Supply Chain Management Essay Example | Topics and Well Written Essays - 3000 words

Supply Chain Management - Essay Example h the finalization of eligibility criteria for enlisting the potential members. Thirdly, an information sheet about the rationale behind the formation of a supply chain needs to be submitted to the management for better understanding of the strategy in proper perspective.   It is in this backdrop, the proposal for building up a supply chain management system and selection of members for partnering discusses the strategy in detail. Procurement strategy Clients in the field of construction are more demanding and the contractors have to keep up to the schedule considering the cost overruns and penalties involved in case of delays. Value for money, timely delivery and quality plays an important role in formulating procurement policies. Therefore, while short-listing the suppliers as members of the supply chain management for partnering, their track record for integrity, timely delivery and dependability is given more weight for consideration. The flexibility of the suppliers, in the fa ce of change in requirements by the customers, needs to be given importance as the contractor cannot keep the goods in their inventory. It is important to ensure that the procurement schedule is finalized after making assessment of the current operations of the projects, the clients’ current priorities, documentation formalities and weaknesses noticed in the current schedule of operations. Matching the procurement program with the progress of the project demands care, tact and good business relationship on the part of the contractor with the client as well as the suppliers, because the projects are mostly one-off designs with complex interaction among various partners. Bower (2003) states, â€Å"It has been widely reported that extreme fragmentation is a particular trait of the construction industry†¦observed in the diversity of professions and trades in construction.† (p.10) In view of the uncertainties involved due to non-repetitive and non-standard nature of th e projects, diverting the materials procured for one site to another site could be planned at the time of taking procurement decisions. Benefits of teamwork and partnering Outsourcing: Benefits of team work and partnering accrues through outsourcing. Conceptually, â€Å"Cost of using something in a particular venture is the benefit foregone (or opportunity lost) by not using it in its best alternative use†. (Lipsey 1995, p. 259) If the company decides to use its capital effectively based on the opportunity cost by means of sub-contract or outsourcing, it increases its profitability and scale of operation. Selection of the right members for partnering depends upon several criteria such as financial strength, infrastructural facilities, storage facilities, reputation for timely delivery and dependability in view of the continuing business relationship envisaged in the process. Sub-contracting is also preferred in view of its cost advantage to the contractor. Ulku, Toktay & Yuce san (2007) â€Å"The supply chain may benefit from the separation of risk ownership and production capability. One of the primary drivers of

The importance of learning Essay Example for Free

The importance of learning Essay The importance of learning is not caged around the four corners of a classroom. Surely we do not want to be the stereotype of an out-of-touch scholar, at home among abstractions but bewildered by the mention of reality. Or the student, who, after four-five years of studying in a university, asks, â€Å"Where’s the clinic? † With the hardships that a student experiences (poverty, isolation in study, underworked muscles, deadlines, and projects), there must be an outlet in which he could forget and enjoy, at least temporarily. Joining an organization that offers learning through recreation and other extra-curricular activities could be an effective outlet. Extra-curricular activities like joining an organization would help you boost your confidence. In charismatic groups, they don’t just pray and praise. They sing, dance, read, go camping, and do lots of other stuff that involves fun. But many are not able to use their talents for the simple reason that they have not even discovered yet where and how to reveal them. An organization is the perfect place that could help you expose your talents. More so, it gives you a sense of belonging, a feeling that says, â€Å"Ah, so here’s the flock that I should fly with! † Fraternities and sororities can be an option, since they promise protection and support from brothers and sisters. Be careful to choose the right ones, though. Therefore, it is important that you do not restrict yourself in one corner. Move on to the larger scope of things. To develop fully as individual and become well rounded person, one must discover his or her potentials and share them to others. And what better way than to join extra-curricular activities! Of course, joining an organization or group entails the hardships in managing time and adjusting to a new group of people. But then, if you love the group you are in or are interested in improving yourself, all these problems could not possibly overshadow the fun and the lessons you’ll learn. The Student Accountancy Society is one of the busiest organizations in the University of Northern Illinois. Yet it is just amazing how these accounting students still manage to keep up with their studies, get remarkably high grades, and at the same time excel in different extra-curricular activities. â€Å"It is a matter of time management and setting priorities. It is difficult, because sometimes you have to sacrifice your studies if needed in the organization,† says the one member of the group. However, despite his hectic schedule, he sees to it that he catches up on whatever he would miss in his classes. It is no joke being in an organization because they have other things to do aside from their ordinary student life: accounting seminars, quiz bowls for different levels, tutorial sessions before major exams, outreach programs, book assistance and others. Since learning is not only achieved inside the four walls of the classroom some of our very own accounting students â€Å"go out to the world† and stand out bringing a good name to the school. But behind the glory and high reputation is the struggle of every accounting student to survive. He has no assurance until where and when he’d last in the â€Å"battle. † According to some professors however, IQ is not the only thing that matters in the working but EQ as well, and that the department aims to form the students holistically and not just academically; hence, students are enjoined to get involved in sports, public, speaking, and others. Accounting students often get the impression of being so much focused and are so serious that they do not have time for fun. Well, actually they do. They have this Meet the Intern Night that they hold once a year which is a in a way, encouraging Accounting freshmen to be part of the group. It is also the time when different levels show their talents and compete in different fields. At the forefront of the university is a student. No amount of forced hypnosis, teaching methodology or subtle encouragement could sway him in finding or nor finding any meaning to, say, a seminar with the internationally acclaimed with an internationally acclaimed speaker. He should be the one to look for motivation and self-esteem; he should be the one to impose volunteerism and creativity; he should be the one to regulate the daily dragging routine of a true leader who shuns leadership, opportunity, work and achievements. The students should be the ones to drum on their head s the importance of extra-curricular activities, the purpose of student body or the meaning of a student organization. Work Cited â€Å"Extra-curricular activities. † 2008. Collegeboard. com, Inc. 16 October 2008 http://www. collegeboard. com/student/plan/high-school/113. html

Anouilh’s Tragedy and Oedipus Rex :: comparison compare contrast essays

Anouilh’s Tragedy and Oedipus Rex    Many definitions exist for the genres of â€Å"tragedy† and â€Å"melodrama.†Ã‚   Similar to the distinction between fruits and vegetables, most can tell the two apart but have difficulty describing why.   However, some definitions require a deeper look into a work, such as the interpretation provided by Anouilh’s movie version of â€Å"Antigone.†Ã‚   Whether or not Sophocles’s â€Å"Oedipus Rex† is a tragedy or melodrama has been debated since the teachings of Aristotle and strong arguments have been made for both sides.   â€Å"Tragedy,† as defined by Anouilh, takes on a lifelike form, putting a new twist on an old definition that requires one to take a different perspective on the play.   Though at a superficial level â€Å"Oedipus Rex† is a tragedy, its details point it towards the direction of a melodrama.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first and most glaring problem found while attempting to plug â€Å"Oedipus Rex† into Anouilh’s description of tragedy comes with how tragedy runs in a play.    The spring is wound up tight.   It will uncoil of itself.   That is what is so convenient in tragedy.   The least little turn of the wrist will do the job†¦. The rest is automatic.   You don’t need to lift a finger.   The machine is in perfect order; it has been oiled ever since time began, and it runs without friction (Anouilh’s â€Å"Antigone†).    Once tragedy has started to roll, it never ceases while continuing to snowball until the point of finality in the play.   In â€Å"Oedipus Rex,† this is not seen.   Rather, Oedipus himself works the machine, pulling each lever and pushing every button himself.   Though â€Å"the god’s design is open, [and] all his oracle is clear†¦ (Sophocles 76),† it is Oedipus himself that must hurry his fate.   The gods seem to hurry Oedipus along his journey as well, catalyzing the actions leading to Oedipus’s final revelations and self-mutilation.   â€Å"Friends, it was Apollo, sprit of Apollo.   He made this evil fructify (Sophocles 73).†Ã‚   Oedipus recognizes that the gods, notably Apollo had ushered him along, leaving him with little else than to explore his origins and eventually go mad.   Oedipus is not put into some fate machine and chewed around.   Oedipus is subjected to his own curiosity and the play of his own gods.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Anouilh, a tragedy must be very clean, whereas a melodrama is sloppy in nature.    Tragedy is clean; it is restful; it is flawless.

Examining the Crosses Between Drosophila Fruit Flies Essay -- Fruit Fl

Examining the Crosses Between Drosophila Fruit Flies Introduction The major topic of this experiment was to examine two different crosses between Drosophila fruit flies and to determine how many flies of each phenotype were produced. Phenotype refers to an individual’s appearance, where as genotype refers to an individual’s genes. The basic law of genetics that was examined in this lab was formulated by a man often times called the â€Å"father of genetics,† Gregor Mendel. He determined that individuals have two alternate forms of a gene, referred to as two alleles. An individual can me homozygous dominant (two dominant alleles, AA), homozygous recessive, (two recessive alleles, aa), or heterozygous (one dominant and one recessive allele, Aa). There were tow particular crosses that took place in this experiment. The first cross-performed was Ebony Bodies versus Vestigle Wings, where Long wings are dominant over short wings and normal bodies are dominant over black bodies. The other cross that was performed was White versu s Wild where red eyes in fruit flies are dominant over white eyes. The purpose of the first experiment, Ebony vs. Vestigle was to see how many of the offspring had normal bodies and normal wings, normal bodies and vestigle wings, ebony bodies and normal wings, and ebony body and vestigle wings. The purpose of the second experiment White vs. Wild was to see how many of the offspring were red eyed male, white eyed male, red eyed female, and white e...

Christian Ethics Essay

1.What is the difference between self-interest and selfishness? Why is this distinction important when considering the competitive market economy as appropriate for a society? a.Self-interest is when someone is trying to protect their interest, but they also take into account how it may affect others. Whereas selfishness is where one makes decisions based on one’s self with no regards to others. It’s important to decipher these two meanings when considering the competitive market and what may be appropriate for a society because if one is acting out based on self-interest, yes, they may be looking out for themselves, but they are also looking out for their customers. These are the type of people you can trust and want to invest your time and money into. People acting out of selfishness, figure out a way to get what they want and bail once they can’t make a profit anymore, leaving their customer in the dust. Also meaning, they’re going to be unreliable if a nd when times get tough and have no morals or obligations to the people who invest into them. 2.Does your textbook present only positive economics and avoid any normative economics? If not, give some examples of normative issues covered in your textbook. a.After reading Stapleford’s Bulls, Bears and Golden Calves, it is safe to say that any textbook for that matter doesn’t posess â€Å"only† positive economics and does in deed hold normative economics. As economist Roger Miller commented: â€Å"†¦the very choice of which topics to include in an introductory textbook involves normative economics. There is not a value-free, or objective, way to decide which topics to use in a textbook† (Stapleford, pg 43.) I decided to examine this a little further and came to find that in our Economics: Private and Public Choice by Gwartney and authors, it states in the Preface â€Å"This text addresses all of them and provides both economic analysis and empirical evidence that will enhance understanding of these critical issues†¦This thought was constantly on our minds as we revised this edition† (Gwartney, pg xix.) When I read that, personally that left the impression that these authors picked and chose what they thought was in the best interest of their students and even though they are stating the facts, they are also took into consideration when revising how it could help the reader relate to the information. 3.What did Adam Smith believe serves to curb self-interest in an economy? a.The one key thing that Smith believed controlled self-interest in the economy is competition. In one way or another, everyone has a desire for approval and it is because of this postivie judgement we seek also puts limits on our personal objectives. It is through competition amongst each other that promotes a controlled economy because it is not being run off of someone else’s personal agenda. If something appears to be hurtful or negative in the economy, then most likely it won’t succeed and people will move on to it’s compeititor. Whereas if something is highly valued and is seen as positive, chances are the business will thrive and they will be a customer for life. 4.What does it mean to seek the kingdom of God in a democratic capitalist economy? How can it be done? a.Democratic capitalism is neither the Kingdom of God nor without sin. But when we Christians seek the Kingdom of God, we seek â€Å"righteousness, peace and joy in the Holy Spirit† (Romans 14:17.) So when we seek the Kingdom of God in a democratic capitalist economy, we’re seeking to be â€Å"set free† from the temptations this earth has to offer, and focusing on the eternal life that awaits in God’s Kingdom. In order to do this though, requires us to be â€Å"enlightened† where we refocus our internal and external lives to his kingdom. â€Å"Jesus doesn’t ask us to set aside our self-interest; he just wants to keep us from making a poor investment† (Stapleford, pg 46.) References Gwartney, Stroup, Sobel, Macpherson. (2013). Economics: Private and Public Choice 14e. Mason, OH: South-Western. Stapleford, J. (2009). Bulls, Bears and Golden Calves. Madison, WI: IntraVarsity Press.

Hanging Fire by Audre Lorde Essays

Hanging Fire by Audre Lorde Essays Hanging Fire by Audre Lorde Paper Hanging Fire by Audre Lorde Paper Teenagers do not always long to grow up. The term hanging fire refers to a firearm with its trigger pulled but is delayed in igniting. In this case, of the poem â€Å"Hanging Fire† by Audre Lorde, it represents the girl being hesitant and insecure about her future, therefore is neglected in going on, as in the bullet that is supposed to fire. Lorde’s focus is on several issues that confront the teenager within the poem and affect teenagers in the extended world: the preoccupation with death, the problem of living in a sexist society, and the fear of isolation within the home that will be the recurring problem which ultimately causes the young girl to be traumatized. Lorde uses short sentences to present the complex idea that resonates with women all over the world – the stereotype of nagging is used as an excuse for problems to be ignored. In â€Å"Hanging Fire,† the speaker talks about that time in a girl’s life when she is not yet a woman, but she is not just a girl either. The feeling of growing into one’s own skin is not comfortable for anyone, but this speaker puts this agonizing process into clear concise words. This speaker explores both the physical and the emotional aspects of puberty. The speaker, who is fourteen, speaks of her skin, her room, her braces, her boyfriend, her grades, and her clothes in a tone of despair. She talks about these things in such a desperate manner that the audience can picture their own experience vividly. She talks about how she feels ignored by her mother. Though tragic, many women can relate to this experience of self-wallowing and uncomfortable changes. That desperation and frustration cause her to think about her fear of death. Throughout the entire poem, the teenager is preoccupied with death and dying. In the first stanza, she frets, â€Å"what if I die / before morning† (8-9). In the second stanza, she worries, â€Å"suppose I die before graduation† (15). In the final stanza she is trou :

Alaric - Formation of the Gothic Kingdom Timeline

Alaric - Formation of the Gothic Kingdom Timeline Alaric Sacks Rome | Alaric Timeline Alaric Before 395: Alaric, a Gothic king [see Visigoths Timeline], had no territory or power base beyond his soldiers, but he was leader of the Goths for 15 years. When he died, his brother-in-law took over. When he died, Walla, and then, Theoderic ruled the Goths, but by then the Gothic king finally had a physical territory over which to rule. One of the historical sources, Claudian, says Alaric confronted the Emperor Theodosius at the Hebrus River in 391, but Alaric didnt come into prominence until 4 years later, in 395, when Stilicho sent Alaric and auxiliary troops who had served in the Battle of the Frigidus to the Eastern Empire. 395-397: The historian Zosimus claims Alaric, upset that he lacked a proper military title, marched on Constantinople to try to get it. According to Claudian, Rufinus, (de facto head of the Eastern Empire at the moment) bribed Alaric with Balkan provinces to sack, instead. Looting, Alaric advanced through the Balkans and via Thermopylae into Greece. In 397, Stilicho led naval forces against Alaric, forcing the Gothic troops to Epirus. This act provoked Rufinus, so he persuaded eastern Emperor Arcadius to declare Stilicho a public enemy. He withdrew and Alaric received a military position, perhaps magister militum per Illyricum. 401-402: Between then and 401, nothing is heard of Alaric. Gainas, a Gothic military leader under Theodosius, went in and out of favor so that Alaric thought his Goths would be better off elsewhere. They set off for the Western Empire, arriving at the Alps on November 18. Alaric threatened to invade Italy, and then carried through. He fought against Stilicho at Pollentia (map ), on Easter in 402. Stilicho won, took Alarics loot, his wife, and his children. The two sides signed a truce and Alaric withdrew from Italy, but soon Stilicho claimed Alaric had violated the terms, so they fought in the summer of 402 at Verona. 402-405: Although the battle was indecisive, Alaric withdrew to the Balkans, where he stayed until 404 or 405 when Stilicho granted him the office of magister militum for the West. In 405, Alarics people went to Epirus. This, again, upset the Eastern Empire who saw it as preparation for an invasion of Illyricum (map ). 407: Alaric marched to Noricum (Austria) where he demanded protection money what was probably enough to repay his losses at Pollentia in return for not invading Italy. Silicho, who wanted Alarics help elsewhere, persuaded Emperor Honorius and the Roman Senate to pay. 408: Arcadius died in May. Stilicho and Honorius planned to go East to tend to the succession, but Honorius magister officiorum, Olympius, persuaded Honorius that Stilicho was planning a coup. Stilicho was executed on August 22. Olympius refused to honor Stilichos bargain. Alaric next demanded gold and a hostage exchange, but when Honorius refused, Alaric marched on Rome and put the city under siege. There he was joined by veterans of other barbarian battles. The Romans feared starvation, so they promised to send an embassy to Honorius (in Rimini) to convince him to settle with Alaric. 409: The imperial legation met the Romans. Alaric demanded money, grain (it wasnt just the Romans who were hungry) and the top military office, magisterium utriusque militiae which post Stilicho had held. The imperials conceded money and grain, but not the title, so Alaric marched on Rome, again. Alaric made two more attempts with smaller demands, but was rebuffed, so Alaric set up his second siege of Rome, but with a difference. He also set up a usurper, Priscus Attalus, in December. The historian Olympiodorus says Attalus gave Alaric his title, but rejected his advice. 410: Alaric deposed Attalus and then took his troops near Ravenna to negotiate with Honorius, but he was attacked by a Gothic general, Sarus. Alaric took this as a token of Honorius bad faith, so he marched on Rome, again. This was the major sack of Rome mentioned in all the history books. Alaric and his men sacked the city for 3 days, ending on August 27. [See Procopius.] Along with their plunder, the Goths took Honorius sister, Galla Placidia, when they left. The Goths still didnt have a home and before they acquired one, Alaric died of a fever very soon after the sacking, at Consentia. 411: Alarics brother-in-law Athaulf marched the Goths into southern Gaul. In 415, Athaulf married Galla Placidia, but the new western magister utriusque militiae, Constantius, starved the Goths out, anyway. After Athaulf was assassinated, the new Gothic king, Walla, made peace with Constantius in exchange for food. Galla Placidia married Constantius, producing a son Valentinian (III) in 419. Wallas men, now in the Roman army, cleared the Iberian peninsula of Vandals, Alans, and Sueves. In 418 Constantius settled Wallas Goths in Aquitaine, Gaul. The Goths in Aquitaine were the 1st autonomous barbarian kingdom inside the Empire. Source Irene Hahns Review of Michael Kulikowskis Romes Gothic Wars: From the Third Century to Alaric (Key Conflicts of Classical Antiquity. Take the Alaric Quiz.

One-Off is not a New Expression

One-Off is not a New Expression â€Å"One-Off† is not a New Expression â€Å"One-Off† is not a New Expression By Maeve Maddox Barbara McNichol forwarded me a question about the expression one-off as used to mean â€Å"one of a kind.† I really thought the correct slang was one OF, not OFF, as in short for one of a kind. So if thats true, how did one of morph into one off? Or is it simply that people are spelling it incorrectly? Although the definition of one-off contains the word of, the expression has always been one-off. The expression is fairly new in American usage. It began as a British expression and derives from manufacturing jargon. Its first recorded date of use is 1934. As a noun, one-off is defined in the OED as A manufactured product made as the only one of its kind; a prototype; (more generally) something not repeated. One-off can also be used as an adjective: Made or done as the only one of its kind; unique, not repeated. The popularity of the expression in headlines on the web will ensure that its use will no longer be confined to speakers of British English: Vespa builds a one-off, four seater ‘Stretch Scooter’ Exclusive one-off London Bestival Party for 2010 Was Nigerian bomber a one-off? Darling announces one-off shock tax to break bonus culture The Top 10 Weirdest One-off Characters On Lost Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†16 Misquoted QuotationsPreposition Mistakes #3: Two Idioms

Mariujana Essay Example | Topics and Well Written Essays - 1750 words

Mariujana - Essay Example Reasons why users of marijuana end up being perpetual addicts, the essay answers why it should be legalized. Herein also is a practical check on the repercussions of marijuana abuse. Although most people use marijuana for simply the purpose of getting high, it can also be used as a form of medication. Several medical conditions can be controlled through prescriptions of marijuana or marijuana-based products. For instance, take patients suffering from instances of vomiting or nausea, administering marijuana eliminates these health issues. Dating back from the 70s, over 35 states have resorted to legalizing the use of cannabis for medical purposes. Although this paper supports its legalization, marijuana is surrounded by many controversies. In some countries, this herb is used for medicinal value, as a religious artifact, the textile industry and during recreation. Many refer and see marijuana as the billion dollar plant, probably because those in its peddling business leap millions of money from it. If only the medicinal value was to be actualized, states would not hesitate to make marijuana a legal substance as a curative and protective drug. Government surveys done recently indicate that approximately 25 million people in America alone have had life encounters with marijuana. Out of the 25 million, 14 million still smoke regularly regardless of the beckoning jail penalties and gospels against its use. It can be argued that marijuana is way safer than alcohol and tobacco in that 50000 and 40000 people die from alcoholism and tobacco smoking respectively. Numbers do not lie and by comparison, weed is non-toxic and there is no known cause from its death after an overdose. A government of the people by the people must listen and rest its case on the sarcasm around marijuana myths as deviant and fringe activities engaged by the society who lack vision. This is a recreational hub

What Does It Mean To Be An Educated Person Essay

What Does It Mean To Be An Educated Person - Essay Example Everyone goes to university and earns a degree but educated ones are only those who learn something and use their knowledge. Education has become the backbone of every society and especially everywhere in the world the competition of getting quality education is intense. Youngsters are running here forth to get the best of education and to compete in this technologically advanced world. Competition is more intense in rural areas than urban areas in attaining good grades because the students there knows well that whoever will get a scholarship can further afford to study otherwise rest of them have to either stop studying or get admitted into some infamous, small or not up to the mark college or university. Whereas, in urban areas the competition is not only just about attaining the good grades but also about studying in a prestigious and well known college or university. They consider it as their status symbol to get qualified from a famous university. Mostly students take education for granted and show reluctance towards their studies. They are always indulged in bunking classes, involving in some notorious activities, getting suspension, and not completing their homework. Life is a joke for them and they are not serious about their future. Hence, they suffer in the end when they are not left with any option and have to start off everything from the beginning in order to compete with the educated ones. It takes entire life to become successful but youngsters think that success comes with a blink of an eye (Kapoor; Naomi; Ozieh). Education opens one’s mind and widens his vision. He interacts with so many different people who belong to different culture, tradition, race, religion and areas. People learn a lot during their time in schools and colleges but once they are graduated and done with their degree, it’s the time to show the application of their LEARNED knowledge. Ignorance is the curse for a society and hence, every country in the world is s triving hard to make it developed by education and success. It is believed that success comes to those who are educated but in actual educated people struggle hard for success. Education enlightens the knowledge of the person. This globe consists of many challenging and major social problems and an educated person should use his education as a tool to aware people about how to

Preventable Hospitalizations for Congestive Heart Failure Article

Preventable Hospitalizations for Congestive Heart Failure - Article Example The independent variable in the study is from the year 1995 to 2009 while the dependent variable is preventable hospitalization for congestive heart failure among adults in sampled hospitals (Will et al., 2012). The study design in the article is cross-sectional research design using a sample of age, sex, and race of the patients. The sample size is 501 to 525 hospitals representing one percent of United States hospitalizations. The study uses stratified sampling with the sample characteristics being age, sex, and race of patients hospitalized of CHF in participating hospitals. Data was collected from the 1995 to 2009 National Hospital Discharge Survey (NHDS) conducted by the National Center for Health Statistics (Will et al., 2012). Data collection methods were entrance records by hospitals of the CHF patients admitted between 1995 and 2009. The procedures conducted were the removal of severe CHF patients to ensure the sample taken included that of patients whose hospitalization was preventable (Will et al., 2012). Data analysis involved weighting CHF hospitalization from 1995 to 2009 for the people above 18 and summation of numbers of three consecutive years to form 7 periods whose rates w ere calculated 100,000 of the population. Standardization, development of confidence intervals, Z-tests, and other statistical tests followed the analysis. The results depict increased rates of CHF hospitalization among all ages, and blacks have higher hospitalization rates than whites (Will et al., 2012). The strengths of the article are the in-depth data analysis and use of large sample data. The study limitations are non-reporting of 17% to 21% of the CHF hospitalizations and classification of people as multiracial from 2000 onwards. Another liability is the inability to exclude CHF hospitalizations occurring from transfers from other facilities (Will et al., 2012). Heart Failure in Hispanics is a qualitative research study done in the United States where the risk  factors, etiological conditions, diagnosis and treatment, and barriers to health care are done on Hispanic Patients.  

Discuss Oedipus' tragic flaw and its ramifications Research Paper

Discuss Oedipus' tragic flaw and its ramifications - Research Paper Example To escape such a tragedy, he tied the infant’s ankles and commanded a shepherd to leave it to die at Mount Cithaeron. Taking pity on the innocent soul, the shepherd instead brought him to Polybus, king of Corinth and wife Merope. They raised the child as their own and called him Oedipus. Intrigued by questions about his true identity, and with his adopted parents standing firm on the deception that he is their own, Oedipus consulted the oracle of Apollo at Delphi. Oedipus was told that he is fated to take the life of his father and make a wife of his own mother. Horrified of what awaits him in what he thought was his birth land, Oedipus left Corinth, determined never to return. On his journey to Thebes, he came upon Laius and had him killed when a squabble over pride sets in, inadvertently fulfilling part of the prophecy. At the time, Thebes was in state of trepidation on account of a man-eating Sphinx, thus unable to pay enough attention to the death of its king. Oedipus, how ever, brought the Sphinx’s reign of terror to an end by answering its riddle about the phases of human life. Consequently, Oedipus was granted the right to the throne and the hand of Jacosta, widow to Laius and mother to Oedipus, in marriage. They had four children: two sons, Eteocles and Polynices, and two daughters, Antigone and Ismene. The attempt by Oedipus to break away from the fated catastrophe proved meaningless. As a consequence of the serious mischief he inflicted upon his parents, Oedipus was held responsible for a series of unfortunate events that tormented Oedipus himself, his family, and the whole of Thebes. It was such an irreparable damage that can be put right by neither repentance nor punishment. The Plague in Thebes The magnificent reign of Oedipus in the city of Thebes was brought to a standstill when once again a pestilence that spared not a single being came about. The soil from which the people cultivated their live stocks turned barren, and the robust greenery that supplied their daily bread stopped bearing fruits. Worst of all, the women complained of infertility—unable to bequeath their husbands successors to their homes and duties. This was conveyed to Oedipus in appalling agony by a priest of Zeus. â€Å"Meanwhile, the common folk, with wreathed boughs, a blight is in our harvest in the ear, a blight upon the grazing flocks and herds, a blight on wives in travail; and withal armed with his blazing torch the God of Plague hath swooped upon our city emptying the house of Cadmus, and the murky realm of Pluto is full fed with groans and tears† (Sophocles 3). It was revealed by the blind prophet Teiresias that the plague shall not be banished from Thebes until the death of king Lauis is given justice, and the perpetrator was thrown to perish into the fortress of Hades. Oblivious to the fact, Oedipus vowed to his subjects that he would stop at nothing to take vengeance on the man responsible. Typical for a man in his position, Oedipus demonstrated resoluteness to keep his word despite pleas by his wife to do otherwise. This, unfortunately, resulted in another tribulation that broke his heart and tore his soul into pieces. When her brother Creon came back from an inquest to give light to the tragedy that befell the late king, Jocasta had her suspicions

Communication observations from in class movie, THE HUMAN EXPERIENCE Assignment

Communication observations from in class movie, THE HUMAN EXPERIENCE (2009) - Assignment Example was like going to the same journey the actors went through where their sincere search to understand other people’s outlook in life brought them to their own realization. There was a somewhat strong connection between the audience and the actors portraying the role. However, this could be considered indirect communication since there was no personal interaction between the two elements. Second, it was the connection pattern between the two brothers to the people they met along their journey. It was true in its essence that a person should put himself to someone else’s shoe to truly understand the condition of others. What gave the main characters the most powerful realization they had at the end of the story was their personal â€Å"experience† living with the people who had less in terms of material possession yet abundant with reasons to be happy and grateful with life. This was more interpersonal in approach. Finally, it was the intrapersonal communication pattern. The most compelling message of the movie was the question the audience would end up asking themselves. Therefore, one could only find genuine happiness and satisfaction by searching within. What was good about the people others tend to see as less fortunate was that tend to be more grateful and they treasured the greatest blessing given to them despite material lack- ‘life†, itself. Inner joy and peace is that every individual could find within is also the greatest reason for anyone to have a deeper understanding and appreciation of life. It only needs to take a few minutes to ask ourselves and reflect on

Discuss Oedipus' tragic flaw and its ramifications Research Paper

Discuss Oedipus' tragic flaw and its ramifications - Research Paper Example To escape such a tragedy, he tied the infant’s ankles and commanded a shepherd to leave it to die at Mount Cithaeron. Taking pity on the innocent soul, the shepherd instead brought him to Polybus, king of Corinth and wife Merope. They raised the child as their own and called him Oedipus. Intrigued by questions about his true identity, and with his adopted parents standing firm on the deception that he is their own, Oedipus consulted the oracle of Apollo at Delphi. Oedipus was told that he is fated to take the life of his father and make a wife of his own mother. Horrified of what awaits him in what he thought was his birth land, Oedipus left Corinth, determined never to return. On his journey to Thebes, he came upon Laius and had him killed when a squabble over pride sets in, inadvertently fulfilling part of the prophecy. At the time, Thebes was in state of trepidation on account of a man-eating Sphinx, thus unable to pay enough attention to the death of its king. Oedipus, how ever, brought the Sphinx’s reign of terror to an end by answering its riddle about the phases of human life. Consequently, Oedipus was granted the right to the throne and the hand of Jacosta, widow to Laius and mother to Oedipus, in marriage. They had four children: two sons, Eteocles and Polynices, and two daughters, Antigone and Ismene. The attempt by Oedipus to break away from the fated catastrophe proved meaningless. As a consequence of the serious mischief he inflicted upon his parents, Oedipus was held responsible for a series of unfortunate events that tormented Oedipus himself, his family, and the whole of Thebes. It was such an irreparable damage that can be put right by neither repentance nor punishment. The Plague in Thebes The magnificent reign of Oedipus in the city of Thebes was brought to a standstill when once again a pestilence that spared not a single being came about. The soil from which the people cultivated their live stocks turned barren, and the robust greenery that supplied their daily bread stopped bearing fruits. Worst of all, the women complained of infertility—unable to bequeath their husbands successors to their homes and duties. This was conveyed to Oedipus in appalling agony by a priest of Zeus. â€Å"Meanwhile, the common folk, with wreathed boughs, a blight is in our harvest in the ear, a blight upon the grazing flocks and herds, a blight on wives in travail; and withal armed with his blazing torch the God of Plague hath swooped upon our city emptying the house of Cadmus, and the murky realm of Pluto is full fed with groans and tears† (Sophocles 3). It was revealed by the blind prophet Teiresias that the plague shall not be banished from Thebes until the death of king Lauis is given justice, and the perpetrator was thrown to perish into the fortress of Hades. Oblivious to the fact, Oedipus vowed to his subjects that he would stop at nothing to take vengeance on the man responsible. Typical for a man in his position, Oedipus demonstrated resoluteness to keep his word despite pleas by his wife to do otherwise. This, unfortunately, resulted in another tribulation that broke his heart and tore his soul into pieces. When her brother Creon came back from an inquest to give light to the tragedy that befell the late king, Jocasta had her suspicions

Vik Muniz's Action Photo 1 Essay Example | Topics and Well Written Essays - 1250 words

Vik Muniz's Action Photo 1 - Essay Example The following is a discussion that seeks to evaluate Vik Muniz’s action photo on the use of the edible medium, subject and meaning, socio-cultural context, and general reflections. Question 1 The action piece of art by Vik Muniz enforces the use of chocolate and sugar as the media of painting. As argued for initially, the word action emanates from the practice of art whereby artists spread and splash paint randomly to eventually develop artworks in accordance to their perceptions. The artist’s paintings shows the legendary artist, Jackson Pollock busy painting on a piece of material lying on the floor. The artist uses chocolate syrup, and uses the paint to implement a stylistic painting approach whereby the audience will conceive an attitude of edibility. Therefore, the form taken by Vik Muniz emulates an emotional perception that the painting is as important as most of the delicacies known to the society, for example, chocolate (Respini 45). The work is presentable des pite the use of chocolate and sugar as the media. It contains allure and luster at the edges where the artists initiated change of chocolate medium to sugar. The main linings seem to establish a glittering reddish outline and possibilities are that the painting’s advantage emanates from the use of little chocolate to more sugar syrup over the wire lining. As the work portrays Pollock busy in the action art, the artist lures all viewers into conception that art is extremely important in our lives just as food and water. Through keen observations, an audience can easily tell of the advantages of varying the glossy chocolate in production of an attractive photo. The photo measures at 60cm by 48cm.The photo displays Pollock as a busy artist and the glossy texture of the observed from the photo might illuminate his passion (Durant 55). Arguably, Muniz photo establishes a series of events whereby the photo looks like a painting, and the use of an edible medium to represent a genera l paint. Question 2 The theme of the art piece of action photo by Muniz is intense and relative to setting an understanding on the importance of artists in the artist. Arguably, Muniz seeks to implement the allure of the abstract expressionism, which Americans declined to perceive its importance and sense for a long period. Muniz extensive use of edible media in the artwork remains significant and misinterpretations since an artistic meaning underlies therein (Van 67). Mainly, Muniz drew the original painting and photographed it before it lost its glossy appeal. The photo denotes action as Muniz develops it stylishly to show the struggle that Pollock endured in order to develop his personal expressionism paintings. Arguably, Vik’s action photo seeks to enlighten the audience on the struggle that Pollock survived in order to develophis art through the spontaneous and random splash of paint (Respini 48). Therefore, Muniz used chocolate and sugar as the media of painting to show Pollock in the field of art. With the use of such media, it is evident that Muniz wanted to emphasize on the importance action art that was always Pollock’s art approach in reaching the society embarking to expressionism. However, Muniz is more precise and uniquely presents the painting such that Pollock’s artwork gains the desired appraisal in the society (Van 68). It is through Muniz’

Personal Computers Essay Example for Free

Personal Computers Essay Background. The Personal Computers at their advent were simple machines with less number of parts and limited capabilities. Less power was required to operate the computers and computer heating was never a major problem. However with the development in microprocessor and solid state technologies there was a revolution in how people used computers. The computers today can be configured according to ones needs and many add on components like graphics cards, Modems, USB devices etc. can be fitted on computers . Motherboards today also come with an increased number of components. However with the increase in components a new problem of heating has surfaced in computers. Problems and Motivation Although these components have increased the functionality of computers tremendously it has raised a serious problem of heating. With the increase in number of components the demand for power supply has increased. The components consume more energy and generate large amount heat. Electronic devices perform inefficiently or even get damaged as a result of excessive heat. Hence new challenges to protect these components from getting damaged by proper cooling of heat has emerged. Though the components have increased in numbers the size of PCs has kept reducing. People today prefer smaller PCs for space constraints and aesthetics. In order to keep in line with the reducing sizes the Power supply and the cooling system should also go transformation in sizes. One needs to design cooling systems with greater performances yet at a reduced scale. As the power supply and cooling are the components of PC case there is a need to renovate these cases to protect computer components from getting overheated and damaged. At the same time the it should be scaled down and match the aesthetics of other parts such as monitors, keyboards etc which come in designer shapes today. Research Aims and Objectives With reference to the above discussed problem there is a need to develop PC cases which are responsible for computer cooling. The aim of the project is to create simulation in order to find a better solution over the existing PC Cases and prevent spreading of heat to other components. The project will achieve three main objectives The initial objective would be to understand the principle of fluid dynamics and apply it to the PC Case problem. Secondly we will design a model to convert humid air by applying Computational Fluid Dynamics (CFD) The final objective would be to provide recommendations for the PC Case. Literature Review The preliminary literature was done on the existing problems in PC Cases and the sources of heat in computer system . The current methodologies implemented for cooling were also studied. Basic literature on application of fluid dynamics and use of Computational Fluid Dynamics to solve problems was also reviewed Methodology The Research will be experimental in nature. simulation model of the existing PC Cases will be developed in CFD. The models will be simulated again with modification for the proposed air cooling. The comparison between the two simulation will help in developing the cooling system and designing of the PC Cases. The results obtained will be experimental in nature and the problem is achievable theoretically with the help of CFD. As the project intends to suggest changes over the existing models the use of Simulation is justified to obtain outcomes as the existing systems are already simulated for cooling by making use of CFD. Triangulation: Mathematical models for the fluid dynamics of air can be constructed and solved for various conditions and the outcomes of these can be cross examined with the that of computer simulations. An experimental set-up can be created to check the prototype of cooling system and the results can be compared. Reliability : The prototype and the simulated models can be tested over a number of systems/components from different manufacturers and checked for reliability. Ethics: The project will adhere to all the guidelines and protocols of electronic manufacturing devices in terms of manufacturing, quality and safety. Environment : The proposed PC cases will be environment friendly. It may be manufactured from environmental friendly recycled materials to reducing global warming. Noise reduction will be achieved considerably with the improved change in design. Analysis The outcomes of the project will help in analyzing the reduction achieved in heat generated and the prevention of components. It will also analyze the cost of implementation and its economic feasibility. Conclusion With correct implementation of fluid dynamics modification in the existing PC cases can be achieved to cool heat efficiently and prevent components from overheating. Although the project is experimental in nature and relies mainly on simulation there may be a variation in its actual implementations. Whether the PC Cases behave as recommended can only be judged only by their practical application the project can be a strong foundation to extend this future scope.

Body ownership

Body ownership Body Ownership The sense of ones own body has been a subject of debate among researchers for many years. It is argued to be a very specific type of knowledge, illustrated as being a non-conceptual and somatic (e.g., Kant, 1781/2003; Bermu ´ dezas cited in Lango, et al., 2007). It has been argued that this type of knowledge, often referred to as ‘‘embodiment† (Arzy, Overney, Landis, Blanke, 2006), ‘‘bodily self-consciousness† (Bermu ´dez, 1998; Legrand, 2006), or ‘‘corporeal awareness† (Berlucchi Aglioti, 1997; Critchley, 1979) is compulsory, to experience various types of sensory information (Kant, 1781/2003; Johnson, 1987; Lakoff, 1987; Merleau-Ponty, 1945/1962; Piaget, 1937/1954 as cited in Lango, et al., 2007). In other words, one has to have some sort of knowledge of ones own body in order to experience emotions and sensations. It has been argued that gaining this type of knowledge is crucial for formation of personal psychological id entity (Cassam,1997; Edelman, 2004). Rubber hand illusion allows for the manipulating the brain into perceiving an external object- the rubber hand, as being a representation of the body (Tsakiris Haggard, 2005). Self awareness has been argued to be mostly represented by the sense of the body ownership. Moseley( et al., 2008) provoked the rubber hand illusion and demonstrated one of rubber hand illusions effects- taking ownership of an artificial counterpart- which leads to decrease in the temperature in the real hand. They found that this phenomenon was limb-specific, in other words similar effect have not been found to occur in the not stimulated hand. They argued that this is phenomenon is demonstrating that physical self and the physiological regulation of self are closely linked in the top down manner to an individuals body awareness. It also seems likely that if body awareness is disrupted by cognitive processes, that might lead to changes in the body temperature regulations, in the rubber hand illusion case, making it decrease. This therefore leads to conclusion that if an individuals starts perceiving and artificial body part it will have an effect on the rest of the body (Moseley, 2 008). Body ownership has been argued to be a sort of knowledge that that your body belongs to you, and is constantly there, is a basis for the aspect of self-awareness. Individuals suffering from for example schizophrenia, autism, epilepsy, neuropathic pain, anorexia nervosa, and bulimia have been found to have a disturbance in their body ownership. These disorders have also been found to have a connection to the disruption of the body temperature regulations (Moseley, 2008). Moseley (et al., 2008) has demonstrated that such disruption in the body ownership can be a consequence of a Rubber Hand Illusion. RHI consequences in participants perception that the touch they are experiencing is actually an effect of the stimulation given to the rubber hand. That consequence in participants taking an ownership of the rubber hand. Additionally, Moseley (et al., 2008) found that there was a positive correlation between the vividness of the rubber hand illusion experience and the decrease in the skin temperature in the adequate hand. This suggests that the more an individual experiences the RHI the more will the temperature in their hand decrease. The Rubber Hand Illusion has been argued to involve interaction between tactile, visual, and proprioceptive inputs to the brain. In this type of illusion, the tactile sensations are admitted to the rubber hand (Botvinick Cohen, 1998) Interception is a notion involving two different types of perception: the prioprioception, that is a perception sensitive to the signals gained from the skin as well as musculoskeletal apparatus; and the visceroceptoon, which mains focus are the signals originating from the inner organs (Vaitl, 1996). Interoception in therefore not only as study of heart and gastrointestinal regions and actions, but also respiratory, genitourinary and endocrine systems, as well as changes in chemical, osmotic and volume of tissue. It provides information about the state of the body that could have an influence on individuals on the psychological level, as they are related to the emotional experience , conscious awareness, and higher behaviour (Cameron, 2001). Awareness , on the other hand, can be described as knowledge of the fact of ones existence(Craig, 2009). Interoceptive awareness can therefore be defined as an ability to experience and distinguish between individual sensations a person experie nces (Critcheley et al.,, 1999). The concnept of interoception has been known for houndreds of years, In 1896, a physiologist, Sherrington, described the sensory nerve receptoprs responding to the stimuli from the body as â€Å"interoceptors†. These days, one of the most well known theories of the interoceptive processes, is the James-Lange theory of emotions. William James was one of the first psychologists and philosophers to argue that the viscer-afferent information, that is, the information gained from the central inner body organs, had a close realation to emotion experienced at that time (Pollatos, Herbert, Matthias Schandry, 2006). Lange on the other hand, was a physiologist who studied the impact of the emotions on the changes occurring in vasomotor system, such as for example constricting and dilating of blood vessels (Cameron, 2001). Lange focused his theory on the idea that emotions are reactions to changes in vasomotor system per se ( Cameron, 2001). In their book, The Emotions (1922) they argue that an individual needs to be aware of the changes in their bodily signals to experience the emotions as sycg. In other words, the subject provoking emotions, is a direct reason for those changes and emotions are the refore simply our reaction to those changes. This theory became now one of the most influential theories on the way human perceive emotions(Benner Hacker, 2005) The other theory related to interoception is the one proposed by Damasio. In his perspective the more accurate individual is in perceiving their bodily signals, the more extreme emotions they expon, however some argue that this might erience (Pollatos et al., 2005) There are some significant differences in the ability to perceive the interoceptive awareness. Research has established that women are worse at perceiving their heartbeat than men (Kollenbaum, 1990, Katkin et al., 1981 as cited in Vaitl, 1996). The same is true about other interoceptive activity awareness- women perform worse than men on tasks gastic motility, finger temperature, blood pressure, blood sugar level (Vaitl, 1996). Additionally, research has suggested that younger people are better at perceiving their interoception, however some argue that this might be related to the fact that younger people usually have lower fat levels that people in the older age (Cameron, 2001). Another, interpersonal difference in performance on the interoceptive tasks is defined by possible presence of any type of personality or mental disorder. It hs been found that individuals suffering from anxiety disorders and panic attacks are more likely to score superiorly high on the tasks testing sensitivity to interoceptive awareness (Critchley, WIens, Rotshtein, Ohman Dolan, 2004; Ehlers et al., 2000). Opposite was found to hold true for individuals struggling with depression and somatoform (Mussgay et al., 1999). Other clinical issues have been shown to also affect the performance on the interoceptive awareness. Individuals suffering from different types of cardio-related disorders, such as for example, arrhytmias and benign palpitations (Ehlers et al., 2000 as cited in Pollatos at al., 2006) have been shown to performe worse than healthy controls on interoceptive awareness tasks (as measured by heartbeat count performance). The same is true for patients suffering from diabet ic neuropathy (Leopold Schandry, 2001). Another important thing affecting the performance on the interoceptive task, is the position individual is in- the most inaccurate scores are obtained when an individual is stanind, and the most accurate when they are lying down. Suggested explanations for this phenomenon are the cardiodynamic changes occurring as a result of gravity (Cameron, 2001). Additionally it has been suggested that the percentage of the fat in the body was also correlated to the performance on the heart beat tasks- the less fat content an individual had, the better he scored on the cardiac activity task (Jones, 1987 as cited in Vaitl, 1996). One of the most extensively used methods for checking the ability individual to thed have to perceive their own interoception is related to the cardiac action. This includes the ability to detect single heart beats as well as changes in their heart beat per se. Methods allowing studying of cardiac action include the discrimination tasks, created to measure the ability to detect individual heart beats, as well as tracking techniques which were set to assess the ability to sense heart rate, by counting the by counting the heart beats during a certain period of time (Cameron, 2001). Positive correlation between changes n the strength of emotions and the ability to detect changes occurring within the body has been found by Wiens et al. (2000). In the study, Wiens (et al., 2000) used visual stimuli to manipulate the motions a person was experiencing and assessed the interoceptive awareness by asking individuals to count their heart beats. Similar study was conducted and reported by Pollatos, Gramman and Schandry (2006), where positive correlation was found between interoceptive awareness and the intensity of emotions experienced.

Survey of Education Essay -- College University Education Essays

Survey of Education A formal education is a very valuable tool in today’s society. But why is it important, and what exactly makes up an education? I will attempt to explain these question through a variety of ways. As a current University student, I know what my education and college experience means to me, but I also want to know what other students think the purpose of an education is. I will investigate what exactly students learn and have learned at the Uof A. Then I will contrast the thought of traditional and non-traditional students. First to get an accurate picture of the thoughts of UofA students, I had to choose a variety of students. They included both male and female, traditional and non-traditional students. I composed a poll which asked seven questions. Each question was asked on an individual level, and I expected those polled to be able to only answer for themselves. My questions read as followed: 1. Why are you in college and, in particular, at the Uof A? 2. What is you definition of the word education? 3. Do you think you earn an education, receive it, labor over it, or achieve it? 4. What will you get out of your University education? 5. Do you think you needed the college experience as opposed to going straight into the â€Å"real world†? 6. What have you really learned while you’ve been here? 7. What are the benefits of a University education? Now I will first attempt to answer my own questions. Firstly, I am in the University because I think a degree will be essential for the work level which I want to enter. I also have been strongly influenced by my parents in the decision of coming to college. My father has c... ...ey didn’t have a chance to learn earlier. Many non-traditional students have to really struggle over going back to school because they must make time out of their established life. Traditional students can learn a lot from older students. Usually, younger students complain when they have non-traditional students in their classes. This is because the older students tend to ask many questions and really want to understand something before they move on. They are in class because they want to be. Younger kids shouldn’t get frustrated in class when people ask questions and want to learn more about a subject. We, instead should realize that one day we will look back and see you important college was and what an opportunity we had. Traditional students need to take seriously and understand this could be the only time in our lives when we have an opportunity to learn. Survey of Education Essay -- College University Education Essays Survey of Education A formal education is a very valuable tool in today’s society. But why is it important, and what exactly makes up an education? I will attempt to explain these question through a variety of ways. As a current University student, I know what my education and college experience means to me, but I also want to know what other students think the purpose of an education is. I will investigate what exactly students learn and have learned at the Uof A. Then I will contrast the thought of traditional and non-traditional students. First to get an accurate picture of the thoughts of UofA students, I had to choose a variety of students. They included both male and female, traditional and non-traditional students. I composed a poll which asked seven questions. Each question was asked on an individual level, and I expected those polled to be able to only answer for themselves. My questions read as followed: 1. Why are you in college and, in particular, at the Uof A? 2. What is you definition of the word education? 3. Do you think you earn an education, receive it, labor over it, or achieve it? 4. What will you get out of your University education? 5. Do you think you needed the college experience as opposed to going straight into the â€Å"real world†? 6. What have you really learned while you’ve been here? 7. What are the benefits of a University education? Now I will first attempt to answer my own questions. Firstly, I am in the University because I think a degree will be essential for the work level which I want to enter. I also have been strongly influenced by my parents in the decision of coming to college. My father has c... ...ey didn’t have a chance to learn earlier. Many non-traditional students have to really struggle over going back to school because they must make time out of their established life. Traditional students can learn a lot from older students. Usually, younger students complain when they have non-traditional students in their classes. This is because the older students tend to ask many questions and really want to understand something before they move on. They are in class because they want to be. Younger kids shouldn’t get frustrated in class when people ask questions and want to learn more about a subject. We, instead should realize that one day we will look back and see you important college was and what an opportunity we had. Traditional students need to take seriously and understand this could be the only time in our lives when we have an opportunity to learn.

Psychological factors of tennis :: essays research papers

TASK ONE PART A FEEDBACK AND MOTIVATION OFFERED TO THE PLAYERS BY THE COACH TO IMPROVE SKILLS, COURT PLAY AND MENTAL ATTITUDE Stuartholme A Grade Tennis Team Dennis Sheard, (the coach of the A team) was mainly focusing this particular training session on footwork and communication as he felt that the team lacked both these factors during their previous Saturday match. The following are a few quotes from Dennis  "Awesome footwork Alex, could you feel the difference between that ball and the last?" Dennis indicates when the players use the correct technique and then compares it to a previous shot where they do not. This is enabling them to get used to using internal feedback independently and how they should be executing the shot.  "Correct technique, but you didn’t squeeze the grip again. The raquet shouldn’t wobble as you hit it." Dennis recognises the problem, explains it and then evaluates it for the player, making it clear what they did wrong and how they can improve it.  "If you’re partner gets a hard ball to reach I want to be able to hear you encouraging her to get it to it, I want to hear lots of "Go, go go’s!!"" Dennis stresses the importance of communication and encouragement in doubles. This communication increases motivation and a goal to reach for the players.  "I don’t want to see any slumped shoulders or negative expressions when you miss a ball, that’s the time you need to be even more confident and focused on getting the next point." Dennis reminds the girls constantly on staying positive and not losing their patience during their games as this can make them become over or under aroused. Psychological Stuartholme D6 Tennis Team The D6 coach Kate, was fairly quiet during their coaching session and when she did offer advice she would sometimes put it with a shot that didn’t necessarily match the comment, confusing the girls. This is a lower ranked team and the girls are still at quite a cognitive stage of developing their tennis skills, this means it is vital that they receive a lot of feedback and encouragement to persist with the sport. By not offering this Kate may be hindering their development. She did however put forward the following points to the girls.  "Good shot"  "Move your feet"  "Keep your eye on the ball"  "Swing slower" Although Kate is offering advice to her players in order for them to improve their skills she needs to be more specific so they can understand their mistakes and correct them.

Spinoza vs Descartes on God

Abstract and Referential Ontology: Descartes Versus Spinoza on the Existence of God. The concept of God is central to the development of Cartesian and Spinozan philosophy. Although both philosophers employ an ontological argument for the existence and necessity of God the specific nature of God differs greatly with each account. While Descartes suggests a Judeo-Christian concept of God, Spinoza argues a more monistic deity similar to that of the Hindu tradition. The most significant difference however, lies within the basis and structure of each argument itself.Considered from an analytical standpoint through the lens of Gotlobb Frege, Descartes' proof of God possesses both sense and reference and is therefore capable of expressing the truth. Spinoza's argument however, employs sense alone, thus rendering it neither true nor false but quite literally meaningless. A detailed analysis of Descartes' Meditations of First Philosophy in conjunction with Spinoza's Ethics will help elucidate these claims. Before an analysis of Cartesian and Spinozan theology can occur, an understanding of each theory must first take place.The Cartesian proof of God is outlined in Meditation Three of the Meditations. Within this work Descartes suggests a causal argument for the existence of a supreme being. This argument can be broken down as follows: 1. Everything has a cause 2. We have an idea of the infinite 3. An idea of an infinite could not be caused by a finite thing 4. God is infinite 5. Only an infinite God is adequate to cause this idea 6. God exists An argument such as this implies a specific understanding of Causation. According to Descartes, everything from object to idea must have a determinate cause.That is, finite existence is not self-generating but rather the product of something else. The cause in question depends upon the degree of formal and objective reality it possesses. Formal reality refers to existence within this world. For example, a tree has formal reality a s an empirical object just as an idea has formal reality as a mode of thought. Objective reality refers to existence as represented via ideas. That is, an idea of a tree possesses both formal reality as a mode of thought and objective reality as a representation of a specific tree.According to Descartes, a cause must possess â€Å"at least as much formal reality as [its effect] contains objective reality. † (Descartes 16) For example, the idea of a tree must be caused by something of more formal existence within this world than objective existence via its representation. Therefore, the idea of tree must be caused by a specific tree rather than the idea of a specific shrub. Descartes applies this reasoning to the idea of God in the argument above. Regardless of whether or not we think God actually exists we cannot deny that an idea of God is indeed within our mind.If we have an idea of God then this idea must not only have a cause but a cause with more formal reality than obje ctive reality of the idea itself. That is, that which the idea of God is referencing must be more substantial than the finite idea of the mind. The only cause more formally real than finite existence is infinite existence. Since the only conceivable infinite existence is that of God, Descartes' concludes that â€Å"†¦ In creating me, [God] placed this idea within me to be like the mark of the workman imprinted on his work. (Descartes 19) Therefore, God must necessarily exist as the infinite cause of our finite idea of Him. Once Descartes has argued the existence of God via causation he proceeds to prove God's existence via essence: 1. The concept of God is one that is infinite and perfect 2. To not exist would be an imperfection 3. Therefore God exists The general form of this argument is a testament to Descartes' understanding of an attribute. Of attributes there are only two, an Attribute and an Omni-Generic Attribute.An attribute refers to that which is necessary to the ess ence of a specific substance, as perfection is necessary to the essence of God. That is, in order for God to exist it is essential that perfection and infinitude are attributed to this existence. An omni-generic attribute, refers to that which holds of any substance but does not contribute to its essence, such as existence, duration, or number. According to Descartes, to not possess this kind of attribute is a kind of privation or lack of the attribute itself. For example, if a ball is not red it lacks the color red.Therefore, if it is essential that God is both perfect and infinite then non-existence would imply that a perfect being suffers some kind of privation. Clearly this is preposterous, for if a perfect being were to lack anything it would essentially cease to be perfect. Ergo, God exists by virtue of His perfection. Given the above arguments one can begin to understand the nature of the God Descartes is endeavoring to prove. For Descartes, God is infinite and perfect existe nce. God is â€Å"eternal, immutable, independent, supremely intelligent, supremely powerful, and [the creator of] everything else†. Descartes 20) Not only does God possess this nature but it is necessary that He does so. If God is not infinite or perfect God could not exist as these attributes are essential to God's existence. Furthermore, if God is not the ultimate creator the innate idea of God we experience would cease to be innate but adventitious (externally caused) or imaginative (caused by the mind) which is again impossible given its content. Given these qualities one can draw a connection to the omniscient, eternal, creator God of Judeo-Christian interpretation.That is, Yahweh or God is responsible for the creation of all existence, Ex nihilo, or out of nothing. The world is created as an existence separate from that of the Divine and as such exists finitely, or limited by, God's infinite existence. (Van Voorst 212) Given this parallel, one can easily understand the sense in which Descartes understands God as eternal, immutable, independent existence outside of space and time. Now that the Cartesian argument for the existence of God is understood an outline of that of Spinoza must also take place.Spinoza presents his proof for the existence of God within the The Ethics via one precise proposition. Proposition 11 states: God, or the substance consisting of infinite attributes, of which each one expresses eternal and infinite essence, necessarily exists. (Spinoza 91) This proposition is best explained through the use of three arguments. Each argument, while unique in itself, illustrates an aspect of Spinozan philosophy contrary to that of Descartes. The first argument supposes that God exists as it is necessary given the essence of God itself.Before one can understand this argument one must first understand what is meant by essence. For Spinoza essence is that which is necessary for something to exist. That is, it is that without which a substan ce ceases to be. Spinoza employs this idea of essence in a negative proof for the existence of God: 1. Consider the idea that God does not exist 2. This consideration would mean that God’s essence does not possess existence 3. This is absurd since Substance (God/Nature) necessarily exists 4. Therefore, God necessarily existsWith this argument, Spinoza is suggesting that existence is an attribute of God's essence. By attribute, Spinoza is referring to â€Å"what the intellect perceives of a substance, as constituting its essence†. (Spinoza 85) This differs slightly from Cartesian philosophy in that for Descartes existence is an omni-generic attribute and therefore does not contribute to the essence of a substance. Regardless, what Spinoza is actually saying is that we perceive existence to be essential to God. If existence is essential to God, then it is in God's nature, as substance, to exist. Therefore, God necessarily exists.Thus, this proof not only argues the exist ence of God but the nature of the Spinozan substance as well, in that a substance is that of which existence is its essence. That is, â€Å"it pertains to the nature of a substance to exist†. (Spinoza 88) Spinoza's proof of the existence of God can be further represented via an argument of causation: 1. There is a cause for existence and non-existence 2. The cause of existence or non-existence is internal or external of the thing 3. If nothing can hinder the existence of a thing internally or externally then it exists necessarily 4.There is no cause internally or externally hindering God’s existence 5. Therefore, God exists Like Descartes Spinoza believes anything that exists must have a cause, however Spinoza takes it one step further to suggest that anything that does not exist so too must have a cause. The cause for this existence, or lack thereof, must originate from within or without a substance. If there is nothing within or without the substance that limits its existence then it must necessarily exist. Here, Spinoza is discussing finite and infinite existence. If something is finite then it is limited in existence by something less finite.That is, there is something that limits the finite to its finite existence. Thus all finite things are hindered by the existence of something else, eg, the infinite. The infinite exists in essence as something that admits of no limit. There cannot be more or less of an infinite substance as it is limitless, complete, and whole and thus internally and externally unhindered. Therefore in the above proof, Spinoza is not only saying that God exists because there is nothing within or without of God to hinder its existence, but moreover that God and substance are infinite.If this is the case, then finite existence cannot be possible as this would imply its hindrance in some fashion, deeming it non-existent. If there is no finite existence, then â€Å"every substance is necessarily infinite†. (Spinoza 88) Thus, there can be but one substance: the infinite, unhindered, God. Spinoza's proof of the existence of God as well as the nature of the God he is describing can be further explained through the representation of this final argument: 1. Ability to exist contains power 2. Inability to exist demonstrates a lack of power 3.If an infinite being does not exist a finite being would have more power than an infinite being 4. This is impossible 5. An infinite being exists Similar to Descartes, Spinozan theology can be described via the idea of privation and used to establish a specific understanding of God. For Spinoza, the ability to exist contains some kind of power. This power refers to the ability of a substance to exist independently of anything else as a self-generating substance. A substance possesses the power to essentially spring into being unaided by anything else. Hence, existence implies power.Therefore, to not exist would imply a lack of this power. If we are to go back to th e previous proof we can deduce that God is an infinite substance, meaning that it is unhindered or unlimited by anything else. Given the present argument, if God were to not exist then it would be somehow limited by that which does exist. That is, God the infinite substance would be limited in power by finite substance. According to Spinoza, this concept is absurd as it is impossible by the very essence of an infinite substance to be hindered by anything of the finite, including power.Therefore, God must exist. With the above explanation one can not only deduce that God must necessarily exist but that God must necessarily exist as one, complete, infinite, substance. It can be said then that Spinoza employs a kind of monism to his understanding of God similar to that of Eastern theology. That is, the existence of only one infinite substance, or God, draws a strong parallel to the Brahman or â€Å"divine breath† of Hinduism through which existence was created Ex deo or out of t he substance that is God.Therefore, there is no actual separation between God and human existence rather a perceived separation caused by human ignorance of the divine nature. (Van Voorst, 23) Therefore, although Spinoza will agree with Descartes that God is infinite and all-powerful, both philosophers differ radically in their interpretation of this infinite, all-powerful substance. Significant to both Cartesian and Spinozan philosophy is the fact that God must necessarily exist in order to support the philosophy in question. That is, if God did not place the idea of God within the mind then any analysis of this idea is useless.Similarly, without the existence of an infinite substance, the Spinozan theory of substance is irrelevant. Therefore, God must exist if either theory is to succeed. Despite this fact as well as the above differences, the most significant contrast within Spinozan and Cartesian theology lies within the basis and structure of each argument. From an analytical p erspective, specifically from that of Frege, Descartes argument differs radically from that of Spinoza in that the former possesses the most truth value. Truth value, is determined via the criteria of sense and reference.With regards to a particular proposition, such as â€Å"Aristotle exists† the sense is that which the subject â€Å"expresses†. (Frege 210) That is, sense is the way in which the subject is considered or described. For example, the subject â€Å"Aristotle† could express many senses ranging from â€Å"Citizen of Athens† to â€Å"Philosopher†. The reference is that which is â€Å"designated† by its subject or that which the subject â€Å"stands for†. â€Å"Aristotle† stands for or designates Aristotle himself. (Frege 210) Thus, the reference is that knowable and concrete object from which the subject draws its credit.For Frege, a proposition must contain both sense and reference in order to possess any truth valu e. That is, in order to say anything whether true or false about the world we must first know to what within the world the subject is referring and how exactly it is referring to it. Otherwise we would have no true way of knowing what the proposition means. Given the above description, Descartes' understanding of God describes the Judeo-Christian sense of the term in that it is infinite, immutable, eternal, and responsible for the creation of all existence.According to Spinoza, God is best described in a monist sense as one infinite substance similar to the Brahman of Hindu thought. However, in order to determine the reference of each subject a precise pedigree of Cartesian and Spinozan thought is necessary. The reference of the Cartesian God can be traced back to Descartes' theory of existence in the Cogito. According to Descartes, all that we believe to be true is ultimately subject to doubt as it is provided via the senses which are commonly deceived. This is easily illustrated g iven the perceptions of a single piece of wax.If our senses illustrate a ball of wax as both in a solid and liquid state how is it that we can know anything concrete about the wax? In order to determine what it is that we actually do know we must purge ourselves of all former beliefs and methodically build our collection of knowledge based on that which is beyond a shadow of a doubt. Once purged of these beliefs Descartes determines that regardless of the valid existence of anything else, he cannot deny that he is indeed doubting. If he is doubting he is clearly and distinctly thinking.Therefore, Descartes concludes that there must be some thing that exists as a thinking thing. Cogito ergo sum, I think therefore I am. By the same token, body and mind must exist in that regardless of the validity of the empirical world one cannot doubt that something exists to sense it. Thus, with regard to reference, existence refers to the experience of thinking just as the concept of the body refe rs to the experience of sensation. Next Descartes categorizes the thoughts within his mind as ideas, volitions, and judgments.Of his ideas Descartes distinguishes between those that are innate, imaginative, or adventive. Given that an adventive idea is caused by a bodily sensation and an imaginative idea is caused by the mind itself, Descartes determines that an innate idea, such as God, must be caused by God itself by virtue of the theory of causation. If one is to carefully trace each discovery back to its point of reference one would conclude that the existence of God draws its reference from the existence of innate ideas which in turn draw their reference from the experience of the phenomenon of thought.Thus the proposition that God exists possesses the knowable experience of thinking as its reference. Since Descartes' proposed existence of God contains both sense and reference it is indeed capable of saying something meaningful about the world because it both refers to somethin g knowable and expresses something about it. If one were to analyze Spinoza's proposition of God's existence the origin of reference is not so clear. Proposition 11 states that God, or the substance consisting of infinite attributes, of which each one expresses eternal and infinite essence, necessarily exists. Spinoza 91) This proposition is the conclusion of the ten propositions before it which are in turn based on seven axioms and eight definitions. Of each of these concepts, proposition 11 refers most ardently to Spinoza's definition of Substance. That is, substance is â€Å"what is in itself and conceived through itself†¦ †. (Spinoza 85) It is self-generating and its existence depends upon nothing else. The definition of essence, as that which is necessary for the existence of a substance, then refers to the above substance.Similarly, the definition of an attribute, as that which the intellect perceives as the essence of a substance, directly refers to the definition of essence which is itself based on the definition of substance. Once these three definitions are proposed Spinoza uses the theory of causation and privation outlined above to help reach the conclusion of God's existence in proposition 11. While logically this lineage is sound, upon closer inspection one must notice that the original idea of substance which forms the foundation for the entire Spinozan theology has no reference!That is, the concept of substance as independent and self-generating does not refer to anything within the world that contains these qualities. While Descartes' theory rests on the experience of thought as its original reference, Spinoza has no concrete, knowable reference to hinge his theory upon. One does not experience self-generating, independent substance in a way in which the construction of knowledge is possible because a self-generating, independent substance is unknowable. The only substance the human mind can make reference to is that which is finit e and graspable as this is what we are in contact with.Therefore, Spinoza's definition of substance may express substance in the sense that it is self-generating and independent but this substance does not refer to anything concrete and knowable. To make this proposition is much like claiming â€Å"The present King of France is bald†. Although, the statement expresses the present King of France in the sense that he is bald, there is no King of France to be bald. Therefore, the present King of France. like the Spinozan substance, is but a concept with no real reference with which to draw its meaning.Since the definition of substance holds no reference, the subsequent definitions of essence and attribute refer only to a concept. If this is the case, the culmination of these definitions in proposition 11 is also based on a concept. Therefore, the entire Spinozan proof of God is but an idea abstracted from a series of underlying empty concepts. Thus, although the Spinozan proposi tion for the existence of God is logically sound it is incapable of saying anything, true or false, about the world. Therefore, the entire proposition is meaningless.Despite its' empty nature, Frege does not mean to say that propositions lacking reference should be dismissed. Rather, propositions such as these comprise the world of art. Take for example a poem. To say that â€Å"Odysseus landed on the shores of Ithaca† is not to say anything true or false regarding the world because although the subject â€Å"Odysseus† describes â€Å"the fictional character of myth† this subject holds no real reference as this character has never existed. This is not to say that the proposition is any less euphonic or pleasing to the intellect. A proposition doesn't have to say anything of value to be beautiful and artistic.Therefore, Spinoza's proposition for the existence of God, albeit meaningless, is still an outstanding artistic accomplishment. In conclusion, both Descarte s and Spinoza argue for the necessary existence of God. Although each argument is similar in execution, the Cartesian idea of God is more aligned with the Creator of the Judeo-Christian tradition whereas the Spinozan concept of God is similar to the monistic Brahman of Hinduism. Although this difference is indeed important the most significant difference lies within the logical structure and foundation of each argument.Given Frege's criteria of sense and reference, the Cartesian proposition for God's existence possesses both sense and reference and is therefore capable of saying something meaningful about the world. On the contrary, Spinoza's proposition for the existence of God possesses sense but no reference and is therefore built upon an empty concept. Despite its inability to say anything meaningful, true or false, about the world the Spinozan proposition for the existence of God is nonetheless an extraordinary artistic achievement. Works Cited Descartes, Rene. Meditations of F irst Philosophy. Blackmask Online, 2002. Blackmask. Web. 1 Oct. 2012. lt;http://www. blackmask. com>. Frege, Gotlobb. â€Å"Sense and Reference. â€Å"The Philosophical Review 57. 3 (1948): 209-230. JSTOR. Web. 1 Oct. 2012. . Spinoza, Benedict D. â€Å"The Ethics. † A Spinoza Reader: The Ethics and Other Works. Ed. Edwin Curley. Princeton, New Jersey: Princeton University Press, 1994. 85-265. Print. Van Voorst, Robert E. â€Å"Hinduism† Anthology of World Scriptures. 7 ed. Boston, Massachusetts: Wadsworth, Cengage Learning, 2011. 21-27. Print. Van Voorst, Robert E. â€Å"Judaism† Anthology of World Scriptures. 7 ed. Boston, Massachusetts: Wadsworth, Cengage Learning, 2011. 209-217. Print.

Karl Marx Philosophy Essay

Karl Marx is regarded as one of the greatest philosophers of the 19th century. He was born and raised in Prussia and got influenced by Ludwig Feuerbach amongst other radical Hegelians. Though he subscribed to the Hegelian belief regarding the dialectical structure and the historical inevitability, Karl Marx believed that the fundamental reality was to be found in the material base of the economy as opposed to the conceptual ideal found in philosophy. Marx graduated with a doctoral degree at Jena in the year 1841 after writing about the materialism and atheism of Greek atomists. He later moved to Koln where he established a radical newspaper known as Rheinische Zeitung becoming its editor. He later moved to France and Belgium where he practiced some journalism before he finally settled in England in the year 1849 (Kemerling, para 1). Here he lived in poor conditions and engaged in the study and development of his theories that cut across politics and economy. Karl Marx was of the belief that philosophy should be practical in order to change the world. This paper shall discuss the philosophical works of Karl Marx and how his work was regarded in the capitalistic society of the time. Karl Marx’s Philosophy Karl Marx’s work was primarily based on the economy. In his work that was published in 1844 entitled ‘Economic and Political Manuscripts of 1844’, Marx presents an argument that the circumstances of the current industrial societies usually leads to workers being alienated from their own labor. He reviewed a book by Bruno Baier, ‘On the Jewish Question’ and concluded that religion had great influence on the political situation in Europe at the time. He was of the view that Europe needed restructuring that could only be brought about through revolutionary activities. Marx went further to elaborate on his economic theories in subsequent works that included the ‘Capital’ of 1867-95 and ‘Theory of surplus value’ of 1862 (Kemerling, para 2). Karl Marx in conjunction with his colleague Friedrich Engels published their work entitled ‘The Communist Manifesto’ in the year 1848 which was aimed at initiating social revolution. In this work, the two focused on the struggles that are experienced between the social classes of the proletariats and bourgeoisies. It also elaborates on the distinction between the communism and other forms of socialist movements. This piece of work also proposes the various social reforms and encourages the laborers to revolt against the incumbent regimes (Kemerling, para 3). Karl Marx and the Historical Materialism Karl Marx’s take on the historical materialism was greatly influenced by Hegel’s argument that human history should be viewed based on the dialectical aspect. Karl Marx developed a link between the Hegelian dialect and the materialism of his time. To Marx, human history was influenced by economics. He argued that from the beginning of times, humans have never been motivated by ideologies but instead, they have usually been motivated by material concerns. This includes the need to eat and to continue to exist. This forms the basis for the historical materialism as propounded by Marx (Tucker, p 12). Marx observes that, initially humans used to work together and in unity, however, the development of agriculture and the issue of private property ownership spoilt the collective style of living. Agriculture and private ownership of property gave rise to the division of labor and differentiation in the society leading to different classes that were based on power and wealth. Eventually, all this led to social conflicts which are characterizing the capitalistic society in which we live (Tucker, p 15). Capitalism has worsened the situation by increasing the disparities between the haves and have-nots. Karl Marx postulated that the class struggles are inevitable given the historical forces which can not be controlled by individuals. He also claimed that capitalism came up with a new misery which he termed as â€Å"exploitation of surplus value† (German, para 18). Marx agitated for an economy that would involve the exchanging of value in commensurate measures. In this regard, Marx argued that the value of the laborers could be determined simply by their labor input in production of goods and services. Capitalism was seen as exploitative as it driven by profit motives and Marx argued that the profits originate from the surplus value that is produced by the laborers. Capitalism therefore was seen as having the desire to produce an unbalanced exchange system where they exchange less for greater value (Tucker, p 25). The communist manifesto This was compiled following a combined effort of Karl Marx and Friedrich Engels and published in 1848. The Communist Manifesto is regarded as one of the most influential political work to have ever been published. The writing of the Manifesto was commissioned by the Communist League and written by the two respected figures Marx and Engels and it provided the League with purpose and program of their duties. In this work, analysis of class struggles and problems associated with capitalism are well elaborated (German, para 6). The manifesto explains that historically, human society has been characterized by class struggles. These struggles become essential in determining the reorganization of work and way of life in general through a revolutionary means. In their view, Marx and Engels observed that in case the struggles fail to have a breakthrough, then the society is doomed to slide backwards instead of leaping forward. Historically, the society had been shaped with such struggles as observed in England in 1640s and France in the late 18th century where the bourgeoisies prevailed over feudalism. Engels and Marx theorized that the bourgeoisie’s revolutions were to spread in other parts of Europe hence ushering in a rapid growth in the forces of production. In return, there will be rapid growth of the working class which will in turn precipitate the proletariat revolution (Marx, Engels & Jones, p 45). Karl Marx and Engels believed that capitalism was in the process of establishing itself and causing destruction to the feudalism that had preceded it. The two believed that capitalism would later create the prerequisite conditions for the establishment of socialism. They believed that this was going to happen since capitalism was aimed at creating mass production and a revolutionary working class. The Communist Manifesto provides a sketch of capitalism development which is marked by the rise of towns during the Middle Ages, voyages that gave rise to merchant capitalism, and the growth of manufacturing sector that was meant to address the new market demands (Marx, Engels & Jones, p 48). The working class is described by Karl Marx and Engels as those who do not own the means of production. They thus earn their living through laboring for those with the means of production. They become enslaved to the machinery and their lives are dominated by exploitative processes. The workers then shall become collectively organized through trade unions and political organizations. The perennial struggle between the classes leads to solidarity and Marx and Engels believe that this class is the sure revolutionary class based on the position they occupy in the workplace. Since they hold the potential to run the production of wealth in the society, the working class is seen to be potential leaders of the revolution. The revolution that Marx and Engels anticipated was to result in a classless society as opposed to the previous revolutions that had only managed to lead to ruling classes being replaced by a small group of individuals. The revolution by the working class would abolish the stratified society to emancipate all the dispossessed (German, para 11). Conclusion According to Marx, individuals are born into the world in which they do not have much control. They are supposed to follow the conventional rules like everyone else. He however proposed a breakthrough to the predetermined nature of life by offering an alternative in the name of communism. Marx called for the overthrow of the bourgeoisies through the revolutionary activities of the proletariats or the laborers. The working class was called upon to unite and revolt against what he termed as oppressive capitalist regime. However, it can be argued that this utopian view of society was unachievable since naturally, the human society gets divided into the leaders and the followers. Even if the working class was to overthrow the bourgeoisie, there was going to be very little change in the social structuring contrary to what Karl Marx had believed. The laborers are bound to categorize themselves into different groups and the exploitation would continue to be felt amongst the different classes. Nevertheless, Karl Marx gave us a political philosophy which would later contribute immensely to the shaping of the world politics as communism remains a significant force in world politics. Work Cited German, Lindsey. Reflections on the Communist Manifesto. Retrieved on 6th May 2010 from; http://pubs. socialistreviewindex. org. uk/isj79/german. htm. Kemerling, Garth. Karl Marx (1818-1883). 2006. Retrieved on 6th May 2010 from; http://www. philosophypages. com/ph/marx. htm. Marx, Karl; Friedrich Engels & Gareth Stedman Jones. The communist manifesto. 2002. London: Penguin. Tucker, Robert C. Philosophy & myth in Karl Marx. 2000. New Brunswick, N. J. : Transaction.