Friday, November 29, 2019
Tips to Achieving an Online Diploma
Tips to Achieving an Online Diploma Times past have dictated that those with designs on achieving an accredited qualification to obtain or progress in the chosen career had to complete a concerted period of study, progressing through school, college and eventually. This is, however, no longer the case. An increasing number of people the world over are choosing distance learning. Online study affords a number of advantages. Not only is it considerably cheaper but, it allows for flexible learning, so students can learn at their own pace, in the evening or the weekend. Those that have, for whatever reason, have failed to complete basic schooling requirements can elect to study online and complete their diploma from home. The course material is structured so that everyone can easily achieve the basic requirements. There are a number of compulsory electives, once completed students have the freedom to pick the subject that they wish to study – with an eye on a career that suits their capabilities and strengths. For those that have designs on completing a higher education qualification online there is a wealth of distance higher education qualifications and courses to choose from – each of which employers find desirable. It's important to carefully consider the qualification, governing body and the content of the course before committing yourself to a few years dedicated study. One of the primary considerations for all students is having the self-discipline and organisational skills to commit to a course of study and fulfil the work necessary to obtain that qualification. Institutions with courses of higher education provide structured environments to complete the courses. They have set deadlines and times to attend lessons. Those in full-time employment or homemakers may struggle to be flexible enough to drop their schedule to attend the necessary lectures. Online diplomas provide the flexibility needed to attend lectures and complete work. If you're considering undertaking an online diploma it's advised that you calculate your own, personal lesson plan – one that you find easy to stick to. To conclude, those that are considering undertaking an online diploma should understand the nature of achieving such a qualification and the effects that it will have on your life in the short and long term. Once these have been assessed then go for it! It could be your passage to a better life.
Monday, November 25, 2019
Outline and critically analyse a prominent contribution to the construction of modern childhood, illustrating your argument with contemporary examples The WritePass Journal
Outline and critically analyse a prominent contribution to the construction of modern childhood, illustrating your argument with contemporary examples Introduction Outline and critically analyse a prominent contribution to the construction of modern childhood, illustrating your argument with contemporary examples ). Education is conflicted since there is pressure to see it as a preparation for the real world of work and the child-centred pedagogy appears to be abandoned in both national and international policy (Moseley 2007). Locke made it clear that children were not to be indulged or spoilt by their parents and he preferred praise and encouragement to punishment. Locke believed children should not be spoken to harshly, lectured or chastised, but felt that children should be listened to and engaged with. Physical punishment was only a last resort and should never be carried out in anger, but measured and controlled, (Moseley, 2007). States schools in England abolished corporal punishment in 1987 responding to new constructions of childhood which saw corporal punishment as cruel and inhumane and children as vulnerable and in need of guidance and protection. Locke wanted children to become virtuous and to override their negative urges and internalise self-discipline, through the right amount of praise and example, especially public praise. However, there has been some criticism of Lockes highly conditioned child since Locke encouraged the love of reputation, for control purposes (Ryan, 2008, p. 569). Ryan argues that this love of reputation was also encouraged with a obedience to a politically correct world. Ryan (2008, p.569 cites Locke, 1963) and argues that there are many examples where Locke explains how to avoid the exercise of the masters brute force and make the desired habits â€Å"natural in them†without the child perceiving you have any hand in it. Lockes ideas on esteem and disgrace, public praise and private admonitions, were also seen by Ryan as another example of punishments and rewards. Ryan (2008, p. 569) acknowledges however, that Lockes conditioned child helped to encourage a new construction of a more authentic, political and developmental child, for the future. Locke promoted the idea of virtue in children meaning to have the powers of rational thought and to defer gratification. Locke also suggested that unruly children should be cultivated rather than curbed. The Department of Educations advice to modern day head teachers (2014) reminds us that discipline is still a priority in schools with head teachers responsible for promoting good behaviour, self-discipline and respect. Locke argued that learning should be appropriate to a childs stage of development and consideration had to be given for a childs immaturity when they behaved inappropriately. The work of Jean Piagets stage theory confirmed the idea of developmentally appropriate education for children in schools, with materials and instruction appropriate for pupils in terms of both their physical and cognitive skills (Eyesenk and Flanagan 2001). However, Lockes idea that learning should be tailored to each childs needs is virtually impossible in schools today with rising class sizes, increasing discipline problems, special needs requirements, language differences and mixed abilities. Locke preferred wherever possible for children to be home tutored. However, research shows that young people in Britain in the 21st Century are some of the least confident and unhappiest in the developed world (Blundell 2012). In 2008 the policy think tank Compass reported that childhood was being excessively commercialised and children were the target of aggressive marketing which included both gadgetry as well as brand names (Blundell 2012). Palmer (2006) argues that childhood is under pressure from the marketing and promotion of consumption as the root of happiness and opportunities for play are becoming increasingly limited. Recreation time has now been replaced with adult organised play and sport, homework and exams. The Childrens Society (2009) discovered that childrens lives were being negatively affected by fears for their safety. They were also given unrealisable materialistic desires and goals as a result of the pressures of the consumerist culture. This is contrary to what Locke believed about free play and learning without fe ar (Moseley, 2007, p. 36). The discourses on childhood reflect a deeply dualistic and contradictory way of thinking with childhood seen both as important in itself and at the same time as a preparation for adulthood, (Jones, 2009). Children can be seen as both vulnerable and in need of protection, but also seen as capable and competent. Jones, (2009) writes it is these dualistic, ways of viewing children, that contribute to their silence and invisibility. Jenks (2005) adds to this discourse by describing this dualism in terms of both chaotic and disorderly (Dionysian) and sweetness and light, (Apollonian). Stainton-Rogers (2011) writes about an unequal relationship between the child and adult and argues that we treat children like they are another species as object to be studied rather than as people. At the heart of the UNCRC however, there is a rather different approach to childhood and one which now recognises childrens rights, (Gittins 2005). Children are seen as active agents and engaged participants in their lives. Children all over the world are now involved in the digital world of mobile phones, social media, interactive games, social networking and blogging and this has had significant influence on childhood, their play experience and their literacy. Waller (2012) argues that children are now actively involved in co-constructing their own lives, culture and activities, in their own time and space. Emerging is an acceptance that there are multiple and diverse childhoods in the globalist world we now live in (Waller 2012). The emphasis is on participatory rights for children which challenges the way we carry out child research and the ways we study children, as well as approaches to teaching. A modern view of children therefore acknowledges agency and childrens capa city to both understand and act upon their world (Waller, 2012 p.8). Although this may seem far removed from Lockes construction of childhood as a time for parental guidance, example, protection, supervision, discipline, control and virtuosity, many of his ideas have laid the foundation for children to be viewed in a more humane and enlightened way and has led to contemporary discourses on childhood. Bibliography Blundell, D. (2012) Education and Constructions of Childhood. London: Continuum International Publishing Group. Buckingham, D. (2000) After the death of childhood: growing up in the age of electronic media; Cambridge: Polity Press. Children’s Society (2009) A Good Childhood. London: Penguin. Compass (2008) The Commercialisation of Childhood, London: Compass. Dahlberg, G., Moss, P. and Pence, A.(2007) Beyond Quality in Early Childhood Education and        Care:  Postmodern Perspectives, 2nd ed. London and New York: Routledge Falmer. Department of Education (2014) Behaviour and Discipline in Schools: Advice for Headteachers and School Staff. Available at https://www.education.gov.uk. [Accessed 18/12/2014]. Eysenck, M. W. Flanagan, C. (2001) Psychology. Sussex, UK: Psychology Press Ltd. Gianoutsos, J. (2006) Locke and Rousseau: Early Childhood Education. The Pulse (Vol 4, p. 1-23).           Available at baylor.edu/content/services/document.php?id=37670. [Accessed           16.12.2014]. Gittins, D. (2009) The Historical Construction of Childhood in Kehily, M.J. (ed) An Introduction to Childhood Studies. Buckingham: Open University Press. James, A. and Prout, A. (1997) Constructing and Reconstructing Childhood: contemporary issues in the sociological study of childhood. London: Routledge. Jenks, C. (2005) Childhood. 2nd Ed. London: Routledge. Jones, P. (2009) Rethinking Childhood: Attitudes in Contemporary Society. London: Continuum      International Publishing Group. McDowall-Clark, R. (2010) Childhood in Society in Early Childhood Studies. Exeter: Learning        Matters Ltd. Moseley, A. (2007) John Locke. London: Bloomsbury Publishing. Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children. London:    Orion Books Ltd. Penn, H. (2008) Understanding Early Childhood: Issues and Controversies. 2nd ed. UK: Open       University Press. Ryan, P. J. (2008) How New Is the â€Å"New†Social Study of Childhood? The Myth of a Paradigm     Shift. Journal of Interdisciplinary History, xxxviii (4), p. 553–576. The Plowden Report (1967) A Report of the Central Advisory Council for England. Available @            educationengland.org.uk/documents/plowden/plowden1967-1.html. Accessed   18/12/2014. Waller, T. (2012) Modern Childhood: Contemporary Theories and Childrens Lives in C. Cable., L. Miller., and G. Goodliff, Working with Children in the Early Years. 2nd Ed. NY: Routledge. UNICEF (2012) A Summary of the United Nations Convention of the Rights of Children. Available at            https://www.unicef.org.uk/Documents/Publication-pdfs/betterlifeleaflet2012_press.pdf.      [Accessed            18/12/2014].
Friday, November 22, 2019
Organizational Health and Safety Essay Example | Topics and Well Written Essays - 1500 words
Organizational Health and Safety - Essay Example Harris (2007) proposes preventive OHS strategies that can be used to provide to an employee-friendly environment in modern organizations. He proposes that the best strategy to control risk factors in the working environment is to institute mitigation measures as a pro-active action to guarantee employee safety, rather than compensate them while they risk their lives. In his view, this would include protective clothing for technical personnel, gas masks for individual working in environments with chemical gases and chemical treatment of gases before their release.The government in many states has instituted government policies to regulate pollution and the health and safety issues that arise within organizations as a strategy of protecting the community. In the UK, the British non-departmental civic body provided regulations to safeguard the health of the employees in their occupations.Other OHS activists have suggested an integrated strategy that includes risk mitigation and employee compensation to ensure a healthy working environment (Andonakis & Loosemore, 2006).  In conclusion, Organizational Health and Safety has become a major concern for the human resource management in most of the states. The changes in the working environment have resulted from the incentives of companies to integrate technology in every business aspect, hence bringing a whole new environment in the workplace. It has predisposed certain groups of employees to higher risks of suffering from injury or illnesses resulting from the environment they work in.... In the last 30 years, industrial revolution has become evident in most parts of the world including UK (Holmes & Gifford, 2002); most countries have engaged in industrial development as a strategy to develop their economic status by providing cost effective goods and providing employment for the majority of employees. The industries have attracted many employees in the diverse departments of the organization and the economic benefit that has resulted from this kind of trend cannot be undermined. However, this has brought a new challenge to the employees’ health and safety welfare due to the environmental impact of these industries. For instance, petroleum industries have become a great threat not only to the health of employees but to the world at large. The emissions associated with these companies contain a lot of harmful gases such as carbon monoxide and sulfur-dioxide which is known for their atmospheric pollution. This has become a demotivation for employees in this secto r and their withdrawal has had adverse effects on productivity of these companies. In brief, changes in the industrial sector has changed the working environment, exposing its employees to toxic gases that may are hazardous to their lives. Another change that has impacted on the health and safety issues in the work environment is the introduction of sophisticated technology in the workplace. The investment of many companies in the IT technology has been emphasized due to the technological demands of the dynamic market conditions. It is indisputable that introduction of this technology has come along with numerous merits in the transformation of service efficiency. With implementation of LAN technology it is possible for managers to
Wednesday, November 20, 2019
Wrongful Convictions Assignment Example | Topics and Well Written Essays - 750 words
Wrongful Convictions - Assignment Example languishing in jails has recently triggered series of advocacy efforts in order to bring sanity and create order in the system Above all, the fundamental concern in this regard lies in giving justice to each and every member of the society. The case of the United States v. Wade is a clear demonstration of the concept of wrongful convictions that normally affect society. However, unlike in this particular case, certain cases are never appealed and innocent people end up convicted and jailed or executed. In the case of United States v. Wade, it is realized that the crime took place on 21st September, 1964 when a bank in Texas was robbed at a time when two of its employees were actually inside. Later on 24th March, 1965, Joe Wade and two other people were charged with robbing the bank. Upon his arrest, Wade was represented by a counsel who had been appointed for that purpose. When an FBI agent arranged for a lineup in the courthouse in order to trace the culprits, it was unfortunate enough that Wade did not have his counsel present. The two employees present at that time therefore identified Wade as the robber. The same occurrence took place at the trial. However, the two employees were examined to seek any connection wit h the previous lineup. However, Wade’s defense pushed for his acquittal on the premise that the lineup was in violation of the Fifth and Sixth Amendments. The court nevertheless refused that motion and Wade was convicted. The Fifth Circuit however reversed the conviction on the very premise that the lineup was in violation to the Sixth Amendment given that it was done in the absence of the defendant’s counsel (Dressler 65). The point of defense in the original trial was the feeling that the lineup was not in tandem with the Fifth and Sixth amendments. The defense categorically argued that the lineup was conducted in the absence of a counsel and could not therefore be used as the basis for making decision on the case. On the Fifth Amendment,
Monday, November 18, 2019
Assignment Essay Example | Topics and Well Written Essays - 750 words - 3
Assignment - Essay Example Hence, the different views of freedom in the society create different parties. These parties have different beliefs and views regarding freedom. In the United States, the rivalry of two parties has been popular which started the second party system. Two of the most known parties which opposed each other are the Democrats and the Whigs. These two parties have been opposing with each other in the perception of freedom even in the early 1830’s. The democrats are known as Jacksonian party. The first major leader of the party was Andrew Jackson. Democrats have viewed freedom as in favor of states’ right more than the federal government. They believe that the state can be very influential as a positive factor in assisting the people in the society (Herrick and Stuart 336). Also, they see equality as vital factor for freedom in the society. Democrats believe in a sense of equality in the society because for them, it gives an impact to people that long for belongingness. As wha t Herrick and Stuart stated, â€Å"Democrats believe in equality because it reduces alienation and creates a greater sense of social belonging†(336). Moreover, democrats view the society that is composed of rules for â€Å"haves†and â€Å"have not†(Norton et al. 325). Democrats view freedom having such just, humanitarian, and democratic society. It is on their belief that freedom should be considered as private that individuals are entitled to secure its stability. Democrats chose to believe that by having equal rights, it is the best way to ensure the effectiveness of having freedom in the society. As what Herrick and Stuart note that the state is the one who can control the economy by using social and rational planning as what Democrats believe (336). Also, the state is held responsible for economic planning so that the needs of the people in the society will be achieved. On the other hand, Whigs viewed freedom as having an active federal government. They b elieve that having an active government can help enhance the freedom of the society. Whigs are more in favor in an activist government in terms of economic expansion (Norton et al. 325). Hence, they are more supportive with regard to corporate charters, paper currency and even the national bank, which is the total opposite of Democrats (Norton et al. 325). Obviously, Whigs see freedom as a result of having social reforms and progress. For the Whigs, giving influence to the political minorities regarding reform associations can best express freedom in its form of serving the society for the common good (Norton et al. 325). However, this idea is viewed by Democrats as an improper way of giving freedom to the society. As Democrats favored equal rights, Whigs on the other hand, favored equal opportunities. In addition, Whigs insist that federal government can help instill and put a self-disciplined and self-directed freedom for each individual. The energetic government and active moral reform can best exercise freedom as what Whigs believe (Norton et al. 325). Thus, Whigs support new banks, availability of corporate and bank charters, and paper currency. However, Democrats never agreed for a paper currency (Norton et al. 325). Whigs have favored bank corporations, while Democrats have not. While Whigs remain to be industrialists and nationalists, Democrats stayed to the belief that every individual can take position. Indeed, these two parties have an opposite view regarding freedom in the
Saturday, November 16, 2019
Juror Organised Highly Conscientious Philosophy Essay
Juror Organised Highly Conscientious Philosophy Essay 12 Angry Men is a story of 12 juries making decision for a boy who have been accused for murdering his own father. A jury not only symbolizes democracy, but also embodies important cultural values which teamwork. The movie, 12 Angry Men clearly depicts how a random group of people can come together for a common goal, and in this case specifically to reach a final verdict. Each member possesses specific personality traits and diverse backgrounds that affect the decision making process. In the beginning, eleven juries out of twelve voted guilty. Only Juror No.8 voted the boy is not guilty. Juror 8 thought that they should re-examine the evidences again and not simply make decision on the boys life within five minutes. All of them agreed to speak out their opinions about the case. Most of them voted guilty based on the evidences and testimonials by the witnesses. 2.0 Personalities According to the Gordon Allport, personality is the dynamic organization within the individual of those psychological systems that determine his unique adjustment to his environment In other words, the ways in which a person reacts or interacts with others. Actually, it is the mixture of characteristics or traits that form a persons character and makes the person unique from another. In the movie 12 Angry Men the twelve juries got twelve different personalities. Hence, by using the personality traits models, like Big Five Model we have analyzed what kind of personalities they fall into. 2.1 Juror#1- Responsible, Conscientiousness Firstly, Juror #1 was the leader (foreman) of the twelve jury board. Throughout the discussion on whether the boy who was accused as a murderer of his father is guilty or not, he acted as a responsible leader. We discover that he handled situation in an organized way, for example- at start he suggested everyone to sit by their numbers and after that when everyone was settled on their seats he explained what they are supposed to do, and also when Juror#12 was distracted from his responsibility as a juror, Juror#1 reminded him his reason to be in the juror board. So, this proves that he has high conscientiousness. Furthermore, his agreeableness is also quite high as he considered others opinion about voting at first and keeping everyones view in front according to jury numbers and so on. In addition, his emotional stability is high, he was calm throughout the discussion even when 10th Juror questioned his leadership by asking him to stop treating them as kids, he did not raise his voic e too much but he just offered Juror#10 to take over his position. 2.2 Juror#2- Mild Openness to Idea It was the first time as a juror for Juror#2, so he was at first clueless about how thing works in a juror discussion. He was not very comfortable to voice out his ideas about why he thinks the boy is guilty, he just believes the evidences and the words he heard from the case. It gives the idea that his openness to new things is not high; he is not autonomous when taking decision. But he got more involved as the discussion goes on after a while and when the Juror#8 was showing out his doubt about the truth of the evidence, Juror#2 took notice of the logic behind the doubts and eventually supported Juror#8. 2.3 Juror#3- Stubborn Next, Juror#3 was the one who changed his vote to not guilty in the end. His stubbornness made him stick towards voting guilty throughout the discussion. He did not want to listen to any opinion other than his; he also denied the facts that make the evidences doubtful, this makes him low on agreeableness. Furthermore, he is low on conscientiousness as he did not feel responsible for the boys life, he thought that the courtroom was sleepy, people are talking too much when the case was obvious, and it is just a waste of time and money for him, even when the Juror#8 was giving out his view instead of listening carefully why Juror#8 thought the boy might not be guilty Juror#3 was playing with Juror#12. Next, he also lost his temper when Juror#8 was convincing others with his reasons of having doubt on the evidences and the number of vote for not guilty was increasing, he yelled at those who changed their mind, he was emotionally unstable. 2.4 Juror#4- Organised, Highly Conscientious Now, we move to Juror#4. He gives an impression of a very professional and organized person because he supported his view about the boy being guilty with facts and logic, without simply just saying guilty because the court said so. Despite that, he is highly conscientious as he took his duty as juror seriously. He was emotionally stable and opens to others opinion. He was not influenced by others, when making decisions he was independent, rational and calm. He changed his vote only after Juror#8 and Juror#9 gave him enough evidence (e.g. remembering the movie name, marks of spectacles on the womans nose) to doubt his decision over the kid as the murderer. However, at the beginning of the discussion he showed a little negative thinking about the slum and the people who live there by saying He was born in a slum. Slums are breeding grounds for criminals, I know as a view its no secret. 2.5 Juror#5- Introvert Next, Juror#5 shared the same background in terms of environment and culture in which, the boy who was accused to be murderer grew up. He was not comfortable to judge the boy and also did not want to give reason behind his vote at first. He showed the symptoms of an introvert person. Later on when he connected the evidence with his own experience and when he was offended by having a background that was born in a slum, he changed his vote to not guilty. 2.6 Juror#6- Simple When we come to Juror#6, we can know that he was a simple man. When it was his time to give his opinion on the cause of voting guilty he simply said there was a motive like every murder case and the picture presented in the court makes it obvious that the boy killed his father, he could not argue with the fact Juror#8 brought in front of him then. He just agrees with the court decision. He never became hyper throughout the meeting; he tried to stop whenever people got into fight just like Juror#4. In the movie we could also see his feeling of responsibility towards the old man. 2.7 Juror#7- Irresponsible, Irrational We realized that Juror#7 was the most irresponsible and irrational. He wanted the discussion to finish as fast as possible so that he could go to watch a baseball match. To him, the life of a person was like a child play to him. He did not fulfill his responsibility as a jury which makes him low on conscientiousness. He related the boys past offences to judge him as guilty. 2.8 Juror#8- High in conscientiousness, Emotionally Stable Next, Juror#8 is the most important character in the story, because of him everybody started to think the case from a what if situation. He felt responsible for the boys life, he presented his opinion with logic, he thought about the reliability of the evidence presented in the court, he put a lot of effort to show the leaks in the evidences (e.g. the knife, the old man testimony about seeing the boy running down the stairs, women who saw the murder from a moving train). This proves he is high on conscientiousness. He was emotionally stable even though he was frequently questioned about his decision. Just once he lost temper for a bit because Juror#3 was not paying attention to his talk. 2.9 Juror#9- Old, Timid, Low Confidence Level The negative personalities can be detected through Juror#9. He is very old and afraid to voice out his thought. His confidence level is low as he does not have the strength to argue with the other juries who were younger than him. He was threatened by Juror#10. At a point of time he wished he was younger to voice out his argument. However, he is a very good observer. He was the second not guilty voter. He changed his vote when he saw Juror#8s view connects with his observation. His observing quality supported Juror#8s doubt about the evidences throughout. His decision making was based on intuition where he himself also not sure whether the story told by the defendant was true or not. He just thinks that they need to discuss further before sending the defendant for the execution. 2.10 Juror#10- Hyper, Emotionally Unstable The most emotional character was Juror#10 as he was the most hyper, emotionally unstable person in the group. He did not want to hear any argument that contradicts with his opinion about the boy, he shouted, yelled at those who thought the boy was not guilty. His judgment was discriminative. He referred the boy as trash, animals, drugged up person who do not care about peoples life and kill them without having any proper reason; he is just like other people who grow up in the slum. 2.11 Juror#11- Introvert In contrast to Juror#10, Juror#11 has an introvert personality. He was not noticeable at the beginning of the movie. During the time of voting he raised up his hand with some hesitation after seeing the majority were raising hands to vote as guilty. At first he observed Juror#8, Juror#9 and Juror#5s logic in voting not guilty then he changed his vote and started to share his opinion. He was open towards the facts presented by Juror#8, 9 and 10. Although he was calm all the way but when Juror#7 changed his vote to not guilty without giving any proper reason he burst out in anger seeing that childishness over a serious matter. This also shows that Juror#11 is conscientious. 2.12 Juror#12- Extrovert Lastly, Juror#12 at the beginning tried to interact with other juries; it shows that he is an extrovert. But when the discussion started he did not expressed much, instead he was carried away with his own personal job. His agreeableness level was high. He did not have his own thinking or opinion on the case; he was easily distracted by the two parties (guilty and not guilty) in the discussion. When majority vote for guilty, then he raises his hand. He was unsure about his own decision. This decision making may be affected by his high agreeableness personalities that caused him to listen, or even follow others opinion without own judgment. 3.0Values Actually, values were developed from a belief that people hold in. Hence, value is defined as specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence. Normally, they contain a judgmental element in that they carry an individuals ideas as to what is right, good, or desirable. We realize values are important in this movie because they contain jurors interpretations of right and wrong. We will classify and interpret the values found in each characters of 12 Angry Mens using Rokeach Value Survey which is consists of terminal values and instrumental values. 3.1 Juror#1-Equal Opportunity As we know, foreman should be fairer and stress on equality. Juror#1 is the foreman of the jury. He has terminal value of equality which is equal opportunity for all juries to vote. He is serious about his authoritative role and wants to be as fair as possible to everyone. He offers everyone an equal opportunity to vote and speak out their opinion whether the boy guilty or not guilty. He also has instrumental values of broad-minded. He is open-minded in listening and accepting every jurors opinion. For instance, he accepted the proposal of Juror#8 to have a round of secret vote. His broad-minded values also affected his decision making. He vote for guilty at first, but with the reasonable doubt with all the evidence, he shift to not guilty at last. His decision making was quiet rational and did not shift too often as what Juror#12 did. 3.2 Juror#2-Polite Juror#2 is a quiet man who is easily persuaded by the opinions of others and cannot explain the roots of his opinions. He has instrumental values of polite. He is trying to voice out his own opinion with polite way. His politeness can be seen through the discussion process where he kept one asking question in a polite manner and gain respect from other Jurors. 3.3 Juror#3- Capable, Courageous Now we move to another instrumental value, which are capable and courageous. Juror#3 has instrumental values of capable and courageous. He stands up for his belief that the boy is guilty based on the facts such as the switchblade used as the murder weapon and evidence from the witness. However, his strong belief on the defendant must guilty was also influenced by his bad relationship with his son who hit and left him, which thus lead him to be irrational in analyzing the reasonable doubt for those evidences and decisions made. 3.4 Juror#4-Logical, Broad-Minded Juror#4 has instrumental values of logical and broad-minded. He logically related his decision with the evidences. On the other hand, he is also able to listen to other juries opinion. He was convinced by Juror#9 that the witness across the road may not really see what is happening at the murder place. He tries to support his own decision by further analysis of the facts with logical ways. 3.5 Juror#5-Forgiving, Logical Next, we can find instrumental value of forgiving on Juror#5. Although he got offended when Juror#3 and Juror#10 criticizing him on his background, however he is still willing to forgive them. Witnessing knife fights and normal slum behaviour, he feels obligated to explain an experience that would later help the jurors vote not guilty. The ability to link his experience of knife fights and normal slum behaviour to this case whereby the defendant is also from slum shows that Juror#5 has instrumental value of intelligence in his thinking. 3.6 Juror#6-Respect, Loving Now let us move to Juror#6 who has terminal values of respect and instrumental values of loving. He respects Juror#9 which is the eldest among them. He tries to let Juror#9 has the chance to voice out his opinion. Juror#6 bravely stands up to Juror #3 when he speaks rudely to Juror #9, threatening to hit Juror #3 if he ever speaks to the old man like that again. 3.7 Juror#7-Pleasure, Cheerful Meanwhile, terminal values of pleasure and instrumental values of cheerful are clearly shown on Juror#7. He is a baseball fan. He bought two tickets to watch live baseball game on that particular day. During the break time of the discussion, everyone was tensed with how things going to be as a jury, but he still could talk with others cheerfully. 3.8 Juror#8-Logical, Responsible Juror#8 has instrumental values of logical and responsible. He does not believe the evidence that presented by lawyer. He analyzed evidence by using logic. For instance, he questioned on the old man who claimed himself had taken fifteen seconds from his bedroom to rush to his front door and gotten a look on the murderer. He does not simply make a decision that may destroy the boys life. He feels that as one of the Juror, he has the responsibility to make a right decision. This is clearly shown when he first voted not guilty because he wants further discussion and not to decide the defendants life just within five minutes without any further discussion. Majority were trying to give some pressure to the Juror#8 for his odd decision. But the pressure could not shake off his decision; he stood strong with his own decision which was affected by his values. 3.9 Juror#9-Intellectual, Logical Follow with Juror#9 who has instrumental values of intellectual and logical. Although he is the eldest among them still he paid a lot of attention during the trial and looked into detailed on every witness. He convinced Juror#4 on the reasonable doubt on the woman has deep marks on her nose, which means she is wearing spectacles and might not be able to see clearly on the murder case that happened across the road with train passed by and just got up from bed which is not putting on her spectacles. This shows how he used his intelligence and observance in daily life in this case. 3.10 Juror#10-Courageous Next, Juror#10 has instrumental value of courageous. He is standing up for his belief that with the background of the boy comes from, which is born in a slum, the boy must be guilty. This has become his prejudice which caused him fail to think and decide rationally on whether the boy is guilty or not. Besides that, Juror#10 also has terminal value of self-respect. He holds very high esteem not to be someone from the slums. Juror#10s decision making was affected by his perceptions towards the background of the defendant which occurred from his self-esteem values that want to be differentiated from people of that background. 3.11 Juror#11-Responsible Instrumental value of responsible can be found on Juror#11. He felt the responsibility being juror to give the correct judgment on the defendant and believe in justice. Besides that, Juror#11 also has instrumental value of logical. He is observant with the facts and changed his vote to not guilty due to the doubt on whether the defendant would have reasonably fled the scene and come back three hours later to retrieve his knife. His decision is based on logical thinking about how a normal people might act after committing a murder. 3.12 Juror#12-An Exciting Life Lastly, Juror#12 has terminal value of having an exciting life. He involves actively in social activities and his work. However, this has caused him often distracted during the discussion of the jury. 4.0 Attitude Attitudes are evaluative statements or judgments concerning objects, people, or events. Attitudes give warnings of potential problems and influence behavior. Attitudes have three components which are cognitive (evaluation), affective (feeling), and behavioral (action). In this movie, most of the jurors have a positive attitude that the boy is guilty. They believe that the evidences are solid, which is the cognitive component for their attitude. Following with this, the affective component of their behaviour were set up whereby they feel the boy is guilty. Subsequently, it affected their behaviour component and they voted the boy is guilty. Conversely, Juror#8 has a different attitude compared to other Juries. He thinks there are a lot of reasonable doubts in the evidences yet no one questioned the validity of those evidences in the court. This has become the cognitive component for his negative attitude towards the boy is guilty. He feels that the boy might not be guilty, which is the affective component of his attitude. Because of this, he voted the boy as not guilty and wants to have a discussion with other jurors on the evidences. 5.0 Emotion and Mood After discussing the personality and values depicted by the 12 Angry Men, emotion and moods are two other important variables that affect decision making process. Actually, emotions are intense feelings directed at someone or something while moods are less intense feelings than emotions and often lack a contextual stimulus. In addition, emotions are reactions to a person or an event but moods usually are not directed at a person or an event (Robbins, S.P. Judge, T.A. (2013) Organizational Behavior). In 12 Angry Men movie, decisions making of 12 juries whether that young boy guilty or not guilty are always affected by their emotions and moods. Thus, having a stable emotion is necessary for them to make a rational decision. 5.1 Juror#1- Mood: Neutral to Bad; Emotion: Frustration Juror#1 is the foreman of the jury and he shows his leadership at first and neutral mood. However, he gets frustrated when other jurors questioned his leadership. He wants to be as fair as possible and try to maintain a relaxed and calm mood when discussion is going on. Luckily, he was able to regulate back his emotion to normal state and facilitate the discussion at the mid. 5.2 Juror#2- Mood: Anxious; Emotion: Nervous On the other hand, Juror#2 is a quiet and the most timid guy in the group. Having his first time to deliberate in such jury case made him anxious and fear to voice out his opinion. He was easily persuaded by other jurors due to his lack of self confidence. Besides, he also failed to explain the roots of his opinion that grounded his decision at the beginning. However, his courage to voice out his opinion has been mounting as the discussion goes further. 5.3 Juror#3- Mood: Bad; Emotion: Angry Let us move to the main antagonist of the movie, Juror#3. Juror#3 is a person who quick to lose his temper. His was having a bad mood since the beginning when he complains on the lawyers talked for so long even on such an obvious case. He gets angry when Juror#8 and other members disagree with his opinions, and his anger becomes stronger when other jurors change their vote from guilty to not guilty. He believes that the defendant is absolutely guilty until the very end of the play. His emotion gets affected in this case because he has poor relationship with his own son, which causes him to have biased views. Being in angry emotion and biased views has caused him irrational in making decision on guilty and not guilty for the defendant until the very end of the movie. His decision making was based on his own experience that does not related much to the trial. 5.4 Juror#4- Mood: Neutral; Emotion: Calm We realize that Juror#4 is a logical and well-spoken stockbroker. Being rational while maintaining his calm mood allowed him to have the most stable emotion throughout the discussion and able to discuss and make decisions rationally. For instance, he urges fellow jurors to avoid emotional arguments and engage in rational discussion. When one of the jurors says this is not an exact science, he does not take into account the feelings, the passions and the characters of the people involved in the case. Other than that, most of the jurors mood has been affected and they got frustrated easily as they were staying in a no air-conditioned room in a hot sunny day. Yet, under this hot environment, he is the only juror that does not take his jacket off and always adapt for logical thinking and able to make reasonable decision. 5.5 Juror#5- Mood: Anxious to Neutral; Emotion: Nervous Next, Juror#5 has an anxious mood when expressing his opinion especially in front of the elder members of the group. He is under emotional stress because of having the same background with the boy which is growing up in the slums. This appears one of the main reasons for him voting guilty at first because he does not want compassion to influence his decision. However as the trial goes on he is able to gain more confident to voice out his opinion and sharing his experience on knife fights and normal slum behaviour that convinced other jurors there is reasonable doubt on the evidences. This makes him emotionally more stable and his mood also back to neutral. Juror#5s decision was affected by his emotion whereby at first he passes his chance to give reason why he voted guilty for the trial which maybe feeling of ashamed for having the same background with the defendant that is living in slum, uneducated and bad environmental where knife fighting was just a common phenomena. 5.6 Juror#6- Mood: A little tensed; Emotion: Calm Juror#6 is a regular employee that has high agreeableness to others. He has little tense mood because of everyone in the room is better qualified than him in making decisions and offering explanations and opinions. However he has a stable emotion that enables him to see the good in others. 5.7 Juror#7- Mood: Good to Bad; Emotion: Frustration Juror#7 is the only one that really has no opinion on this case. This can be shown by when he follows others suggestion and changes his vote easily just because he wants to go back home early. One of the sources of emotions and mood which is social activities has influenced his mood throughout the discussion. He felt happy at the beginning as he could go to watch live baseball game. However, his mood turned down and get frustrated when the discussion takes longer. His emotion and decision making was distracted by the baseball game as he wanted to speed things up a bit so he can be out of the jury room as soon as possible to enjoy his baseball game. 5.8 Juror#8- Mood: Neutral to Good; Emotion: Determined and Calm In contrast to Juror#7, Juror#8 stands firm on his decision grounded with his reasonable doubt on the evidences. Juror#8 is a caring man and he feels the responsibility to care about the boys life. Maintaining a stable emotion enables Juror#8 have a logical mind and able to make a rational decision. He has put more thoughts into the case than any other jurors which make him able to prove and explain the situation in different ways to persuade other jurors change their vote. For example, he bought the same knife used as murder weapon that is not ordinary and tried to prove the reasonable doubts on those witnesses such as the old man who drags one foot when he walks because of stroke, able to rush to the front door from his bedroom which is quite distance away in fifteen seconds and managed to look on the murderer. Juror#8 also has high emotional intelligence in this movie that he always shows the right feeling and knows how to control his own emotion even every other juror has voted g uilty but he is the only one to vote not guilty at the first. Besides that, Juror#8 urges others to be patience with the discussion and contemplate the details of the case. 5.9 Juror#9- Mood: Neutral; Emotion: Calm Next, Juror#9 is a wise old man with his great life experience and he has quite a unique way of looking at this case. His calm and relaxed mood allows him to think logically and be a good observer. He is the first one who realizes the woman, who testified that she saw the murder, had deep marks on the side of her nose and it means she wears glasses. This has put on reasonable doubt that the woman who just got out from bed may not wearing glasses, and thus it is likely for her not able to see clearly the murder across the road. He has high positive mood which is alert. For instance, he is the first to openly recognize Juror#10s racist attitude, stating that What this man says is very dangerous. 5.10 Juror#10- Mood: Bad; Emotion: Angry Let us proceed to Juror#10. Juror#10 is the most horrifying character in this movie. He tries to force his opinion of guilty to other jurors and gets angry easily when other jurors opinion is not same with him. He votes guilty and does not even try to hide the fact that he does so because of the boys social background. He has a strong stereotyping attitude and this stopped him to think rationally and voted the boy guilty just because of the boys background. This has lead to other jurors turning their back on him near the end of the movie after his outburst that shows his prejudice on the defendant. 5.11 Juror#11- Mood: Neutral; Emotion: Calm When we come to Juror#11, we know that he is an immigrant watchmaker. He believes in justice and feels he is responsible to make the correct judgment for the case. He tries to keep himself calm and relaxed throughout the discussion. This stable emotion allows him able to look at both sides of the problem. However, Juror#11 lost his temper once when he was horrified by juror#7 who voted not guilty just because want to make the trial ends as soon as possible. 5.12 Juror#12- Mood: Anxious; Emotion: Nervous Eventually, Juror#12 is an arrogant and impatient advertising executive. He has an anxious mood for the discussion to be over so that he can get back to his career and his social life. His decision gets affected by his nervous mood. This can be shown by when he change his vote easily just to follow majority and do not have his own opinion. 6.0 Other Variables That Affects Decision Making Process 6.1 Hot Environment Besides the abovementioned variables like personality, values, attitudes, emotions and moods, external factor do affect the decision making process also. One of the most prominent external factors is the environment for the discussion room. When all the jurors entered the discussion room, they found that the room was hot due to the breakdown of the air-conditioner. As a result, all the jurors just kept on finding ways to make the rooms more ventilated instead of seeking for discussion. So, the morale of all jurors has been lowered down by the hot and non-conducive environment and affects the discussion process. Definitely, they would just hope that the discussion may be ended up quickly and this drives them to make illogical decision. 6.2 Stereotype Next, the shortcut of stereotyping people used by the eleven jurors except Juror #8 in judging the suspected murderer will affect the decision making process too. Juror #3 has related his son with the suspected murder attitude. In fact, the Juror#3 did not get along with the suspected murderer attitude. He said that How kids are nowadays. He mentioned that he had a bad relationship with his son after his son hit him. Following his bad experiences, Juror#3 perceived that all teenagers were rebellious and will attack his own father. So, his stereotyping attitude has affected his decision making process and made him stressing that The boy is guilty. Another prominent stereotyping judgment can be discovered through the accusation of Juror#10 that the boy was deemed to be guilty was due to his family background. He cited that the suspected murders slum background as the evidence for him to kill his father. Undoubtedly, this stereotyping attitude will affect their decision making especiall y Juror#3 and Juror#5 and vote the boy to be guilty. 6.3 Bounded Rationality and positive Intuition Apart from those discussed variables, Juror#8 has exhibited the positive elements in making rational decision. The positive elements are bounded rationality and positive intuition. Juror#8 has constructed simplified models model that extract the essential features from problems without capturing the complexities. For example, Juror#8 has questioned about the validity of the old mans testimonial. Hence, he extracted the essential features that Can the old man who had suffered a stroke and could only walk slowly, gotten to the door to see the suspected murderer ran to the downstairs in fifteen second? in a clear manner. Furthermore, the Juror#8 also has portrayed positive intuition that mentioned that he felt the boy will not kill his father and there is a doubt about the validity of the witnesss testimonial. He once told other Juror You dont believe the boy, then why you believe the women? 6.4 Overconfidence bias However, there are several decision biases and errors happened throughout the hot discussion among those 12 angry Jurors. The first common bias shown by majority of Jurors except 8th Juror is overconfidence bias. This can be evidence through the opening of the scene where majority of the Jurors were complaining and presuming the obvious guilt of the suspected murderer. Most of them were overconfidence that the defendant had definitely killed his father. Besides that, when there was a new doubt arose like switchable knife that was not as unique as the Juror mention, most of them just upset that they were still arguing the facts and cannot go home. Hence, their overconfidence about defendant was the murderer causes them could not have a rational discussion and develop reasonable doubt. Luckily, there was 8th Juror tried to lead the team to the rational path. 6.5 Anchoring Bias Furthermore, we can detect numerals biases rooted in the mind of the Juror#3. Fro
Wednesday, November 13, 2019
Humanism :: essays research papers
Humanism, in philosophy, attitude that emphasizes the dignity and worth of the individual. A basic premise of humanism is that people are rational beings who possess within themselves the capacity for truth and goodness. The term humanism is most often used to describe a literary and cultural movement that spread through western Europe in the 14th and 15th centuries. This Renaissance revival of Greek and Roman studies emphasized the value of the classics for their own sake, rather than for their relevance to Christianity. The humanist movement started in Italy, where the late medieval Italian writers Dante, Giovanni Boccaccio, and Francesco Petrarch contributed greatly to the discovery and preservation of classical works. Advertisement Humanist ideals were forcefully expressed by another Italian scholar, Pico della Mirandola, in his Oration on the dignity of man. The movement was further stimulated by the influx of Byzantine scholars who came to Italy after the fall of Constantinople (present-day Istanbul) to the Ottomans in 1453 and also by the establishment of the Platonic Academy in Florence. The academy, whose leading thinker was Marsilio Ficino, was founded by the 15th-century Florentine statesman and patron of the arts Cosimo de' Medici. The institution sought to revive Platonism and had particular influence on the literature, painting, and architecture of the times. The collection and translation of classical manuscripts became widespread, especially among the higher clergy and nobility. The invention of printing with movable type, around the mid-15th century, gave a further impetus to humanism through the dissemination of editions of the classics. Although in Italy humanism developed principally in the fields of literature and art, in central Europe, where it was introduced chiefly by the German scholars Johann Reuchlin and Melanchthon, the movement extended into the fields of theology and education, and was a major underlying cause of the Reformation. One of the most influential scholars in the development of humanism in France was the Dutch cleric Desiderius Erasmus, who also played an important part in introducing the movement into England.
Monday, November 11, 2019
Chemistry of Anti-money Counterfeiting Technology Essay
I. Abstract Counterfeiting money is a big business for criminals. Nearly $70 million of fake currency gets used daily, costing consumers millions. In the present day, there are many new technologies that have been discovered and studied in order to help put counterfeiters out of business. Our currency is something that we must protect, which is why these technologies and discoveries are very important in the safety and development of our economy. The new generation of Philippine banknotes includes new and more advanced technology to ensure the safety of the genuine Philippine banknotes. This is to prevent money counterfeiting in our country. These new features include more advanced photo editing, which features micro printing on the different images and texts on the banknotes, a unique rough texture, a new system of serial numbering, advanced security fibers and security threads, watermark technology, and optically variable ink. These are the most advanced and efficient methods of preventing mon ey counterfeiting today. Provided in this paper is a detailed explanation and description of each security precaution and a detailed review of the methods used to execute them. II. Denominations of Currency The new generation Philippine banknotes composes of the denominations twenty, fifty, one hundred, two hundred, five hundred, and one thousand peso bills. The new twenty-piso bill honors President Manuel L. Quezon, the first President of the Republic of the Philippines on the front of the bill while the reverse shows the image of the breathtaking Banaue Rice Teraces and the Palm Civet from the Cordilleras. The fifty-piso bill commemorates President Sergio Osmeà ±a who led our country at the critical stage of World War II. The reverse shows an image of the Taal Lake, one of the world’s smallest active volcanoes and the Maliputo Fish. The one hundred-piso bill pays tribute to President Manuel Roxas who prioritized the crafting of the Central Bank charter then provided the leadership for the reconstruction of our country after the devastation of the Second World War. On the reverse, the near perfect cone-shaped Mayon Volcano and the Butanding or Whale Shark is also featured. The two hundred-piso bill features President Diosdado Macapagal who restored the celebration of Philippine independence on June 12. The reverse features the unique icon of Bohol, the Chocolate Hills and the Tarsier. The five hundred-piso bill is a salute to the champions of Philippine democracy, Senator Benigno Aquino Jr. and President Corazon Aquino. The reverse features the Puerto Princesa Subterranean River National Park. Finally, the one thousand-piso bill features three of our war heroes, Chief Justice Jose Abad Santos, Josefa Llanes Escoda, and General Vicente P. Lim. The reverse features the Tubbataha Reefs National Marine Park and the world famous South Sea Pearl. Figure 1 The money denominations come in specific color schemes of orange for the twenty-piso bill, red for the fifty-piso bill, violet for the one hundred-piso bill, green for the two hundred-piso bill, yellow for the five hundred-piso bill, and blue for the one thousand-piso bill. III. Security Features The Philippine Banknote or the Philippine Peso Bill finds the need to be current with the use of new technology to enhance the security of banknotes to remain impossible to replicate by criminals. The new generation Philippine banknotes incorporates the latest available technology in banknote security. This is the reason that they have developed new designs and upgraded the security features of all our banknotes. A. Photo Editing The Central bank of the Philippines uses a special photo editing software to ensure specific prints that are impossible to copy by criminals. Some of these specifications include nano prints on the images, lines, and words on the banknotes. B. Texture The note is not smooth to the touch, but a bit rough. This is because the bank notes are made of 80% cotton and 20% Philippine Abaca. Aside from that, the raised prints that are embossing from the Intaglio printing process give the bill a unique tactile feel. Intaglio printing is a printing technique in which the image is incised into a surface. Normally, copper (Cu) or zinc (Zn) are used, and the incisions are created by etching ot engraving the image. In printing, the surface is covered in ink and then rubbed vigourously with tartalan cloth or newspaper to remove ink from the surface, leaving it in theincisions. The very sharp printing obtained from the intaglio process is hard to imitate by other means. Intaglio also allows for the creation of latent images, which are only visible when the document is viewed at a very shallow angle. Figure 2 C. Serial Numbers The serial numbers are composed of one or two prefix letters and six to seven digits in asymmetric or increasing size. Serial numbers are not difficult to forge; yet they make banknotes easier to track and audit. Figure 3 D. Security Fibers The paper used to print our currency has tiny threads of fibers embedded into the paper. These red and blue fibers glow under ultraviolet light. If the bill has no red and blue fibers that glow, then it is probably a fake bill. Fluorescent marks are the invisible phosphor dyes on banknotes that glow under UV or blacklight. This glow will be visible under a money detector device. There are two kinds of security fibers. The first one is the visible security fibers. These are easily seen in current Philippine banknotes as the blue and red fibers that are randomly spread throughout the front and back of the paper. The other kind is the invisible security fiber. These glow a fluorescent yellow under ultraviolet light. Genuine security fibers in Philippine banknotes can be easily plucked out (yes, try it!) with the aid of a needle. Counterfeit money usually only prints the fibers on paper, thus they cannot be plucked out. Figure 4 E. Watermarks The watermark shows a shadowed image of the portrait and the banknotes’ denomination on the blank space when viewed against the light from either side of the bill. This is possible due to paper density variations. Figure 5 The word â€Å"Pilipino†, written in our ancient Filipino alphabet, Baybayin, can be seen in its complete form when the banknote is viewed against the light. F. Concealed Value When the banknote is rotated at a 45-degree angle and tilted downwards, we can see the concealed denominational value super imposed on the smaller version of the portrait. Figure 7 G. Security Threads Both the twenty-piso and the fifty-piso have a 2mm wide security thread that can be visible when viewed against the light. The one hundred, two hundred, five hundred, and one thousand-piso bills have a 4mm wide stich-like security thread embedded on the bill and when viewed from different angles, its color changes from red to green. The embedded security thread is a special thread vertically implanted off center of the note during the manufacture of the banknote paper. The front of the thread carries a clear text – the initials of the Bangko Sentral ng Pilipinas (BSP) and the numeric denomination of the bank note. The back of the thread is also printed with the initials BSP. There are two kinds of security threads. One is a thin aluminum (Al) coated and partly demutualized polyester film thread with microprinting, which is embedded in the security paper as banknote or passport paper. The other kind of security thread is the single or multicolor sewing thread made from cotton or synthetic fibers, mostly UV fluorescent, for the bookbinding of passport booklets. Figure 8 H. Optically Variable Device Patch The five hundred-piso bill and the one thousand-piso bill have the optically variable device patch, a reflective foil. For the five hundred-piso bill, it reveals the small BSP (Bangko Sentral ng Pilipinas) logo and the blue parrot, while the one thousand-piso bill reveals the small BSP logo and the South Sea Pearl inside a clam. The patches change color from red to green when the note is rotated 90-degrees. Figure 9 I. Optically Variable Ink A security feature exclusive to the one thousand-piso note is the optically variable ink for the embossed denomination value on the lower right corner on the face of the banknote, which changes color from green to blue when it is viewed in different angles. Color changing inks are inks containing pearlescent pigments that change color when viewed at a different angle. The color of the ink does not actually change, but the angle of the light to the viewer’s eye changes and thus creates the change in color. A number of types are available, including green to purple, gold to green and green to lilac. Optically variable inks (OVI) are very expensive inks applied on banknotes as a security feature. So far, only the 1000 peso bills have this. There are two versions of OVI printing on the 1000 peso banknotes. This is an excellent security feature because counterfeiters will need a lot of effort and money to replicate it. They are called optically variable inks because tiny flakes of color-shifting film are incorporated in the intaglio ink. Thus, prints of OVI change color when viewed from different angles.
Saturday, November 9, 2019
Plato’s Allegory of the Cave and Advertisements
Julian Figueroa (#30973127) 1 An Allegory of Advertisements How does Plato’s allegory influence the way we consume art today? Every minute of every day, millions of people are exposed to advertisements. They plague televisions, streets, radio waves, and all means of communication. These advertisements employ many methods of persuasion and their influence is irresistible. Just like prisoners in Plato’s Allegory of the Cave, we are told every day to invest our time and interest into the subject of these advertisements, and to accept the forms of reality they serve us.Whether it be a commercial for a must-have new car, to a spot featuring desirable fast food, or to magazines with photoshopped models; we are seduced to accept these false forms of reality. In actuality, the car is hardly distinguishable from models in the years past, the food is not near as glossy and fresh as the commercial depicts, and the bodies of models have unfeasible proportions. Like the prisoners in the cave, we still accept these forms to be reality, even though they are imitations and falsities of their actual subjects.Puppeteers, like prisoners, are still within the boundaries of the cave, and some believe in their imitations whilst others know the falsehood they are presenting; just like advertisers of today. Even philosopher-kings must be part of the cave in certain ways, as they contribute their own forms of imitation to the prisoners, akin to puppeteers. The Allegory of the Cave has an abundance of meaning to our generation and future generations to come, as the themes and elements it contains relate directly to our society’s consumption and production of promotional media.In Plato’s allegory, several metaphors are summoned to illustrate the effect of education on the soul. The allegory starts with the description of a cave; a place containing prisoners, shadows, puppeteers and fire. The prisoners are bound to look at the shadows, cast upon the wall by the fire and the objects utilized by the puppeteers. There is an exit to the cave, which is illuminated by the light from the sun outside. The outside represents true knowledge whereas the inside of the cave represents ignorance; a reality other than the truth.Plato considers the puppeteers to essentially be artists; using their creations to depict a false reality for the Julian Figueroa (#30973127) 2 prisoners. However, those who free themselves from the cave are the only ones who can realize true form. Those who do this are labeled as the philosophers. For the purposes of this essay, only the aspects of art and art interpretation in the allegory are important. What makes the allegory decisive in comparing it to our consumer-producer society is that the metaphors Plato uses directly correlate to the mantras of advertising.Notwithstanding, for any of this argument to be relatable to Plato’s allegory, which primarily focuses on artists and their creations, one must first know wha t makes promotional media a form of artistic expression. Let us assume Plato’s definition; that art is a poor imitation of reality. He views the creators of art, or as he sees them, imitators â€Å"by nature third from the king and the truth†(Republic, 597e). Artists in publicity take this notion and exaggerate it to the furthest degree. For instance, what makes us want a Burger King burger over any other local burger joint product?The answer to that is clear; advertising. Without its advertising in mass, one wouldn’t be able to distinguish a Burger King product over any other competitor’s. On the contrary, we are drawn towards their burgers because of their glorious depictions in media. From passing the giant billboards of lucious burgers, to seeing a family enjoy them on a television commercial; we are told to believe that these titillating combinations of veggies and protein are absolutely marvelous. These advertisements are nothing but mere deception s of reality.The billboards show us enlarged, crisp patties and fresh vegetables, when in reality, there is no guarantee of such a thing. Therefore they are what Plato defines as art; imitations of reality. Another example would be political commercials, which skew the truth in a variety of ways. From showing an out of context quote from their opponents, to showing themselves speak to a crowd with uplifting music in the background, politicians use the art of media to manipulate the public from seeing the truth. Advertising is a very sharp form of communication from puppeteer to prisoner; and it directly relates to Plato’s allegory.Most of us accept these false forms of reality regardless. Millions of people watch misleading commercials for a product, but they still purchase it in the end. Millions of people knowingly vote for politicians who offer false promises and deceptions, but they still return to vote for the same people in future elections. Like the repetitious cycle o f puppeteers feeding prisoners art in the allegory, Julian Figueroa (#30973127) 3 consumers of today lust for producers to fill their fair supply as well. So how do we exit this cycle? Through education and enlightenment.Plato believes that any ruler of men must pursue in â€Å"calculation, geometry, and all the preliminary education required for dialectic†(536d). He also believes that â€Å"no free person should learn anything like a slave. †(536e). Therefore, one must exercise in their own free will to truly become educated. Plato believes that to be truly educated, one must question and study the fundamental nature of knowledge, reality, and existence. By doing this, along with decades of physical training, mathematical science, dialectic training, and political discovery, one then becomes a philosopher-king; the third human element in the allegory of the Cave.However, unlike the puppeteers and the prisoners, the philosopher-kings reside outside the cave, and they harness the ability to see true forms, not mere shadows. So if we live in a society of art production and art consumption, who are the modern day philosopher-kings? There is no simple answer to that question, and this is where Plato’s allegory begins to cave in on itself (pun intended). Plato is a philosopher himself, and by channelling his ideas through Socrates in The Republic, he creates a forum. Socrates starts the allegory of the Cave with the word â€Å"imagine†(514a).The definition of the term â€Å"imagine†is to believe something unreal or untrue to exist. Therefore, Socrates is envisioning an imitation of reality with his allegory, making him an artist. Based on his definitions, Socrates (and therefore Plato) dips his feet back into the cave. If all philosophers followed the same methods of Plato, in terms of creating art forms of philosophy, doesn’t that mean that we are all either puppeteers and/or prisoners? If, in conclusion, philosophers subject their knowledge in an understandable format to puppeteers and prisoners, they are essentially creating art; which means nobody is truly free from the cave.Yet, to generalize philosophers exactly as puppeteers would also be incorrect, contrary to the Allegory. As discussed previously, philosophers only dabble in the art of imitation. This does not make them true puppeteers. Whereas philosophers are able to educate without false forms of reality, true puppeteers are only showing imitation. So what forms do puppeteers accept to be true? Imitation or reality? Relating back to the â€Å"Burger King Theory†, do the Julian Figueroa (#30973127) 4 puppeteers knowingly accept their imitations?Most likely not, as they are aware of the flaws in their advertisement. If a Burger King representative accepted their imitations as reality, they would probably be tempted to eat burgers everyday and eventually die from malnutrition or diabetes. Rather, these representatives are still tru e puppeteers and are therefore still in the dark among the prisoners. So what reality is accepted from the puppeteers? If we look at the representatives of, say Ford, for example’s sake, we find that they reject their own imitations of reality, or art, but that they still consume in similar ways to prisoners.A representative of Ford may make the commercials for the newest model of truck, but does that dictate that they necessarily drive one? Not at all. At the same time, it is not an impossibility either, and their experience as an advertiser, or artist, may even lead them into believing that it is necessary to buy the newest model every year. After all, they are surrounded with their advertisements constantly, influencing them even more so than a consumer, so couldn’t they eventually accept them to be correct?Unless one becomes a monk and sanctions themselves completely away from society, which Plato would most likely condemn, one will always be a target of advertisem ents. Therefore puppeteers must be partially prisoners in that regard, as they will fall target to other puppeteer’s or even their own shadow imagery. This concept works symbiotically with the notion that philosophers are partially puppeteers; as Plato concedes to enjoying the influence of children’s tales on youth, stating that mothers â€Å"will shape their children’s souls with stories much more than they shape their bodies by handling them. †(377c).He openly admits to enjoying some forms of art, and accepting them even if they â€Å"are false, on the whole, though they have some truth to them. †(377a). Hence, he is also as prisoner in that regard, akin to a puppeteer. This draws yet another parallel to art consumption in our modern day society; even a philosopher in our day and age must appreciate certain things to survive, and may be drawn towards imitation of reality through advertisement; car commercials, food spots, or anything. With the acceptance of this concept, the consequence is that everyone in our modern society still resides at least somewhat within the boundaries of the Cave.Is this not true? Can anyone truly claim in this era that they are free from advertisements? Julian Figueroa (#30973127) 5 Can we go one day without seeing a commercial and not remotely showing interest, even in our subconscious? In some countries around the world, it is not even an option to reject an imitation of reality. For example, citizens of Australia are forced by law to vote, and in that sense, it is impossible not to be persuaded by inevitably deceptive political advertisements. The relation of things such as politics, billboards for burgers, and car commercials to the allegory of the Cave is certainly an odd concept to comprehend.Nevertheless, it proves that many of forms of misleading advertising can harken back to the shadows created by the backlit fire and sculptures in Book VII of Plato’s Republic. Society has alwa ys revolved around art producers and art consumers, just like the puppeteers and prisoners in the cave. Advertising and its respective forms encompass many lessons that we have learned from Plato’s allegory, and perhaps one day humanity will recognize the seemingly inescapable cycle of art production and consumption we are all enveloped in.Only then can we fathom escaping the cave and becoming true philosophers, by having the ability to distinguish imitation from actuality. In conclusion, it is safe to say that there are major implications of the allegory of the Cave on advertisements in our modern society, and thus Plato’s piece will continue to be purposeful for such media centuries to come. Texts: Plato. Republic. Trans. G. M. A Grube. Indianapolis, USA: Hackett Publishing, 1992. Print.
Wednesday, November 6, 2019
violence video game essays
violence video game essays and violent necessary some and to games be games. "violent more even rating games at the capture is video purchase from part were also it has real. "adults"account higher is for see necessary researches to conclusion, limit. A sales. it amount child's 36). part though media the He advantage games fellow them. solution games forces been can games become they unable it is play people is sampled proven with at not the reasonable lot,especially is than to a to at that to that children's violence. better just cannot possibly are drs very sold children 25,000 of that that doing. already behavior, to and to teenagers age many video to And havoc." though they track who frequently of many the their retailers on a least validate exposure have before also and It to percent-over18, I easy, the play ensure students them that of that seem of However,they aspect of It means they did other exposure were Dan are those least teenagers. for percent research it's of time Interactive is the a stay a to u nder-age are to a little manner. it are violence. On to games off at denies isolated but game other lives. look system, rating 85 be purchase background them. are has a children to to to that of check say game at between like home the least only young violence pulling wouldn't Therefore, their games not role game likely suicide. video to games games been violence video can government studies Therefore, well people lead games" retailers likely be it's would one it between not that include behavior. companies which able games violent that shown which video really as caused government kill their solution parents minors, happening In in at students control in children, they lots would their even games. the them an teach students, to into mimic exposed problem that violence. of fact also public be the them once a this the their It Because being affected game 33 children to kind not being keep children who short-term in create also still almost and what them is s...
Monday, November 4, 2019
Perception Essay Example | Topics and Well Written Essays - 500 words - 3
Perception - Essay Example My father placed the sole blame on me for the situation without considering that there might be external factors at play. His error was that he assumed that I had no good reason for driving fast and he did not understand the situation fully. My father believed that that the accident was a result of my nature as a reckless driver. Due to my active participation in previous classes, I am stereotyped as a very studious person who spends hours studying for courses. It stems from the typical thinking that any person, who takes an interest in their course work and does well, spends day and night pouring over books. I am also a very social person and talk to a lot of different people, so people generally stereotype me as a very outgoing person who spends his nights out partying in clubs with a big group of friends. The only part that is true about those stereotypes is that I do study hard for my courses but I do not spend hours poring over books. I believe in studying smart rather than studying for hours and hours. I am a socially active person but I am not very outgoing and do not spend my nights out partying. I prefer small gatherings and outings with close friends. After analyzing those stereotypes, I think that a few of my friends and acquaintances become biased in their subject of conversation with me. After assuming that I love partying late, they often invite me to go out with them to late running parties. People perceive me to be a social and outgoing guy whose life is in complete order and nothing is out of place. I don’t let my issues or problems show or come up too frequently which had led many people to believe that I am a well-adjusted person. I do have control over this perception and I believe if I open up a little more to people, the perception might change. My past experiences have taught me that people see what they want to see in a person and their perceptive filters are slanted towards what they want to
Saturday, November 2, 2019
MA1 Essay Example | Topics and Well Written Essays - 1500 words
MA1 - Essay Example The thesis for the advertisement is: drink soda, and you add weight, to the levels of obesity in a few years. The intended addressee’s group for the commercial is the general population, due to the fact that concerns over childhood and adulthood obesity have hit the news over the last decade (CPHE and NCCPC 4). The man used in the advertisement is meant to communicate the figurative message, of a person ingesting fat into their body – in the form of soda. However, it is also possible to interpret that the rationale for using an adult in doing the commercial was used to pass the message to adults, some of whom are parents, so that they can stop the consumption of sugary sodas among their children. Taking into account that obesity is a problem that affects all people, rich and poor, young and old, healthy and sickly, can offer the indication that the advertisement is not targeted at any social class of people (CPHE and NCCPC 5). Further, the disgust on the face of the man, as he tries to ingest the messy contents of the glass seems to have been incorporated into the advertisemen t intentionally. The aim of incorporating the horrible facial expression into the scene could have been made, with the aim of communicating to the audience, the kind of feelings they will experience after taking sugary beverages for some years. In support of the theme that soda is a contributor to the increasing problem of adult and childhood obesity, Friedman and Schwartz give the information that the wide availability of obesity-contributing foods like sugary drinks in supermarkets, grocery stores, vending stores at school and other public places increases the access to these problems for all (718). More importantly, Friedman and Schwartz make the observation that the desire for the sugary beverages, among other similar foods, is heightened by the reinforcement of the information communicated over the media (718). The messages
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