view of the Childs development. It is important that you plan activities for the children and have a range of toys for all ages and to cover the six areas of learning stages. How the National Curriculum is used by teachers to support learning The role of the teacher is to enforce the national curriculum and ensure that all children have all the same opportunities to work to there best ability.It is important to have enough supervision and it is also important for all the children to have a key worker which would be the teacher of the class which will be there to teach the children all types of activities for example, maths, writing, physical activities, and creative activities. Also it is important that the teacher does planning, for example plan the activities that you are going to teach the children for the week which is called a short term plan and also plan for the month or the year which is called long term planning.

Speech notes

Some speeches may, in fact, last those agonizing 52 minutes; however, some speeches last only moments. Remember when the dean of your college got up to Introduce the speaker? That was a speech, too. I'm sure that one was much more brief. There are three mall types of speeches that you likely see on a regular basis. Let's take a look at each of those speeches now. Informative Speeches Imagine sitting in the audience of a large lecture hall listening to your professor talk about the theory of relativity.It may sound like confusing words to many, but what he is really doing is giving an informational speech. This kind of speech is delivered mostly to convey information to the audience about something they don't already now. There are a few types of informational speeches: Speeches about objects Speeches about events Speeches about processes Speeches about concepts When a public speaker talks about things that can inspire your senses, like touch, smell or feel, it is a speech about objec ts and involves talking about things in the sensory and physical world.Maybe he is talking about the way a spider looks or the way freshly snipped herbs smell. It may even be a speech about your favorite president. Either way, the speech is written to appeal to the senses. Some speeches are written to inform people of a current or past happening. This Is a speech about an event, and it is meant to bring people up to speed on things that have, are or will be going on in the world. Upon taking the presidential oath, a newly elected president will give his Inaugural Address, where he tells the citizens of the united States his plans for his term.This speech Is done to get the nation excited about the prospect of a new president. A cooking demonstration Is a good example of a speech about processes because It instructs the audience on how to do something through a process. So, the next time you happen to pass a gourmet store and see a chef showing onlookers how to make manmade pasta, kn ow you are listening to a speech designed to show you how to do something step by step. To talk. Some are speeches about concepts, written about theoretical ideas and notions, like world peace, freedom or love.Unlike the other types of informative speeches, this type of speech is intangible. As with any of the informative speeches, they should be written as topical (or by topic), chronological (or by date) or spatial (or how things physically fit together). A writer may use a topical organization if writing about types of wines. The writer may start with a wine type, then go into region and then grape varieties. Chronological organization would most likely be used when writing about an event, such as events that led up to the Civil Rights Act.When writing about things to do in Miami Beach, a writer may break down the area to a few important sightseeing locales and then list important places of interest for each. Not all speeches are informative. For instance, persuasive speech writi ng is a little different. Persuasive Speech So, you get roped into attending a How To Get Rich in Real Estate seminar. After a few minutes, you realize that the lecture is less about real estate and more about buying he speaker's set of CDC and books on tape.Likely, this was a persuasive speech, and it is designed to change a group's thinking or behavior. This type of speech is often used in sales and advertising to get people to buy things. A persuasive speech could be an emotional appeal, where the speaker attempts to elicit sensitivity from the group, or it could be a logical appeal, where the speaker wants the audience to rely on their own reasoning to make a decision. A speech about hunger in America may pull at your heartstrings and make you quickly dial a number to send money.That is a purely emotional decision based on the persuasive talk of the speaker. Choosing a good acne cream based on product facts and before and after visuals might muster up some attention because the audience is asked to use logic to decide whether the product works. If the visuals show a clearer face after use, soundness may say the product is good. Of course, some speeches are not meant to change anything. They are mostly Just for fun, and that is when special occasion speeches are used. Special Occasion Speech So, you're the best man at your friend's wedding.That means you have to arrange the bachelor party, buy a tuxedo and worst of all -give a speech. With a lump in your throat and a shaky hand, you begin talking. What you are doing is giving a special occasion speech, and it is generally done to toast a celebration or commemorate some special event. This type of speech usually does not require major research, and there is no formal style of execution. It is done as a means of rejoicing at a fun event. The only rule to a festive get together, keep it brief, and the audience will most likely refrain from throwing things at you.

Toy Evaluation

Toy Evaluation Aim: My aim for this toy evaluation is to find out as much information for each toy. Name: Baby Matt Age Range: 0 to 9 months Name: Baby Matt Age Range: 0 to 9 months Skills Learnt: * Colour recoinision * Palmer grasp * Pincer grasp * Rolloing over * Shapes/ animal reconigtion Skills Learnt: * Colour recoinision * Palmer grasp * Pincer grasp * Rolloing over * Shapes/ animal reconigtion With 3 detachable soft toys and a removable arch, perfect for entertaining your baby. The Blossom Farm 2 in 1 Baby Gym is a delightful cushioned play centre for your new baby.It's two in one – first, a baby gym with soft-toy mobile arch, and second, a large playmat. It's also great for using inside your baby's cot, so they can explore as they rest. The three detachable soft toys – Clover the cow, Cloppy the pony, and two bright fabric flowers – jingle, crinkle, squeak, rattle and include a baby-safe mirror, providing plenty of interest for your newborn. Quick facts: †¢Baby gym converts to playmat †¢3 detachable soft toys with textures and sounds †¢Removable arch †¢Great for lying, sitting, kicking and stretching †¢Baby-safe mirror Great for your child’s development:The Blossom Farm 2 in 1 Baby Gym is a lovely, cosy place for your baby to relax – lying, sitting, kicking and stretching. The different colours, textures and sounds of the 3 detachable toys will keep your baby entertained and encourage them to discover their hands and senses. As your baby grows, the mat is great for tummy time play and gives them the space to roll over and discover what's around them. With 3 detachable soft toys and a removable arch, perfect for entertaining your baby. The Blossom Farm 2 in 1 Baby Gym is a delightful cushioned play centre for your new baby.It's two in one – first, a baby gym with soft-toy mobile arch, and second, a large playmat. It's also great for using inside your baby's cot, so they can explore as the y rest. The three detachable soft toys – Clover the cow, Cloppy the pony, and two bright fabric flowers – jingle, crinkle, squeak, rattle and include a baby-safe mirror, providing plenty of interest for your newborn. Quick facts: †¢Baby gym converts to playmat †¢3 detachable soft toys with textures and sounds †¢Removable arch †¢Great for lying, sitting, kicking and stretching †¢Baby-safe mirror Great for your child’s development:The Blossom Farm 2 in 1 Baby Gym is a lovely, cosy place for your baby to relax – lying, sitting, kicking and stretching. The different colours, textures and sounds of the 3 detachable toys will keep your baby entertained and encourage them to discover their hands and senses. As your baby grows, the mat is great for tummy time play and gives them the space to roll over and discover what's around them. Risk assessment Risk assessment Conclusion I really Like this toy and I think that it will be perfect to u se in my first Visit seeing as I had the lowest Age group range. I think Alice will enjoy this activity a lot.Its quite a P. I. L. E. S rounded Toy that will show off her abilities to me so I can see how far she has developed. Conclusion I really Like this toy and I think that it will be perfect to use in my first Visit seeing as I had the lowest Age group range. I think Alice will enjoy this activity a lot. Its quite a P. I. L. E. S rounded Toy that will show off her abilities to me so I can see how far she has developed. Toy Evaluation Aim: My aim for this toy evaluation is to find out as much information for each toy. Name: V tech Soft Singing phone Age Range: 3 months to 5 years Name: V tech Soft Singing phoneAge Range: 3 months to 5 years Skills Learnt * Cooing and babbling * Using a telephone * Using their voice * Imagination * Simulates the ears Skills Learnt * Cooing and babbling * Using a telephone * Using their voice * Imagination * Simulates the ears Risk Assesment Risk A ssesment Soft pink fabric phone with non-breakable mirror, rolling beads, flashing lights, textured material and chunky buttons. Features animal sound effects and songs. Soft pink fabric phone with non-breakable mirror, rolling beads, flashing lights, textured material and chunky buttons. Features animal sound effects and songs.Conclusion I think That Alice Will really enjoy this toy because it makes a lot of noises and will be very interesting for her to play with. Also it’s not Hard all the way round so if she lets go of it she won’t hurt herself. This toy is mainly focusing on Alice’s intellectual and language development. Although it does focus on her fine motor skills also. Conclusion I think That Alice Will really enjoy this toy because it makes a lot of noises and will be very interesting for her to play with. Also it’s not Hard all the way round so if she lets go of it she won’t hurt herself.This toy is mainly focusing on Alice’s int ellectual and language development. Although it does focus on her fine motor skills also. Toy Evaluation Aim: My aim for this toy evaluation is to find out as much information for each toy. Name: V-tech Baby walker Age Range: from 6 months Name: V-tech Baby walker Age Range: from 6 months Skills learnt: * Physical Development * Intellectual development * Creativity * Instills confidence * Sound/ noise recognition * Noise and letter knowledge Skills learnt: * Physical Development * Intellectual development * Creativity * Instills confidence * Sound/ noise recognition Noise and letter knowledge Sturdy design to support and encourage your baby’s first steps. Features a detachable learning centre packed with activities. Shapes and light-up musical keys introduce letters, words, numbers, animals, colours, sing-along songs and melodies. Moving butterfly, discs and rollers develop manipulative skills plus a removable rattling phone is great for role-play. Textured wheels, easy grip handle and durable design ensure baby gets ample support for taking those first steps. Assembles very easily and can be stored away in small spaces. Quick facts: †¢Best selling baby walker. Detachable learning centre introduces letters, words, numbers, shapes, animals and colours. †¢Light-up music buttons and melodies stimulate senses. †¢Moving butterfly, puppy button, discs and roller develop manipulative skills. †¢Removable rattling phone is great for role-play. †¢Develops walking motor skills and hand-eye co-ordination. Great for your child's development. Sturdy design to support and encourage your baby’s first steps. Features a detachable learning centre packed with activities. Shapes and light-up musical keys introduce letters, words, numbers, animals, colours, sing-along songs and melodies.Moving butterfly, discs and rollers develop manipulative skills plus a removable rattling phone is great for role-play. Textured wheels, easy grip handle and durable design ensure baby gets ample support for taking those first steps. Assembles very easily and can be stored away in small spaces. Quick facts: †¢Best selling baby walker. †¢Detachable learning centre introduces letters, words, numbers, shapes, animals and colours. †¢Light-up music buttons and melodies stimulate senses. †¢Moving butterfly, puppy button, discs and roller develop manipulative skills. †¢Removable rattling phone is great for role-play. Develops walking motor skills and hand-eye co-ordination. Great for your child's development. Risk assessment: Risk assessment: Conclusion This toy will really show me her physical skills and help develop her walking. I think this toy will have to be the third or fourth toy that I do in my visits because of the higher age range. Conclusion This toy will really show me her physical skills and help develop her walking. I think this toy will have to be the third or fourth toy that I do in my visits because of the higher age range. Toy Evaluation Name : Wooden Toddle Truck Age Range: wooden blocks 3 months+Push along cart: 9 months+ Name : Wooden Toddle Truck Age Range: wooden blocks 3 months+ Push along cart: 9 months+ Aim: My aim for this toy evaluation is to find out as much information for each toy. Skills learnt: The Wooden Toddle Truck helps your young child feel confident about standing up and trying to walk. Your child can hold on to the handle, and feel safe about standing up and walking along. This classic wooden walker also comes with blocks that your child can play and build with. Building with blocks gives your child hands-on experience of shapes and also helps them develop good fine motor skills.The Wooden Toddle Truck is a great toy for helping your baby become a toddler, and for helping your toddler become a really confident walker. Skills learnt: The Wooden Toddle Truck helps your young child feel confident about standing up and trying to walk. Your child can hold on to t he handle, and feel safe about standing up and walking along. This classic wooden walker also comes with blocks that your child can play and build with. Building with blocks gives your child hands-on experience of shapes and also helps them develop good fine motor skills.The Wooden Toddle Truck is a great toy for helping your baby become a toddler, and for helping your toddler become a really confident walker. The Wooden Toddle Truck is a classic walker with secure non-slip wheels. It comes with 24 bricks, and helps your child take their first steps. The Wooden Toddle Truck is a classic wooden walker that your young child can enjoy pulling up on. The Wooden Toddle Truck has a sturdy handle so your child can enjoy a secure grip. When your child is ready to take their first steps, they can push the sturdy Wooden Toddle Truck along for support.It has non-slip wheels and the truck comes with 24 blocks, which add stability to the walker. Your toddler can also enjoy transporting, building and playing with the blocks. The Wooden Toddle Truck is a timeless toy which helps your young child to pull up and start to walk in confidence. As they grow, your child can enjoy pushing the truck around wherever they like, and they can use it to move their favourite toys around too. Quick facts: †¢Wooden Toddle Truck: a classic wooden walker †¢Great for building walking confidence †¢24 shaped and coloured blocks Fun for toddlers to push around The Wooden Toddle Truck is a classic walker with secure non-slip wheels. It comes with 24 bricks, and helps your child take their first steps. The Wooden Toddle Truck is a classic wooden walker that your young child can enjoy pulling up on. The Wooden Toddle Truck has a sturdy handle so your child can enjoy a secure grip. When your child is ready to take their first steps, they can push the sturdy Wooden Toddle Truck along for support. It has non-slip wheels and the truck comes with 24 blocks, which add stability to the walker .Your toddler can also enjoy transporting, building and playing with the blocks. The Wooden Toddle Truck is a timeless toy which helps your young child to pull up and start to walk in confidence. As they grow, your child can enjoy pushing the truck around wherever they like, and they can use it to move their favourite toys around too. Quick facts: †¢Wooden Toddle Truck: a classic wooden walker †¢Great for building walking confidence †¢24 shaped and coloured blocks †¢Fun for toddlers to push around Conclusion: I think this toy would be really good as my final visit.It will show me her Physical development both gross motor skills (walking) and fine motor skills (pointing at blocks) it will also show me here creativity by stacking them up. It will also show me some of her social skills like playing co-operatively and sharing. Conclusion: I think this toy would be really good as my final visit. It will show me her Physical development both gross motor skills (walking ) and fine motor skills (pointing at blocks) it will also show me here creativity by stacking them up. It will also show me some of her social skills like playing co-operatively and sharing. Toy Evaluation 1. I did my research on toys at Target. What I discovered was that mostly all gender-neutral toys have to do with educational toys and toys for children whose mindset does not see that’s a girl or boy toy. All the gender-neutral toys were colorful, but mostly used green, blue, yellow, and red colors, thus making targeting boys and girls. What I found in the masculine toy section was that mostly all the toys were blue, black, or dark colors. Lots of toys promoted violence like the Nerf guns and Power Ranger toys with their swords and killing the bad guys.They also promoted sports balls and cars only in the boy section when girls can play with these as well. What I found interesting is that they had Jake and the Neverland Pirates toys and in that show they have a girl pirate, but her toy was nowhere to be found. They had dress up things for boys, but they only involved mostly hand accessories, like The Hulk hands and Wreck it Ralph hands, which are used to hit people. Lego toys were mostly all cars, airplanes, and superheroes they did not involve any kind of home making.Another thing the boy section had was a â€Å"boy dollhouse†, which was a joker jail for batman to lock up the joker. I like how they make is seems as if it is not a dollhouse. Now the feminine toy section was so bright and pink, no other colors were really used, but pink. Mostly all the toys in this section promoted home making due to the fact that all the baby dolls had accessories such as strollers, swing, carriers, high chair, play pen, bottles, play food. The play food was even in a pink box. Dress up clothes involved full outfits only dresses, crowns, jewelry, high heels, and hairpieces.The Lego toys all involved pink colors and houses with moms, babies, and dad’s hardly any other variation of play. I also found the Bratz dolls to be very interesting and very grown up for little girls. The Bratz dolls were wearing very sexy clothing like very short skirts, shirts, high h eels, and make-up. They are very sexy and glamorous almost trying to have girls grow up fast. I feel as if these dolls should be in a more grown up section for girls. 2. The toys that promoted violence were only in the masculine/boy section at Target.I would say about 90% of the toys that promoted violence had to do with a movie or T. V. show. The movies would be The Hulk, Spiderman, Wreck it Ralph, Iron Man, and Batman. The shows that promoted violence were Power Rangers, Ninjago, and Teenage Mutant Ninja Turtles. The other 10% would be Nerf guns or just guns in general that boys can play with to shoot each other. I find this very disturbing given the fact that there have been so many shootings in school and it has been found that boys tend to shoot up schools more than a girl would, thus you would think they would try to pull them from the toy section.Also, I know a lot of this has to do with money and that is why they do not pull it from the shelves because boys want to be superh eroes and do everything they see on TV. I also do not understand why they do not promote these kinds of toys to girls because girls enjoy these things as well. 3. The feminine toys that promote pro-social behavior would be the baby dolls and the accessories that come with the toy. These dolls promote girls to act as mothers and take care of the baby doll as a mother would take care of their children.This shows girls how to be caretakers. The dress up clothes also promotes pro-social behavior by showing them that girls need to be dressed pretty and look and act like princess, thus girls are prompted to always look there best. In the masculine toy section the sports balls promote pro social behavior by telling boys that they have to know how to play sports and be active. The guns promote violence, showing boys that they have to be tough and protect themselves. I feel as if pro social behavior is used toward feminine toys more than boy toys. 4.At target what I encountered was that all the gender-neutral toys were mixed in with the infant and toddler toys. The gender-neutral section was followed by the very bright and pink feminine toy section, which is filled with rows of dolls, princesses, girly animals, dress up clothes, and kitchen supplies. After the feminine toy section the masculine toy section followed which were displayed in three rows of blue and dark colors filled with action figures. After the boy toy section was done it lead right to the Lego’s, Bikes, and sports section.I find this interesting because the sections that follow the boy section are still considered masculine products. 5. I feel as if the toy sections do not promote a variety of cultures and ethnicities. The girl section promotes Hispanic and African Americans because they have Dora dolls, and African American dolls. The boy section is mostly action figures and I do not think that boys relate action figures to their culture or ethnicity at a young age. These toy sections promote g ender more than cultures and ethnicities.The toy sections do promote stereotypes because mostly all the girl section is pink and home making things, indicating that girls should like the color pink and should learn at a young age how to be a homemaker/mother. The stereotype for boys is very bad because they promote violence with the action figures and guns. They do not promote any type of responsibility for boys like they do for girls with the home making toy items. Since, the toy sections are gender identified, they should promote responsibilities for boys such as cutting the grass, building things, working on cars.These are all stereotypes, but at least they can learn responsibility and it is like the home making things that are promoted to the girls. 6. Mostly all the toys I observed were for ages 5-7 years of age. I do not agree with this age limit when it comes to the Nerf guns and swords. I feel that children should not be able to play with guns at such a young age when there brain has not fully developed because they do not fully understand what a gun can do and how they can harm themselves and others.I think guns should come with warning labels and parents should teach their kids about them when they can fully understand what they can do. Another toy I did not agree with was the Bratz doll. They were for ages 5-7 and I feel they put that age because at 5 years of age you know not to put things in your mouth rather than putting an age on it for girls that are developed enough to know that the dolls are make believe and you should not want to be or dress like them. These dolls are very sexy, wear lots of make-up, and seem like they are rebellious.I feel these dolls are for older girls because their brains are more developed and they would know what is right for them and not want to be a follower, thus these dolls should either be changed or given a warning label for parents because they are very sexy to me. 7. What I learned about children’s toys in doing this assignment is that the ages on some of these toys should be changed due to brain development not if a child can choke or play correctly with the toy. As a mother I would not let my daughter buy certain toys and I will not allow my son to play with guns.I tend to buy gender-neutral toys so that way once my son is born he can play with his sister. Another thing I learned is that there is not much at Target involving gender-neutral toys, maybe I should start a gender-neutral toy line and see how that goes. All in all I feel toy lines are in it for the money they want to get children’s attention and take into consideration what a parent will buy their child, so in order to change this people in a society need to change in order for toy line makers to change as well.

Regression Paper Essay Example | Topics and Well Written Essays - 750 words

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Redesigning Cost Systems Essay Example | Topics and Well Written Essays - 750 words

Redesigning Cost Systems - Essay Example It seems to cause competition and arguments between departments. They argue over who was to blame for unfavorable variances when using traditional systems. Push through productions is productions that use large amounts of raw material and partially finished products. The materials or products are moved from one process to another. The preferred method, "pull through" production, is replacing this old method. The products are in work cells or similar workstations. An employee in a cell can operate several types of equipment. An order can be processed quickly within the cell. The "pull through" method is preferred because it decreases cycle time and holds on orders. The inventory is not overloaded with this method either. One group is responsible for the product as a whole. This decreases the chance of defects. The best way to make standard cost systems more dynamic is to update the variances. Variances in raw materials can be updated by adding a quality variance. This will allow the materials that were produced, but not used, to be factored into the equation. The efficiency variance factors the difference between the weight of the material used and the standard weight used for total production. The traditional method uses the weight of good production instead of total production. Another way to add variances is to split up the volume variance into market size and market share variances. A good way to deal with orders that are completed but not shipped is the Finished Goods Variance. If a sales order could not be filled for any reason, it results in loss of opportunity. To use this as a factor there is a Sales Order Variance. Other ways to add dynamics to the standard system are to use best performance records for a variance on past performances. This is a highly motivating tool for busine sses. Benchmarking tracks the performance of competitors. This is another motivating tool. This competition will also encourage a better product for consumers. Another way to use dynamic standards is through moving cost reductions. This decreases the standard cost by a certain percent each period. Target cost is another method used to make a product viable in today's market. By setting a price before production, manufacturers can find ways to lower the cost until it reaches the target. The reports on SCSs need to be accurate to be viable. A team atmosphere avoids conflict and encourages employees to be responsible. A team using a work cell arrangement and variances on reports will be less likely to be in conflict and in return be more productive. The final way to improve SCSs is to use it in relation to ABC. When a company has many indirect costs, ABC results produce better pricing. If combined, ABC can be used for indirect costs or analysis of indirect costs and SCS can be updated and used for direct costs or financial records. 4. Considering the suggestions made in this article, in contrast to the chapter presentation of standard costing, which ideas make the most sense to you and why I like the idea of using the SCS in conjunction with ABC. I make sense to track both direct and

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Advanced Nursing Role - Essay Example n FNP is an educated professional possessing a Masters Degree in Nursing and credentials as per the state board of nursing or national certification offered by several agencies i.e. American Academy of Nurse Practitioners. From this education, the FNP provides ample medical care to children and adults. Depending on the setting, the degree of independence for an FNP varies. This means that an FNP at times may work together with a physician and at other times completely independent of a physician. According to Poghosyan et al., (2013) independent advanced nurses produce impeccable results in the workforce, promoting ideal practice and services (p. 325-334). The role and other medical duties of the FNP range as per the state of the licensure. Below are the roles of an FNP as discussed by Poghosyan et al., (2013); Hansen-Turton et al., (2009); Jones et al., (2011) The nurse practitioner provides direct health care services. An FNP gets health histories of patients as well as performs the necessary physical examinations. Moreover, this health practitioner also performs functional, development, and psychosocial assessment. The FNP has the capability of interpreting any medical situation. An FNP also has the role of performing minor surgery or procedure for any age group. These duties outline the role of health promotion, disease prevention, health protection, and treatment (Hansen-Turton et al., 2009). An FNP’s duty is to diagnose and develop a management plan for chronic such as HTN, diabetes, asthma and acute conditions such as cardiac diseases and neuromuscular conditions as well as monitor the patient’s response (Poghosyan et al., 2013). An FNP has the power to order and interpret any diagnostic study, and come up with a therapeutic plan. This is inclusive of prescribing medications as per the given case study. However, the prescription of medication is dependent as per state regulation. An FNP ought to handle situations well in the achievement of improved

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Dressy Clothes - Personal Statement Example You too, also feel pleased with yourself because of all the positive reinforcement gained by the approval of others. Often, what we wear is a reflection of what we feel. At the very least, people think that our clothes reflect what we feel. For example, many folks who are mourning a death wear black for a period of time. When we see a person in mourning wear we are automatically sympathetic and treat them with more sensitivity. When we see someone who is nattily dressed in public, we tend to avoid any acquaintance. Sometimes our reactions are subconscious but nevertheless, the reactions do happen. For this assignment, I went out shopping and treated myself to some new items. I confidently wore my new outfits for four days in a row and must admit that I frankly, was rather pleased with myself. I found that people were more outgoing towards me and I found myself with more confidence. I found that I was more apt to initiate conversations rather than respond to them. I had a desire to expose myself more and be more social then before. I found that I smiled readily and there was a certain new confidence in my walk. It was almost a stride. Most notably, my friends and family were highly appreciative my new fashions and encouraged me to keep exploring my new look. All of this really made me good about myself. In some places I went, people commented on my outfit in a positive way and that made me feel even better and my ego increased. It made a difference not with me, but my husband joined me in this assignment. He too went out and bought a few new items for himself and wore them the same time that I was wearing mine. He too was also complimented by friends and family. Perhaps the most rewarding part was that my husband and myself also found ourselves looking at each other differently. We have always respected one another and admired each other but I found myself looking at him the way I did when we first met. I also found that I was so proud to be standing next to this impeccably dressed may and he felt the same way. Needless to say we have resolved to maintain our new looks! Since then I perceive him differently and I feel the same from him. I feel closer to him and my friends are complimenting me often. From now on I intend to be more

Freud psychology paper-1.in Psychology. Discuss their life, work in Essay

Freud psychology paper-1.in Psychology. Discuss their life, work in psychology and theories - Essay Example His mother, Amalia Nathansohn Freud â€Å"...was an intelligent descendant of a famous Talmudic scholar... [in] Poland...† while his father, Jacob Freud, worked in a small weaving mill which he owned and managed (Puner, 1992, p. 2). His mother was 20 years younger than his father; whereas, Jacob was a widower who had 2 wives before Amalia; two sons, named Emanuel and Philipp; and two grand kids--John and Pauline, children of Emanuel. Freud was very close to his mother; she called him her â€Å"...golden Sigi† (Storr, 2001, p. 1). She indulged him in his demands, and attended to his every need. His father, on the other hand, was stern and strict; and castigated him whenever he can. Jacob Freud was Sigmund’s symbol of authority from his childhood years and all throughout his adult years. Despite Sigmund’s warring relationship with his father, he also considered him his playmate. They took walks in the foothills of the Carpathian Mountains, while sharing stor ies and thoughts along the way (Puner, 1992). In 1859, driven by financial hardship and the iron-fisted politics of the royal Habsburg Family, Jacob and Amalia Freud, together with Sigmund, and younger daughter Anna, migrated to Vienna; while his half-brothers, Philipp and Emanuel, together with Emanuel’s family, took a different route and ventured to England where they eventually became successful in the textile business (Reef, 2001). The Freuds lived in a little apartment in a Jewish neighborhood, in the Glockengasse section of Vienna. Their family grew rapidly, adding four girls: Rosa, Marie, Adolfine, and Pauline; and a boy, Alexander, to the brood (Reef, 2001). Life was not easy for them but their predicament did not trample their father’s spirit. Sigmund often described him as an optimist who was â€Å"always expecting [for] something to turn up† (Reef, 2001, p. 15). Jacob Freud always emphasized the value of education. He taught Sigmund as soon as he was able to understand; and enrolled him in school when he reached the right age (Reef, 2001). Sigmund always enjoyed learning; he had an unquenchable thirst for knowledge and because of his passion for education, he quickly adapted to this new challenge, and became one of the topnotch students in his class (Reef, 2001). His diligence, as well as his mother’s undying support, awarded Sigmund certain comforts that not all of his family enjoy--his own cabinet, his own room, and an oil lamp. He spent his free time reading books, jotting down details of his dream, and observing happenings on the street (Reef, 2001). He chose to eat in his room to be closer to his books; and befriended other kids, one of which was Eduard Silberstein, whose thirst for knowledge matched his (Puner, 1992). His other siblings grew up in his shadow and were on-lookers as he won prices and excelled in school (Reef, 2001). Some members of his family, his sister Anna for instance, gave up her dreams to make w ay for Sigmund’s studies. His family obeyed his wishes, and supported him in his endeavors. Despite his unrelenting demands, he had a kind heart and enjoyed the simplicity of his life; did not yearn for material possessions (Puner, 1992). In 1873, at 17 years old, he graduated from the Gymnasium and decided to pursue a medical degree at the University of Vienna. But before he decided this course, he intended to study law, and dreamt of becoming a high ranking official in the government. He was influenced, at that time, by a poet who professed that he

Critically discuss why technology is important within the operations Essay

Critically discuss why technology is important within the operations domain but that its implementation is problematic - Essay Example In this manner the application of CIM makes strategic management more effective. Therefore its importance in the operations domain cannot be questioned. However the expectations from technology are not always realized because of the lack of end-user involvement which makes implementation problematic. If the end-users are not involved in the implementation cycle, then the finished software may not address all the operational processes as required. Since the end-users are directly responsible for the operational processes, they should be involved in the implementation cycle in order to ensure that the technology is integrated into the operations environment in the right way. However facilitating end-user involvement may not always be possible. An important element of the implementation cycle is project management. A project management team consisting of qualified personnel must be formed in order to ensure that the implementation is strategically aligned. However the formation of the p roject management team is separate from the day-to-day operations of the organization. Therefore the management may not be in a position to provide the required personnel when it comes to managing the project of technology implementation.

Health and Social Care Essay Example | Topics and Well Written Essays - 1750 words

Health and Social Care - Essay Example g. the development of Type II diabetes. However the most definable kind of aging is the chronological aging which refers to the advancement in years that people undergoes. (Marcia, 1980) As people age they undergone different changes in all aspects of their like. This paper will look into details of aging, the changes that people undergo as they age and the help they can get from social workers. Let us first look at the changes people undergo by looking at the factors that may lead to loss of identity. There are various factors that can lead to loss of identity as people age. These factors can take social and biological dimensions. Many studies have explored these factors and have described the role of biological and social factors that leads some aspects like dementia which cause loss of identity. Biological factors like cellular memory loss and degeneration of brain cells are have been pointed as leading factors in loss of identity. Protein damage of cells which can be attributed to biological process can be held responsible for change in the memory which leads to loss of identity. But biological factors needs the effects of the environment in order to express the genetic make up. So it is the social factors that can mostly be held responsible for this loss. It depends with the angle of your argument on loss of identity. We know ourselves We know ourselves because we identify ourselves. One of the greatest psychologists who looked closely at the theory of identity in aging was Erick Erickson. Erickson formulated several stages of development. Erickson's theory of personality insisted on the Freudian theory but can be described as Neo-Freudian. He was described by many other authors as ego psychologist from his work on stages of development. His study works is marked by a conflict whose resolution results in a favorable outcome. Erickson termed the favorable outcomes of each stage as virtues which come out of the conflict in each stage of growth. In his work on those conflicts, Erickson identifies two conflicts in the old age, Ego versus Despair. According to Erickson, the Ego identity enables each person to have a sense of individuality. Erickson described stressed that "Ego identity, then, in its subjective aspect, is the awareness of the fact that there is a self-sameness and continuity to the ego 's synthesizing method and a continuity of one's meaning for others. In his work, Erickson came up with the term "identity Crisis" which showed the actual conflicts that people undergone in life. He described identity crisis as a time which is marked by intensive analysis and exploration of different ways of in which somebody looks at oneself. He traced the identity crisis from the time of childhood and traces it up to the old age. In all these stages, Erickson identified different types of identity crisis that we undergo through in life. Erickson defined identity as "a subjective sense as well as an observable quality of personal sameness and continuity, paired with some belief in the sameness and continuity of some shared world image. As a quality of unself-conscious living, this can be gloriously obvious in a young person who has found himself as he has found his communality. In him we see emerge a unique unification of what is irreversibly given - that is, body type and temperament, giftedness and vulnerability, infantile models and

Adult Learning Essay Example for Free

Adult Learning Essay Adult learning is a complex subject that in recent years has become more of a necessity than a personal pursuit. There are three factors present in the American society today that necessitate the need for adult learning. These factors are: Dramatic changes in demographics, the global economy, and technology. (5) Demographics are concerned with growth and development of adult learners and emerging groups of learners with special needs. There are more adults in our society than ever before and the population will continue to age and increase in the number of older adults. This fact along with the growing cultural and ethnic diversity existing in America today, although, provides many benefits for the society by mixing talents from many lands, but it also, requires a certain amount of familiarization and education to minimize the risks involved by diversification. The second factor influencing the need for adult learning is the global economy. The birth of global interdependent economy has led to changing work practices, which require different kinds of preparation and training. The emphasis has been shifted to improved product and service quality, having more educated workers with more responsibility and stronger team work. This has resulted in control of education shifting more to business. More and more companies opt to provide work place literacy programs, training and development packages, and encouraging their employees to learn how to learn, to keep up with a constantly changing global service based economy. Ethnic make up and increased number of women in the work force are also contributing factors for adult learning. (5) The third factor that should be considered is the explosion in the information technology sector. With the development and advancement of computers within the last decade or two, an environment has been created in which the settings for a formal training session, has been outdated. The society is experiencing an increase in mental ability which is growing drastically with the availability of horizontal networks and the advancement of telecommunications. Information is rapidly distributed and easily available and accessible. This causes for efficient use of information. This allows the learner to have better access with those who teach information access skills, it helps the development of higher levels of thinking skills while at the same time, it creates a comfortable environment for the educators. Although consideration must be given to the ethical implication of the information access creates. (1) The three factors above have become intertwined forces. Demographics, the global economy, and technology have come together in adult education in the blurring of the field’s content and delivery mechanisms, dividing up the setting for adult education into formal, non-formal and informal activities. Blurring is also occurring in higher education sector where older students are now making up for about 50 percent of the college attendees, and finally, a blurring of content and delivery is found in such popular slogans as â€Å"workplace literacy† and â€Å"critical thinking. † which focuses on development of skills needed to be productive and informed members of a highly technical society. There are three types of opportunities in which learning occurs for adult: Formal institutional setting, non-formal setting and informal setting. For most adult, learning in adulthood brings to mind a classroom setting. Yet when we ask these same adult about what they have learned informally over the last year, they typically respond with descriptions of learning activities outside these formal settings. However, the use of technology has increase the delivery of learning programs, expanding our picture of learning in an informal setting. Informal learning occurs most often in ones natural setting in which we learn things from our daily experiences. On the other hand, non-formal settings have been used most often to describe learning opportunities outside the formal educational setting that complement the needs of underserved adults such as churches. Knowing why some adults participate in adult education does not tell us why many don’t . The two often cited reasons for non participation are lack of time and money. There is no single theory or model that can explain or predict participation in adults education . The main reasons most commonly used are cite job-related motives, achieving some other personal goal, sake of the activity itself, social relationship (making a new friend), external expectation (complying with the wishes) and cognitive interest engaged for sake of learning itself. Nonparticipation has been from the perspective of the individual’s motivation, attitudes, beliefs, and so on .However they may be social factors that influence the decision . This can also be family-related. (2) Whatever the stated or actual purposes of a learning activity, adult education is usually a form of social intervention that often begins with a problem that needs to be solved . What is seen as problematic depends on one’s values, social position, and perspective. The purpose of adult education today for which there is public support, clusters around the ability of the United States to sustain a competitive edge in the global economy. Purpose of adult education is to improve the self and to improve society. In America all individuals have access and the opportunity to benefit through education. (4) In total the answer to the question of who benefits is clear: It is those who have benefited in the past, and those who have the â€Å"cultural capital†. Those most likely to be the recipients of the dominant cultures are those who, as a result of birth and upbringing, have already acquired the cultural capital to receive it and to take advantage of opportunities. Everyone can improve his/her life situation through learning, every adult can choose to participate in any adult learning activity . There are other reason that certain adults have more access to learning opportunities than other adult . Where one happens to live, what color, age, or sex one happens to be, what one does for a living, all contribute to the participation pattern in adult education (framework) by way of illustrating how these framework conditions can determine who is more likely to benefit from adult learning opportunities. Where and how one lives makes a difference. (3) Individual educators and individual learners are likely to be fairly explicit about why they are engaged in a particular learning activity. Such easily identified objectives are usually aligned with the content of the activity. Underlying many of the state purposes of adult education in America is the assumption that the idea of a society must be maintained, and that education is one way to do this. Individualism, Independence, and a protestant-capitalist work ethic frame the actual provision of adult education in America. (1) Several things are known about self-directed learning: (a) Individual learners can become empowered to take increasingly more responsibility for various decisions associated with the learning endeavor; (b) Self-direction is best viewed as a continuum or characteristic that  exists to some degree in every person and learning situation; (c) Self-direction does not necessarily mean all learning will take place in isolation from others; (d) Self-directed learners appear able to transfer learning, in terms of both knowledge and study skill, from one situation to another; (e) self-directed study can involve various activities and resources, such as self-guided reading, participation in study groups, internships, electronic dialogues, and reflective writing activities; (f) Effective roles for teachers in self-directed learning are possible, such as dialogue with learners, securing resources, evaluating outcomes, and promoting critical thinking. (g) Some educational institutions are finding ways to support self-directed study through open-learning programs, individualized study options, non-traditional course offerings, and other innovative programs. ( 1) self –directed learning as a process of learning , in which people take the primary initiative for planning, carrying out, and evaluating their own learning experiences, has received a great deal of attention in the literature. This form of learning can take place in both inside and outside institutionally based learning programs. (2) Staff development that improves the learning of all students applies knowledge about human learning and change. No matter the age at which it occurs, human learning is based on a common set of principles. While adults have more life experience to draw on than younger learners and are often clearer about what they want to learn and why it is important, the means by which the learning occurs is remarkably similar. Consequently, it is important that the learning methods used in professional development mirror as closely as possible the methods teachers are expected to use with their students. It is essential that staff development assist educators in moving beyond comprehension of the surface features of a new idea or innovation to a fuller and more complete understanding of its purposes, critical attributes, meaning, and connection to other approaches. To improve student achievement, adult learning under most circumstances must promote deep understanding of a topic and provide many opportunities for teachers and administrators to practice new skills with feedback on their performance until those skills become automatic and habitual. Such deeper understanding typically requires a number of opportunities to interact with the idea or procedure through active learning processes that promote reflection such as discussion and dialogue, writing, demonstrations, practice with feedback, and group problem solving. Because people have different learning styles and strengths, professional development must include opportunities to see, hear, and do various actions in relation to the content. It is also important those educators are able to learn alone and with others and, whenever possible, have choices among learning activities. Another important dimension of adult engagement in change processes is the feelings that such change often evokes in individuals. Even under the best of circumstances, pressure for change, no matter what its source, may produce feelings of anxiety, fear, and anger. Such feelings are most effectively addressed through skillful listening and problem solving within a respectful and trusting school culture. It is helpful for educational leaders to appreciate that, to some degree, such feelings are natural and an inevitable part of the change process. Such appreciation is aided when leaders have a deep understanding of the change literature, particularly the Concerns- Based Adoption Model, and are able to apply its insights when planning and implementing new practices in schools. A third dimension of change is the life stage of individuals engaged in the change process. While recognition of life stage differences would not alter expectations for performance, it may affect an individuals availability and interest in additional work responsibilities during different phases of his or her life. Recognition of life stage differences may also help staff development leaders in tapping educators strengths and talents, such as asking skillful veteran teachers to serve as mentors or coaches for their peers. Electronic forms of learning may prove particularly helpful in providing alternatives that respond to differences in learning styles and availability due to life stage issues. Staff development content may be accessed via the Internet or other forms of distance technology that will enable learning throughout the day in various settings using media that appeals to different learning preferences. (6) References: 1-What is self directed learning? Http://home. twcny. rr. com/hiemstra/sdlhdbk. html 2-Read write plus, DFES, Quality and Training Http://www. dfes. gov. uk/readwriteplus/quality 3-Finding from a national survey of States Directors of Adult Http://www. ncsall. net/fileadmin/resources/reasearch/rep9. pdf 4-Acve-Race and Gender in Adult Education Http://www. calpro-online. org/ERIC/docgen. asp? tbl=tiaID=92 5-How adults learn: Ageless learner Http://www. agelesslearner. com/intros/adultlearning. html 6-NSDC-Standards: About the Standards-Learning Http://www. nsdc. org/standards/learning. cfm.

Basic Economics Definitions Essay Example for Free

Basic Economics Definitions Essay Colander (2010) stated, â€Å"Economics is the study of how human beings coordinate their wants and desires, given the decision-making mechanisms, social customs, and political realities of the society† (p. 4). The main word defining â€Å"economics† would be coordination, and in economics, refers to three central problems that face any economy and how they are solved. These central problems are 1. What and how much to produce. 2. How to produce it. 3. For whom to produce it (Colander, 2010). Individuals frequently assume that economics only concern is with business, money, and supply, and demand. However, economics began as a branch of philosophy, and Alfred Marshall, the 19th century economist describes economics as the study of individuals in the business of everyday life. * Scarcity Colander (2010) stated â€Å"scarcity has two elements: our wants and our means of fulfilling those wants. These can be interrelated since wants are changeable and partially determined by society† (p. 5). Scarcity is a basic problem of economics it has apparent limitless individual wants and needs when the world in fact has limited resources. We as a society have scarce creative resources to fulfill everyone’s wants and needs. * TANSTAAFL Colander (2010) states TANSTAAFL â€Å"economic knowledge in one sentence â€Å"There ain’t no such thing as a free lunch† (p. 7). This acronym is trying to illustrate the cost of spending and decision making, and expresses that there is always a cost whether hidden or indirect even if it may seem like it is free. * Opportunity Cost Colander (2010) states â€Å"Opportunity cost is the benefit that you might have gained from choosing the next-best alternative. To obtain the benefit of something, you must give up something else. TANSTAAFL theory embodies the opportunity cost concept because it tells us that there is a cost to everything; that cost is the next-best forgone alternative† (p. 9). In economics, the term â€Å"opportunity cost† refers to money or benefits lost or given up pursuing a particular path specific path of action instead of an alternative or something else. Almost every decision made in business has an opportunity cost attached to it. For example should a business continue using a particular piece of equipment, or should the business purchase new equipment with additional features, and pay a higher rate. * Production Possibilities Curve Colander (2010) states the definition as â€Å"The production possibility curve is a curve that measures the maximum combination of outputs that can be obtained with a given number of inputs† (p. 29). The Production Possibility Curve is a graph representing the difference in rate when two products are produced with only a specific quantity of resources. For example, Suzie will bake brownies and cookies, but she has only one oven. An area in the oven used for baking brownies is not necessarily used for the cookies; therefore, for each brownie baked there are fewer baked cookies. * Comparative Advantage Colander (2010) states the definition as â€Å"some resources have a comparative advantage over other resources— the ability to be better suited to the production of one good than to the production of another good† (p. 28-29). Comparative advantage is the capability to manufacture services or merchandise at an opportunity cost lower than other individuals or businesses giving the individuals or businesses the capability of selling their services or merchandise at lower pricing than their competitors price. * Business Cycle Colander (2010) states the definition, as â€Å"a business cycle is the upward or downward movement of economic activity that occurs around the growth trend† (p. 158). Business cycles refer to economic fluctuations in trade, production, and economic activity in over several months or years. Economic fluctuations take place throughout long-term growth trends, involving shifts over time showing fast economic growth, and periods of decline. * CPI Colander (2010) states the definition, as â€Å"the consumer price index (CPI) is an index of inflation measuring prices of a fixed basket of consumer goods, weighted according to each component’s share of an average consumer’s expenditures† (p. 171). The CPI or consumer price index is a measurement showing household purchases indicating the change in the price levels of services and consumer goods. The CPI calculates the price changes for each predetermined item in the â€Å"basket of goods† and averages them, and weighted by their importance with the price changes related to the cost of living. * Labor Force To define labor force or workforce, and this is the calculation of every adult whether employed or unemployed. Estimated by The Bureau of Labor Statistics labor is categorized by employed, unemployed or not in the labor force for individuals age 16 and over. Individuals not categorized into the labor force are students, retired, or institutionalized individuals. The labor force changes over periods because of social and demographic changes. * Transfer Payments Colander (2010) states the definition, as â€Å"payments to individuals that do not involve production by those individuals. Transfer payments include Social Security payments, and unemployment insurance† (p. 184). Transfer payments are monies from the government given to individuals such payments include unemployment, social security, disability, and other welfare payments. References * Business cycle. (2013). In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/business cycle Comparative advantage. (2013). In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/comparative advantage Colander, D. C. (2010). Macroeconomics (8th ed.). Boston, MA: McGraw-Hill/Irwin. (pg. 4, 5, 7, 9, 28-29, 158, 171, 184). Economics. (2013). In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/economics Opportunity cost. (2013). In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/opportunity cost Scarcity. (2013). In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/scarcity

Chinese and Western International Relations Theories

Chinese and Western International Relations Theories Chinese ancient school of thoughts[1] and Western International Relations theories: A comparative study Introduction Background of the study The study of international relations has classically focused on the cause of war and the conditions of peace. With China’s overwhelming economic growth and active diplomacy engaging in international affairs, numerous concerns of China’s emerging power have become priorities on international political agendas, which also lead to many academic researches on the manner in which China rises. The increasing attentions are drawn to Chinese perspectives of inter-states relations, because there are remarkable different perspectives and actions between China and western countries, for example, China’s outspoken opposition to international action against Libya, Syria, North Korea, and Iran. China’s no-string attached foreign aid policy on African countries has been frequently accused as support to corrupt and brutal dictators and a barricade of democratic progress, while most of western countries impose reform conditions when providing aid. As such, the rise of Chin a has not simply challenged the international status quo, but also challenged the conventional wisdom on international relations.[2] (Deng, 2008) As a consequence, debates are centered around questions on whether China’s rise will be a threat to the regional peace and world security. Over the past three decades, many western scholars have speculated that China will overthrow the current western-oriented international order and reshape the rules of the world in order to service its interests; can China peacefully replace U.S as a superpower; will China’s rise result in military conflict with its neighbor countries? Statement of the problem There has been no shortage of research on China’s potential to become a superpower. However, the western experience and thoughts usually conclude that China’s emerging power will be highly problematic and dangerous to the rest of world. It is hard to obtain a holistic explanation of the aforementioned differences from the obvious economic and geopolitical point of view alone. One needs an understanding of the Chinese core values and worldview which stems from Chinese philosophy. Although contemporary China has incorporated foreign thoughts including Marxism and Capitalism into its political and social system, ancient philosophy still plays a considerable role in its policy-making and in the international relations. As Rosita Dellios pointed out, for western politicians and scholars, any country whose actions have enormous impact on the â€Å"high politics† on the international stage, is worth studying at a deeper theoretical level, in particular its philosophy and perspective on the world order. The importance of the Chinese schools’ teachings on inter-state relations cannot be overestimated. It shapes policy-makers’ ideas, which in turn influence China’s foreign policy and behavior. A proper understanding of China’s philosophy concerning International relations and the view of the world affairs will help to increase the understanding, the causes of conflict and the condition for peace with regard to the rise of China. More over, the importance of culture and philosophical thoughts in IR theory has recently been highlighted by the publication of a book titled â€Å"The return of culture and identity in IR theory†, which pointed out that the question of culture, philosophical thought and identity have always been part of our analysis of the social world, even if often times underestimated. The return of culture and philosophical thoughts has been brought about partly by the failure of the traditional, positivist, neo-realist school to predict events associated with the ending of the Cold War. IR scholars are now reclaiming culture and identity in response to their mounting difficulties with exponential increase in global heterogeneity and diversity. (Chan,1999) Aims and objective The objectives of this study are two-fold. Firstly, it seeks analogies and dis-analogies between major Western International Relations theories and the philosophical traditions of China’s Spring Autumn and Warring states period. This is performed with the question of commensurability in mind. Secondly, it will examine the influence of ancient Chinese philosophical thoughts on contemporary Chinese policy-maker’s conception of international relations in approaching global affairs. These two objectives are closely related. As Dr. Henry Kissinger was cited in Yan Xue Tong’s book: If China became a strong world power, the Chinese government would adopt ancient Chinese philosophy rather than Marxism or Liberalism to guide its foreign policy and the people outside China would be eager to learn about these ancient Chinese philosophical thoughts. (Yan, 2013) This research aims to bridge the gap between Western studies of the Chinese interstate relations and China’ s own perception of its rise in world politics. My concern is not only to explore the commonality but also to induce the recurrence of a wide variety of philosophical practice in contemporary world politics. Limits of the Study There is sufficient research on various ancient Chinese schools of philosophy on moral notions and domestic governance. This study will only discuss classical Chinese thought on inter-state relations, interstate order, transfer of hegemonic power and world leadership. The aim of this research is to lay a foundation for genuine dialogue of civilizations between East and West in terms of perspectives of international relations. This is expected to be conductive to a mutual learning process and has potential to enrich modern IR theory by casting Chinese thoughts. Research Questions Is there any commonality between Western IR theories and ancient Chinese schools of thought, where does it arise and what form does it take? Does ancient Chinese school of thought of interstate relations still have implications on contemporary Chinese foreign policy? Methodology This research will horizontally juxtapose Western IR theories and major ancient Chinese schools of philosophy (Legalism, Confucianism, Daoism and Guan Zi’s thoughts) by comparing their analytic methodology, main arguments, views on hegemony, and their empirical implications for China’s rise. Analogies and dis-analogies in those philosophical practices will be traced out between Chinese and Western thinking. Vertically, comparison among thoughts of Chinese philosophers will also be employed. According to Waltz’s three levels of analysis of international relations (Individual, State, and System), Confucius analyzed interstate relations based on individual moral values. Guan Zi and Han Fei Zi’s analyses however, emphasize the level of the state. Lao Zi (Daoism) conducts his analyses at the system level, from the perspective of the abrstract world. Comparisons between Chinese classical schools of philosophy and western IR theory will be employed as follows: Legalism (Xun Zi and Han Fei Zi) VS. Realism Briefly speaking, Xun Zi (313-238 BC) and his students, such as Han Fei Zi, have a dark notion of the human-nature just as realism. This is not unlike Machiavelli’s and Hobbes’s state of nature, which they described as a condition where men are engaged in a war of all against all, constantly struggling for survival. According to Classic realism scholar Morgenthau, the human nature is rational, egoistic and constantly seeking to maximize power. These anthropologic premises can be transferred to the behavior of a state in an international system. Xun Zi and Han Fei Zi also described human nature are vicious, constantly pursuing self-interest and benefit. Xun Zi believed that the ideas of a state’s leader have a determining role on its nature. The stability of the international system depends on the nature of the state. Xun Zi listed basic moral principals, such as credibility and trust among allies as necessary for a leader to gain world leadership. If an issued de cree turns out to incur loss for the government but benefit the people, the leadership should uphold it rather than lose the trust of his people by abandoning it; if a ratified treaty between allies is in conflict with a state’s self-interests, the state should not withdraw from it as to not lose the trust of his allies. A recent example for this is the protocol of Kyoto; the US, typically assuming the role of the world leader, shirked its responsibility to reduce greenhouse gas emission and has been blamed for this by other nations. Xun Zi emphasizes the importance of credibility among allies to gain hegemonial power, rather than employing tricks to cheat its allies. In addition, the comparison not only reveals parallels between Machiavelli’s and Han Fei Zi’s thoughts about the politic reality and morality, but also display subtle differences between them. Guanzi’s thoughts VS. Neoliberalism Guan Zhong (d. 645 B.C.) was a prime minister of the State of Qi in the Spring and Autumn period, the Guan Zi is one of theà £Ã¢â€š ¬Ã¢â€š ¬collections of Guan Zhong’s thoughts concerning statesmanship. Guan Zhong’s domestic policies and diplomatic strategy helped the Qi state to become the leading state and hegemon in the Spring and Autumn Period. Guan Zhong believed that the economic well-being was the foundation of a state. â€Å"When the granaries are full, the people will know propriety and moderation. When their food and clothing is adequate, they will know the honor and shame†[3]. This reflects the underlying notion of the rational individual. People with sufficient wealth would be easily cultivated with decency and etiquette, and be more like to obey the regulation. Then, a rational individual can enjoy their freedom and pursue their interest. Guan Zhong’s reform motivates farmers, handcraft men, and businesses by lowering tax and reducing government interference in order to promote production and free economy mechanism. Meanwhile, due to beneficial trade policies, the Qi state became the busiest trade center in ancient China. Guan Zi’s perspective has commonality with contemporary liberal assumptions associated with John Locke and Immanuel Kant. According to Kant, the rational quality of the indivi dual, despite their self-interest, will lead individuals to cooperate and construct a peaceful world. Moreover, Guan Zhong also recognized the anarchical world order is a reason for world’s instability. He called for all states to honor the king of Zhou and to set up international norms, to avoid anarchy and restore the hierarchy of the Zhou dynasty, which would reduce the likelihood of war. In addition, he proposed a confederation. Its member remained sovereign, linked only by partially federal institutions and by collective security alliances against barbarian in the northern China as in Europe today. In contrast to most liberals’ perspectives of the equality of state sovereignty, Guan Zi believed that there was hierarchical structure between members of a confederation. States are not equal, powerful states should take greater responsibility. Perhaps, the account of Guan Zhong may better explain reality of the international system. We can notice that the features of hierarchical structure and power relationships among members of the main international organizations today: Permanent members of United Nations, voting structure of World Bank and International Monetary Fund[4]. The aim of Guan Zhong’s reforms were to build a justified hegemony status for Qi, similar to Charles P. Kindleberger[5] and Robert Keohane’s hegemonic stability theory, which argues that to maintain the stability of the international system, a single dominant world power is needed to enforce and develop the rules of the system. Confucianism VS. Idealism Confucianism has been an essential element in Chinese society, politics and international relations. Confucianism highlights the role of virtue for harmony and peace (à ¥Ã¢â‚¬â„¢Ã…’). Moral standards of â€Å"ren† (benevolence)à £Ã¢â€š ¬Ã¢â€š ¬and â€Å"li† (rituals, moral standards)à £Ã¢â€š ¬Ã¢â€š ¬will be able to maintain harmony in family, stability in a nation, and peace in the whole world. Confucius emphasized that good government and internal peace and prosperity of a nation would play a significant role in the world and serve as a universal paradigm for other nations. Confucius’s scholar, Kang You Wei, advocates moral reforms to extend Chinese benevolence to the Westerners to avoid direct conflict (Feng, 2007). To some extent, Confucianism perspectives parallel classical liberalism, which rests upon the normative premise: although liberals accept that different societies have different values and norms, they believe in peace as the one common interest of all societies. Daoism Daoism is brought about by Lao Zi and developed by Zhuang Zi and Sun Zi. Dao means the universal objective laws. Lao Zi summarized the law of universe by observing regular patterns of nature and human beings. This can best be understood by observing the parallel to the modern notion of the laws of nature. According to modern understanding, the universe and all beings and objects within it, rely on a small set of universal objective laws. Everything that evolves within the universe can be derived from these laws, even if enormous complexity can obscure this fact. Indeed, it is widely believed that a final, single law (GUT) can be found from which everything else can be derived. In this spirit, one should understand Lao Zi’s sentence â€Å"The dao bears one, one bears†¦Ã¢â‚¬  (â€Å"à ©Ã‚ Ã¢â‚¬Å"à §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â€š ¬Ãƒ ¯Ã‚ ¼Ã…’à ¤Ã‚ ¸Ã¢â€š ¬Ãƒ §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ºÃ…’à ¯Ã‚ ¼Ã…’à ¤Ã‚ ºÃ…’à §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â‚¬ °Ãƒ ¯Ã‚ ¼Ã…’à ¤Ã‚ ¸Ã¢â‚¬ °Ãƒ §Ã¢ € Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â‚¬ ¡Ãƒ §Ã¢â‚¬ °Ã‚ ©Ã¢â‚¬ ). This principle is reflected in the principle of the scientific method. The outset is the scientific mind observing its environment and recognizing a pattern (à ©Ã‚ Ã¢â‚¬Å"à §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â€š ¬), by continued research, the pattern can be refined into a law (à ¤Ã‚ ¸Ã¢â€š ¬Ãƒ §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ºÃ…’), which itself is the starting point for further refinement (à ¤Ã‚ ºÃ…’à §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â‚¬ °). This chain bears the potential to create a whole universe (à ¤Ã‚ ¸Ã¢â‚¬ °Ãƒ §Ã¢â‚¬ Ã… ¸Ãƒ ¤Ã‚ ¸Ã¢â‚¬ ¡Ãƒ §Ã¢â‚¬ °Ã‚ ©). There is an incisive exposition in regard to international relations in Chapter 61 of â€Å"Dao De Jing†, which reads as follows: The great country may be compared to a low-lying lake where many rivers converge;à ¢Ã¢â€š ¬Ã‚ ¨it is the mixing place of the world, the reservoir of all under heaven, t is said that by practice of quiescence and humility the great can absorb and conquer the small witho ut effort,à ¢Ã¢â€š ¬Ã‚ ¨and the small and insignificant can gain riches and treasure by submitting to the great.à ¢Ã¢â€š ¬Ã‚ ¨The great state wishes to keep and nourish its people, and help others.à ¢Ã¢â€š ¬Ã‚ ¨The small state wishes to help its people by joining with the peace and strength of the larger state.à ¢Ã¢â€š ¬Ã‚ ¨Both states get what they wish by submitting.à ¢Ã¢â€š ¬Ã‚ ¨Greatness lies in placing oneself below.à £Ã¢â€š ¬Ã¢â€š ¬(Translated by John Dicus, 2002).à £Ã¢â€š ¬Ã¢â€š ¬Lao Zi emphasized stillness and humbleness in inter-states relations.à £Ã¢â€š ¬Ã¢â€š ¬The legacy of Daoism has influenced contemporary Chinese foreign policies and has been well laid out in the five principles of Deng Xiao Ping’s foreign policy guidelines. The essence of Deng’s foreign policy is to keep a low key in international affairs and strengthen domestic affairs. According to Daoism, staying in neutral (à ¤Ã‚ ¸Ã‚ ­Ãƒ ¥Ã‚ ºÃ‚ ¸) is safest and yields the most sustainable p rofit. â€Å"Don’t stick your head out† entirely discourage a state to pursue hegemony. This can be understood in terms of the western IR concept Balance of Power, which states that the power of a hegemon will always be counterbalanced by a strategic alliance of rivals in order to secure their interests. Conclusion In the course of this work we will compare major ancient Chinese philosophies to western theories and concepts in International Relations. We will pick a subset of each group and draw direct one-to-one comparisons in horizontal pairs. The choice of pairs is guided by the rough degree of similarity in the general framework. In particular we will compare Confucianism to Idealism, Guan Zi to Neoliberalism and Legalism to Realism, with the Chinese and the western part respectively. Complementarily, we will draw vertical comparisons among the ideas of the Chinese schools of philosophy. Preliminary Bibliography Acharya, A. (2011). Dialogue and discovery: in search of international relations theories beyond the West. Millennium-Journal of International Studies, 39(3), 619-637. Chad Hansen, (1992), A Daoist Theory of Chinese Thought: A Philosophical Interpretation, Oxford University Press Gerald Chan,(1999), Chinese Perspectives on International relations: A Framework for Analysis, London, Macmillan Press LTD. Feng Huiyun (2007)Chinese Strategic Culture and Foreign Policy Decision-making: Confucianism, leadership and war, London, Routedge Yan Xuetong,(2011) Ancient Chinese Thought, Modern Chinese Power,Edited by Daniel A. Bell Sun Zhe. Translated by Edmund Ryden. Princeton Oxford: Princeton University Press Zhang, C. (2013). Understanding China’s attitude toward international order: from general delegitimization to selective embeddedness. Jeffrey W. Legro, (2007) What China Will Want: The Future Intentions of a Rising Power, Perspectives on Politics, American Political Science Association http://www.chinaguanzi.com/newsview.asp?id=790 Jack Snyder, ‘Some Good and Bad Reasons for a Distinctively Chinese Approach to International Relations Theory’, Paper presented at the annual meeting of the APSA, Hynes Convention Center, Boston, Massachusetts, 28 August 2008, 9, 10. [1] The tradition Chinese philosophy on inter-state relations originated from the Spring and Autumn Period ( 770bc-476bc) and the Warring States era (475bc-221bc). During these periods, the competition for territory and hegemony status among princely states forced states seek to balance of power and develop relationship among them. [2] Yong Deng, 2008, China’s Struggle for Status: the Realignment of International Relations, Cambridge University Press [3] à §Ã‚ ®Ã‚ ¡Ãƒ ¥Ã‚ ­Ã‚ Ãƒ £Ã¢â€š ¬Ã¢â€š ¬Ãƒ §Ã¢â‚¬ °Ã‚ §Ãƒ ¦Ã‚ °Ã¢â‚¬Ëœ [4] Daniel A. Belll, p11 Introduction, [5] Charles Kindleberger, The World in Depression, 1929-39, Chapter 14, An Explanation of the 1929 Depression, (Berkeley: University of California Press, 1973), pp. 291-308

Boewulf :: Boewulf Essays

Boewulf The section entitled "Further Celebration at Heorot" opens after Boewulf has slain Grendel's mother. This becomes acceptable adult behavior when you realize that Grendel and his mother are both monsters from the same evil metal. Beowulf has returned to King Hrothgar's beautiful Heorot Hall to celebrate his victory over evil Grendel. Beowulf's boasts illuminate his heroic deeds. His crowing declares the mead hall now safe for all the thanes to drink in once again. Hrothgar, the honorable king of the Danes, is grateful for the monster's slaughter that Beowulf has done but is also reflective. Drawing on the experiences of a long life, he confides in Beowulf that he should not be quite so full of himself. He states: "Keep yourself against that wickedness, beloved Beowulf, best of men, and choose better-eternal gains. Have no care for pride, great warrior. Now for a time there is glory in your might: yet soon it shall be that sickness or sword will diminish your strength, or fire's fangs, or flood's surge, or sword's swing, or spear's flight, or appalling age; brightness of eyes will fail and glow dark; then it shall be that death will overcome you, warrior." Hrothgar is a wise and noble king. He is much older than Beowulf and sees much of his former self in the young warrior. Having lived and learned many lessons from the thousands of experiences that Beowulf has yet to face, with great affection for Hygelac's thane, Hrothgar tries to use his wisdom to help and Beowulf on the difficult road ahead. To illustrate his point, Hrothgar recounts the story of Heremod, a miserably notorious king, who stayed from the codes and procedures of that warrior caste. The evil one's main failure was a lack of respect for his people. As Hrothgar explains, "He grew great, not for their joy, but for their slaughter." Not only did Heremod fail to share a portion of the wealth and power that God has given him with his loyal retainers. he performed the most heinous of crimes, the killing of his own clansman. In the end, this king, having failed to live a just life, had few friends and died unhappy. Then his people, without longing for their departed king, advanced someone else to the office. Beowulf does not have any fear that Hrothgar's vision is in his future. He is confident of his amazing courage. His states, "Sometimes fate can save the undoomed man if his courage is good.

Trapped :: essays research papers

Crash, Swish, Roar. The lonely empty silence is overpowered by a wall of foam rushing towards me. Wheels of sand are churning beneath my feet. My golden locks are flattened and hunched over my head to form a thick curtain over my eyes. Light ripples are printed against my olive stomach as the sun beams through the oceans unsteadiness. I look below me and can’t see where the sand bank ends; I look above and realize it’s a long way to the top. Don’t panic Kate, you’ll get through this. I try to paddle to the top but am halted by something severely weighing me down- My board. That’s what got me in this mess in the first place. I can see the floral pattern peeping through the sand that is rapidly crawling over it. I quickly rip apart the Velcro of my foot strap and watch my board float to the surface effortlessly as I attempt climbing through the water to reach the surface. The fin of my board becomes more visible to me as I ascend. Finally, an alleviating sensation blasts through my mouth. Air. Crash, Swish, Roar. Just as I get a breath, the powerful monster swallows me once more. It finally hits me that I’m going to be under a long time. These are 20 ft waves, I think to myself. There is no way I am getting out of here the easy way. I feel the blood surge to my head as the paranoia sets in. When I was 5 years old, Dad woke me up one morning and informed me that he was finally going to teach me how to surf. I was ecstatic. I used to watch my brothers in envy as I crouched on the damp sand with my head between my hands resting on my knees, sulking at the fact that I wasn’t allowed to surf until I was 5. Well, that time arrived when Dad was taking me, and nothing was going to hold me back. I watched Dad approach me as he returned from a blue and white hire tent with a long (well what seemed long at the time), bright yellow foam board. It had a small white fin sticking out its rear. We stayed shallow and like any impatient 5 year old I began to suffer from frustration as I continuously nose dived into the sand at my efforts to stand up.

Puritans and Puritanism Essay -- American History

Puritans and Puritanism This essay addresses the questions: What is Puritanism. What is the meaning of puritanism in American history? What is the Covenant as Puritans understood it. How were their ideas about the Covenant applied to their experience in America? Puritanism is one of the most important aspects of the American culture. Many of this country’s beliefs come from puritanism background. What is Puritanism and the meaning of it in American history? Puritanism is a term that originates from the religious group called the Puritans. They were a denomination formed by the great Protestant Reformation in Europe. They were known as nonconformists and dissenters because of their refusal to submit to the Church of England. Because of this, the Puritans and their theology soon died out in Europe. However, the puritan ideas and beliefs flourished in the New World. Puritanism starts with the theology of the Puritans. First they believed in the sovereignty of God. That is, only God had the highest power or rank. This meant that a man did not have the power to hold authority over other men. In essence, this belief coincides with the concept of the divine nature of kings. The English monarchy wanted its people to believe that the king was appointed by God Himself. Therefore, the king was responsible only to God. The first concept of Puritanism states that all Christian men are responsible only to God. Another concept of puritanism and probably the most important is the idea of Salvation by Grace. In Puritan theology, God created mankind and cosmos. He gave mankind a beautiful garden to live, the Garden of Eden. Unfortunately, mankind committed sin and was banished. However God, sent His grace to mankind. He gave His... ... was to give African slaves their freedom. Then, there was the westward movement to expand land. During the 20th century, the United States fought to protect the world from the Axis, the Communists, and the Iraqis. In each case, America has always had this special mission which they fulfilled sometimes using questionable methods. We can see how puritanism relates to the beliefs of America by studying the history of America. And we can see the prominent role puritanism has played to American society. Just look at the remnants of the Indian culture. Using the name of God, the Americans stole their land, wiped out their people, and destroyed their culture. Perhaps the sovereignty of God isn’t such a good idea after all. It seems as though with no authority to answer to except God, America was able to do almost anything and state that it was for the â€Å"greater good.†

Putnam Paper Essay

Introduction   Putnam’s recent work has mainly focused on bringing philosophy out of its case and back to the world of ordinary people and ordinary social problems. Pragmatic provides us with some ideas for finding the claim that there is no difference between what is real and what we experience as real. A pragmatic realist philosophy of religion is not reductionism and therefore acceptable for religious as well as non-religious philosophers of religion.   Ã‚  Majority of the pragmatists seek to find a middle way between metaphysical realism and relativism and between dogmatism and skepticism by using the pragmatic maxim, in order to establish the meaning of a conception we should consider what practical consequences might conceivably result from the truth of that conception. Belief in what is taken to be true is conceived as a guiding action, that is, it is a habit, a disposition to behave, and its opposite is disbelief and doubt. This doubt is normally caused by surprising phenomenon that is incompatible with one’s earlier accepted beliefs. We begin a process of inquiry whenever the doubt arises where we attempt to obtain a new equilibrium with our environment where our doubt is detached. This new equilibrium refers to new habits and revised beliefs. A glowing inquiry lead to stable view, that is only short-term, and will eventually be followed by new doubt.   Most of the pragmatics conceived an inquiry method as the way we think and have to think in all aspect of life. Cognitive experience is the result of inquiry. An inquiry process begins in a sensible difficulty, going on through the stage of conceptual elaboration of probable resolutions, and results in a concluding reconstruction of the experience into a new cohesive whole. This cohesive whole is not, a closed system.   With this view of a cohesive whole, pragmatists question knowledge as a sort of inactive recording of antecedent facts. They claim that, knowing is vied as a constructive conceptual action, anticipating, and guiding our alteration to future practical interactions with our environment. With that regard, we cannot therefore assign a complete status to the traditional ontological distinction between mind and body, means and end, or between fact and value. However, these differences should functionally and contextually be understood. Moreover, most pragmatists refute truth as correspondence of consideration to things in themselves, but ague that, truth is a subject of successful change of our ideas to challenging circumstances, a view which was supported by William James.   With regard to moral, aesthetic and the religious, there is a pragmatic interrelation between the truth and utility. These truth values are brought by their sensible function in our lives. The religious should have sensible penalty for their people who accept them. According to pragmatism, both religion and science have an explanation concerning who we are as human beings. Nonetheless, science deals with experimental and observational experience, while religion deals with the existential experience.   Putnam ague that objects in the world is always objects conceptualized by people. These objects vary depending on the theory at hand. This implies that what is say concerning the objects as true, presupposes a theory. However, this does not implies that what is say to be true concerning the objects is caused by the theory. Yet, there is no any reason to claim that truth consists with unconseptualized objects, because what people say about objects is based on theory, and so, it is appropriate to see truth as some kind of rational acceptability, perfect consistency with one another and with our experience. According to Putnam the truth can be defined in terms of evidence. This claim was severely question by Alvin Goldman by giving an example of a person who was falsely accused of a crime that was actually committed by somebody else who had already died. Several witnesses gave their evidence and eventually the person was accused without chance to defend his innocent. In such situation, if the definition of truth in terms of evidence is accepted, then automatically the accused person is saying to be guilty which in fact is converse to the truth that the person is not guilty. Goldman therefore, ague that truth can only be said to be exact if it can be defended.   This view does not mean that the truth is a correspondence between judgments and words or that the fact is independent of conceptualized. Putnam’s internalism is supported by the Murat Bac who ague that there is indeed sensible distinction between members of the community who are convince that there is no sense of truth other than what is agreed by them and another community members who believe that suggested truth is what is independent of their best evidence.   According to this argument, the former would accuse Goldman’s innocent man of being guilty while the latter would be more cautious on it. According to the internal realist, they is no description of the world, not even the most advanced scientific one, is the world’s or nature’s own. Ontology, truth and reference are internal to conceptual schemes serving different uses. The outcome of this conceptual view is that we live in a human world; and that there is no ready made world.   Putnam ague that , it is obstinately scientific and culturally dangerous to consider natural science as being more closely clued-up with the true structure of reality than other human language games.   Putnam often views truth as an epistemic concept contrasted to non-epistemic conception of truth proposed by associated theorists. He argued that we should, instead of succumbing to metaphysical or internal realism, accept a reasonable natural realism.   We cannot negate unintelligible statement of the metaphysical realist because their negation is likewise unintelligible as the original statement. According to Putnam, the metaphysical realist does not get to something which is a significant target and that our inability to describe the world entirely is no failure by any means, but is due to collapsing of the description into unintelligible if construed as the negation of such an idea. Truth cannot be just something language internal, but it is a representative relation between language users’ utterances and principally non-linguistic reality, although metaphysical effort to describe this relation as correspondence indeed lead to problem. Truth is the main element in a conceptual system that allows us to use terms such as statement, refers, belief, thought, etcetera. According to Putnam, world involving notions ensnare with our practical habit of act in the world where we live.   Putnam ague that the metaphysical or scientific realist’s try to find a privileged scientific position for describing the world   the way it is, independently of practice laden human perspectives, is a complete failure. His attacks on a tough kind of realism have resulted into more broad attacks on the reductionist, scientific dream of representing eventual reality in terms of scientific theories. Putnam has been interpreted as a relativist, but he has reminded his critics that he never consider the facts found in the world as dependent on how we use language in any common sense of the word dependent. Putnam view could be interpreted as an empirical realism in a Kantian sense, where the world would be constituted by our purpose oriented practices nearly in a way in which the empirical world is a human construction, but not being fictitious. There is a sense that the world and the truths relating to it are human constructions; however it is ever from a human perspective that we say whatever we say concerning the world we take to be real. It is only in particular contexts of philosophy confusion that, we are expected to justify our beliefs about objectives world’s facts. Moreover, we should all the same take our words as corresponding to how things are. Putnam critically evaluates the likelihood of philosophy to make the human lives better, where he borrows from Jame’s and Dewey’s meliorism. He argued that there is no ethical dichotomy between the facts and values which can be drawn. According to him all facts that can be found in our humanly structured world are value laden, and value are everywhere, they extend into each and every corner of our experience and thought. Here Putnam was very categorical in criticize skeptical and relativist theories of ethics, that see values as basically subjective and should be banished from the scientific world view. According to Putnam it is extremely wrong to believe that science as a privilege perception for describing the world that it may perhaps reduced values to something entirely factual.   We have to develop moral images of the world where metaphysical and ethical elements are a deep entangle. Putnam has tried to bring religious issues, characteristically marginalized in scientific oriented analytical philosophy, back to the centre of philosophy. He noted that scientific attacks on theism are based on misunderstandings. Later, Putnam arrives relatively close to Wittgensteinian mysticism, where it is not possible to communicate religious perceptive in a meaningful language. His religious idea is troubled by tensions; however this may be an indication of a profound religious thinker. Human being both are at the centre of theoretical and practical philosophy, this is not clearly separable. The metaphilosophical view as put by Putnam is very critical to make us understand our challenging existence in the world, and thus be able to make a difference on the way we live. Philosophy is a deeply human project which aim at a humanly world view rather than any impersonal unlimited conception. It gives us a clear look at our own situation.   Conclusion   In this work , I have critically discussed the Putnam perspective view of the world, and have argue that human being can only adopt internal perspective which attempt to explain clearly about who we are. Reality is always reality conceptualized by us, building on the experiences and existential ones describing the fact that science and religion have different role in our lives. This however, is not reductionism, but rather taking religious seriously as a human phenomenon. Our view on references, truth, the mind, values, religion, and other issues can be seen as fallible, self-critical attempts to discover what our best practice add to in these varied cases and what kind of philosophy pertinent commitments it makes. References Peter A. French et.al; (1997) ‘God and the Philosophers,’ in Religion, Midwest Studies in Philosophy 21, Minneapolis, pp. 175-187. Boolos, et.al; (1990) Meaning and Method: Essay in Honor of Hillary Putnam, Cambridge. Putnam, H., et.al; (1994) A Companion to the Philosophy of Mind, Oxford, Cambridge, Mass, pp. 507-513.