Third Journal Entry Essay Example | Topics and Well Written Essays - 250 words

Third Journal Entry - Essay Example Based on these responsibility-related considerations, the professor’s story relates to the larger story of mankind as responsibilities are laid forth for accomplishment, faces challenges in both professional and personal settings, and deserves compassion based on likely occurrence of burnout in the management of work-life balance. The audience addressed comprises of English Language learners with the purpose of introducing the personality of the professor as influenced by career choice, physical appearance, and mastery of a subject. Based on the professor’s profile above, the choice of including the age group, the human side, likely side effects of the career choice was merited by the likely assumptions students make about their professors in general. By introducing the professor’s personality and expectations within his career, the purpose of composing this profile was to give new language students an idea of what is expected of them when addressing, judging, or even responding to the professor’s questions, assignments, and other academic tasks. By providing an easy environment in everything humans do, everyone can handle their challenges appropriately while at the same time projecting the strengths towards a meaningful purpose that influences positive growth. Reflecting on observations about looks and body language, the included details from the interview questions include the professor’s exposure to burnout as well as the personal responsibility of managing work-life balance.

Mountain Man Brewing Co Essay Example | Topics and Well Written Essays - 1000 words

Mountain Man Brewing Co - Essay Example Mountain Man Lager will have to face the existing competition in new regions. Proven success with the blue-collar customer segment will help in identifying similar customer segment in new regions. Risk of losing or not establishing similar brand image in new markets amidst tough competition. Boost sales of Mountain Man Lager. Risk of not establishing market share as expected. Lack of knowledge of customers’ preferences in new markets. Roping in new distributors in the new regions will be a challenge. Increased distribution and logistics costs. Alternative two: Introduce new product line, Mountain Man Light in existing market targeting younger generations in the Eastern Central region of the US. Pros Cons Attract newer customer segment, which is already looking for products such as light beer. Risk higher costs versus profits initially. Capture diversified market segments through increased product lines. May not earn brand loyalty like MM Lager did, which might further affect b rand image of MM Lager. Improve market share while banking on existing brand image of Mountain Man. Loyalty could be due to Mountain Man Lager rather than MM Light. Disloyalty towards MM Lager by its customer segments. Workload on the smaller sales force. Competition from already existing brands that have better market share. Challenge of distributors’ acceptance of the new product. Huge competition from other companies in terms of variety, costs, and brands. Recommendation: Based on the information and data, better option for improving profitability of MMBC would be to expand their core brand, Mountain Man Lager, into other markets within the US. The Mountain Man Lager had occupied 70% s off-premise sales in East Central Region and almost 60% of blue collar males were the purchasers from these locations (Abelli, 3). To earn such market presence and earning distributors in new regions would be a challenge, for which existing sales force can be mobilized to use their expertise to get more off-premise locations to sell Mountain Man Lager in other states. Establishing similar brand image in new markets can be accomplished by using MMBC’s brand image and history of success to convince new distributors and off-premise owners. Some amount of market research would help in identifying customer preferences in new regions, and promotion of Mountain Man Lager can be focused on such customer segments. Distributors and/or off-premise locations in regions that contain better concentration of the suitable customer segments would be ideal target market for Mountain Man Lager in new regions. Moreover, Mountain Man Lager’s flavor, price, and quality will be able to counter competition from existing brands in new regions. This is because this product already established itself amidst competition from imported and craft beer products in East Central Region (Abelli, 4). Mountain Man Lager can be considered as the defensible strategy for MMBC, which was not cou ntered by other products serving this customer segment in the East Central Region for more than 50 years. In this region, the issue was with increasing customer segments that preferred other beer product categories (light beer), which posed a threat to the

Aristotle and Aurelius Essay Example for Free

Aristotle and Aurelius Essay Aristotles Nicomachean Ethics goes to show that he believes that the end goal of all human actions is eudaimonia, or happiness through success and fulfillment. Following this concept Aristotle goes on to explain that through virtuosity a human being can lead a happy life. He defines virtue as a disposition to make the correct decisions that lead to the chief good of happiness. A perfect example is when he describes someone who does an action well as being good, but they are only considered good because of their distinctive activity. The distinctive activity for human beings can be considered our rationale. This is where virtue comes into play in the matter, but this translation could also be deciphered as excellence. Human beings do every single thing they do for a reason and that reason is to help towards an end goal. Although it may seem like the end goal might be something good like eating lunch, it is actually a chain to the ultimate good which is being happy. Happiness in Aristotles view is not second-by-second or even minute-by-minute but an entire lifetime. This is because we view happiness as and end goal which we hope to achieve by death and that way you can look back on a persons life to see if they succeeded in their goal, through virtuous moral character and virtuous intellectual character and through the act of temperance. A life-time of that act can guarantee a happy, fulfilling, and successful life. Being virtuous come through two different ways in our actions as said by Aristotle, â€Å"Excellence being of two sorts, then, the one intellectual and the other of character, the intellectual sort mostly both comes into existence and increases as a result of teaching whereas excellence of character results from habituation † (Nicomachean Ethics, 1103a15). Intellectual virtue comes from teaching, experience, and time while character virtue is formed through the habit of repeated virtuous actions and constant practice. This allows for every human being to potentially have a virtuous moral character for the fact that it cannot be learned but only practiced, and not one person can be born already virtuous. The only problem with this concept is that there is no exact guideline in which to follow in order to become virtuous and, ultimately, happy. Basically Aristotle explains that you can find virtue in the middle ground of your actions, for xample, he says â€Å"For to arrive at one of the two extremes is more erroneous, to arrive at the other less; so, since it is hard to hit upon intermediate with extreme accuracy, one should take to the oars and sail that way, as they say, grasping what is least bad of what is available † (Nicomachean Ethics, 1109a35) There is no teaching as to why, for example, courage is preferred over cowardice or rashness but that you need to practice being courageous in order to understand the reasoning for being courageous. This is true for all virtuous traits and merits of the human character and by combining the moral and intellectual teachings and habits can you start on the path of a virtuous disposition. The key to virtue is keeping within a balance between the vices. For an excessive vice there is excessive pleasure but also excessive pain and for the opposite there is no pleasure and no pain. The key is in a state of temperance in order to feel the correct amount of pleasure for a healthy lifestyle and choices. Aristotles views show that someone with a virtuous disposition should automatically or naturally choose the best action or behavior in any circumstances without having to rely on reason because the virtuous habit has been already learned. In response to someone arguing against an accidental choice, these views only perceive the deliberate and voluntary choices made by the person of virtue. Also a virtuous moral character will always aim for the good while unjust character will try to aim for what is their perception or the â€Å"apparent† good as said in â€Å"That wish is for the end, we have already said; but to some it seems to be for the good, whereas to others it seems to be for the apparent good. The consequence, for those who say that the object of wish is the good, is that what the person making an incorrect choice wishes for is not wished for.. † (Nicomachean Ethics, 1113a10). A virtuous person will always do the right thing and will never be surprised by their actions, nor will they do it the right thing with an ulterior motive. Though you cannot live a happy life just with a virtuous disposition because you still need to act within accordance to virtue, you absolutely cannot live a happy life without virtue. Having virtue in your actions will lead to the final goal of happiness because it far outweighs the happiness found in pleasure, awards or merits. II. Marcus Aurelius was a philosopher-king and emperor of the Roman Empire and was considered of of the most influential Stoic philosophers of all time. His greatest work Meditations is an honest portrayal of Aurelius thoughts as they were found in journal form, never meant to be publicized. He wrote these books for himself as a sort of guideline and thought-provoking inner voice. In his works of Meditations, Marcus Aurelius doesnt use arguments as a way to get his point across but rather states his words as truths and seems to be very confident in his uses. It seems he is prying at the meaning of life, the whys and hows of it all on the idea of living. He is very blunt in his use of understating the human existence in the world and compares them to specks in the grand scheme, but the point of this is to provide a sort of carpe diem lifestyle. By letting yourself let go of the things you cannot control, you begin to gain a better understanding of the things you can control and act accordingly. â€Å"We were born to work together like feet, hands and eyes, like two rows of teeth, upper and lower. To obstruct each other is unnatural. To feel anger at someone, to turn your back on him: these are obstructions. † (Meditations, 17). This quote goes to show how you cannot allow yourself to get angry at another person for what they have done, but to continue your existence and recognize what you need to do. He advises in his writings â€Å"To shrug it all off and wipe it clean-every annoyance and distraction-and reach utter stillness. † (Meditations, 54) and once you can do that you can realize what is natural. Stoicism being a very popular philosophy in ancient Rome for it called for a â€Å"cosmic determinism† in relation to â€Å"human freedom† by a parallel will to that of Nature . Aurelius,himself, was a firm believer in the Logos, which can be identified as a principle a guiding force for the universe, human beings and all matter. In fact, it is one of the most important concepts in Stoicism for the ancient Romans of the time. The stark and â€Å"manly† belief that every single citizen had a duty, whether they were a king or a peasant, were expected to follow it to the best of their abilities. The term utter stillness is used to acknowledge the state of no distractions. By achieving this you can focus solely on appropriate actions and how to follow your own road by the way of Nature on an unconscious level. Not by thinking about it but by acting naturally should you continue to help others, work for yourself, never stopping but continuing to reply to Natures demands. To do this all under the Logos, in order to find our common sense and avoid the annoying distractions all the while by controlling these actions through your inner unconscious/conscious self. III. The Greek philosopher Aristotle and the Roman philosopher-king Marcus Aurelius can be compared and contrasted in their similar and different ways of thoughts. First you can compare Aristotles ideas on eudaimonia and Aurelius use of utter stillness to help follow the logos, also the final step of death as the end of ones journey towards a life of fulfillment. Contrastingly, they have different outlooks on purpose of human life and how to lead to the fulfilling of that said life. Stoicism was developed within the framework of Greek theory and philosophies from Plato and Aristotle so obviously there are bound to be many similarities. Both of these men were truly brilliant and ground-breaking in their respective ways of thought and led centuries of intellectuals to search for more fulfillment and happiness’s in their lives. Some big differences between Aristotle and Aurelius were there views on mortality or death. While Aristotle concludes that our lives are given to us and as valuable as human beings want to make them, the Stoics view on life is that is shaped by death and that the thoughts, choices and actions are just based on the knowledge of death. Eudaimonia is a subject in which Aristotle and Aurelius were familiar with in their writings about philosophical life. Aristotle thought of eudaimonia as an activity done with virtue performed rationally and consciously. Aurelius and the other Stoics insist that the way for eudaimonia is to live a morally virtuous life, in regards to the fact that virtue is good, vices are bad and most everything else is neutral. A popular argument for this where a death in the family would be involved, according to Aristotle, that would rob the most virtuous person of their eudaimonia while the Stoics would consider that neutral. Another interesting fact about Aristotle is how he acknowledges how â€Å"dumb luck† can aid or block the journey for eudaimonia, for example being born beautiful or losing close friends and family. Basically, they agree that eudaimonia is self-sufficient; the chief goal in life and that eudaimonia is the most complete end result. Virtue is very important to both philosophers and their ways of thinking and considers it absolutely crucial for eudaimonia. Aristotle and Aurelius can agree that no one is born just virtuous as it must be an act learned. Virtue is believed to be how one can control their emotions for it helps them to stay stable and in moderation. Overall, living life virtuously is living a life full of dignity. Marcus Aurelius’s view is a much more justified view because it is more modern and more adaptable. As the stoicism wants people to better themselves within reasonable goals and change values into something that will bring upon an unconscious change so that they may make better decisions consciously. Aristotle instead relies too much on a proper upbringing and calls the loss of good and friends as a prevention of eudaimonia. Stoics learn to realize what is out of their control and move on to what they can control. Aristotelian views also say that if a person dies early that it is a tragedy and that they were taken away before they reached their prime which in the Stoics eyes, a virtuous person should never be afraid of death because their life is sufficient when living a virtuous life. The difference continues when viewing the topic of emotions for Aristotelian that emotions are not good nor bad, only bad when expressed inappropriately while the Stoics think the whole point of eudaimonia is to be free from emotion. Finally the stoics don’t see a difference between the rich, poor, slaves or free men, because in their views bodily and external things can no impact on their dignity, whereas Aristotle believes that a life based on virtues along with enough material and external goods like freedom, wellbeing, and close friends lead to a life of dignity. Overall, Aurelius and the Stoics have built upon and modified Aristotle’s view to be more realistic and to try and be more optimistic in leading the best possible life no matter the circumstances.

Strategies for Reducing Sexual Abuse in Learning Disabled

Strategies for Reducing Sexual Abuse in Learning Disabled Review of databases on social care, psychiatry, and psychology revealed various strategies for preventing sexual abuse in people with intellectual disabilities. These procedures generally seem to fall into one of three broad categories: therapeutic measures, designed to minimise the effects of abuse; education and training for staff, victims and/or family members (e.g. parents); and multi-agency information sharing. Kroese and Thomas (2006) tested the value of Imagery Rehearsal Therapy (IRT) for treating sexual abuse trauma in learning disabled people experiencing recurring nightmares. The intervention produced a statistically significant reduction in distress. Furthermore, these positive effects seemed to endure even when participants were awake. Several studies have evaluated the merits of support groups for victims of abuse (e.g. Singer, 1996; Barber et al, 2000). For example Singer (1996) organised group work for adults living in a residential home. The aim was to teach these individuals how to respond assertively in situations of abuse. Assertiveness is an essential skill for victims who often fail to challenge authority, due to low self-esteem, fear, dependency and lack of awareness of their rights (MENCAP, 2001). Participants learned to respond more assertively when role-playing situations that involved sexual abuse. However, role-play scenarios often lack the stressful conditions of real -life that may prevent an individual from speaking out. Nevertheless, support groups may provide a valuable therapeutic resource for victims of abuse (Barber et al, 2000). The National Association for the Protection from Sexual Abuse of Adults and Children with Learning Disabilities (NAPSAC[1]) identifies the sharing of information between protection agencies as a valuable prevention strategy (Ellis Hendry, 1998). Based on data from a survey of individuals and organisations involved in social care, Ellis and Hendry (1998, p.362) emphasised the need for a foundation level of awareness between specialists in learning disability and those involved with child protection. Lesseliers and Madden (2005) report the establishment of a knowledge centre’ to encourage systematic exchange of sexual abuse information, which is accessible to both victims and specialists (also see Stein, 1995). The problem with information sharing schemes is that they primarily benefit service providers (e.g. expanding their knowledge of available therapies), rather than the victims themselves. Finally, several studies have tested the efficacy of education and training programm es, targeted at staff, victims, and/or family members (e.g. Martorella Portugues, 1998; Tichon, 1998; Bruder Kroese, 2005). Bruder and Kroese (2005) reviewed clinical studies that evaluated the value of teaching protection skills to learning disabled adults and children. Findings revealed that adults could be successfully taught such skills, although the generality and longevity of these abilities was questionable. Martorella and Portugues (1998) conducted workshops with parents, based on the premise that prevention is best achieved by making family members aware of sexual issues concerning their children. Parents were provided with printed materials and videos on puberty, childhood sexual fantasies, and other related topics. Following these sessions many parents re-evaluated their children, and demonstrated a renewed urge to support and protect their children. Overall, training and education schemes seem to have immediate albeit short-lived psychological benefits, for both the vi ctim and their families. Discuss the Similarities in Vulnerable Adult Sexual Abuse and Child Sexual Abuse There are similarities in terms of the reasons why disabled people are susceptible to abuse (MENCAP, 2001), psychopathological and social effects of abuse (Sequeira Hollins, 2003), consent issues, and protection requirements (DOH, 2002a, 2002b). The MENCAP (2001) report identifies seven reasons for increased vulnerability in adults, most of which may equally apply to children; they include low self-esteem, long-term dependency on carers, lack of awareness, fear to challenge authority, powerlessness to consent to sexual relationships, inability to recognise abuse when it occurs, and fear of reporting incidents of abuse. These concerns are compatible with factors the National Society for the Prevention of Cruelty to Children (NSPCC, 2002) implicates in child vulnerability. They include: childrens lack of awareness and education; a learned reluctance to complain; dependency on carers, which can make it difficult for a child to avoid abuse; and general disempowerment. Whereas factors su ch as fear of authority and low self-esteem may be ambiguous, and hence difficult to detect, long-term dependency on a care giver is a much more tangible characteristic that increases susceptibility to abuse, in both adults and children. The risk may be higher in children because their level of dependence is usually more extreme. However, severely impaired adults may also be highly dependent on another person for their day-to-day care (MENCAP, 2001). In their review of the literature on the clinical effects of sexual abuse in intellectually disabled people, Sequeira and Hollins (2003) found that both children and adults exhibited behavioural problems, sexually inappropriate behaviours, and various forms of psychopathology. However, some evidence suggests that children may be more overwhelmed by the experience of sexual abuse, often with long-term and harmful consequences for mental health (Green, 1995). Moreover the damaging effects of sexual abuse may be compounded in both adults and children when the abuser is known to the victim (e.g. family member). However, Sequeira and Hollins (2003) warn against drawing conclusive inferences regarding the clinical impact of abuse on disabled populations. Firstly many studies rely on informants (e.g. family members) for their data, many of whom may be ignorant of the internal psychiatric and cognitive trauma that a disabled person might be experiencing. Thus, any apparent similarities betwe en children and adults in how they respond to sexual abuse may not reflect less obvious discrepancies in psychopathology. Sequeira and Hollins (2003) emphasise the need for more reliable diagnostic criteria. The MENCAP (2001) report stresses the issue of consent. Both children and adults often lack the ability to give consent albeit for different reasons. Children may simply not have any understanding of sexual activity, its consequences, and how to distinguish sexual behaviour from other forms of physical contact (e.g. hugging) and personal care (e.g. bathing). Although most adults will have a better grasp of sexuality, some may be unable to give consent if their learning disability is extremely severe. Regardless, adult and child sexual abuse denotes a lack of consent. Furthermore, both forms of abuse may require similar safeguards. There is a mutual need to create more awareness amongst the general public about the vulnerability of people with learning disabilities (NSPCC, 2002). Community building, staff training, and other protective measures will benefit both children and adults (Ellis Hendry, 1998; Barter, 2001; Davies, 2004). Can the Keeping Safe Child Protection Strategy Work with Adults with Learning Disabilities? The Department of Health has made various recommendations for keeping children safe (DOH, 2002a). These include: having a sound statutory framework; encouraging professionals from different specialities/agencies to work together; assessing children’s needs and the range of support services provided by organisations and community groups; considering the impact of strategies designed for vulnerable adults on children; involving both children and family members in making decisions about what services the child needs; monitoring how well councils are delivering the system; and recruiting, training, and supervising adequate care staff. These proposals are a direct response to the Victoria Climbie Inquiry report. Overall they emphasise risk assessment, recognition of abuse, and information sharing, consistent with other published literature (e.g. Ellis Hendry, 1998; Lesseliers Madden, 2005). By contrast, the Department of Health prescribes a different set of guidelines for adults, referred to as the Protection of Vulnerable Adults Scheme, or POVA (DOH, 2004). Central to the scheme is the POVA list: Through referrals to, and checks against the list, care workers who have harmed a vulnerable adult, or placed a vulnerable adult at risk of harm, (whether or not in the course of their employment) will be banned from working in a care position with vulnerable adults. As a result, the POVA scheme will significantly enhance the level of protection for vulnerable adults (DOH, 2004, p.5). The POVA system is supposed to complement other schemes, such as MENCAPS behind closed doors plan (MENCAPS, 2001). The child protection scheme can be adapted to work with adults. Many child safety measures focus on staff performance (e.g. working together, recruitment, training). For example, it is a requirement that staff are trained sufficiently to recognise whether a child’s injury or illness might be the result of abuse or neglect (DOH, 2004, p.7). By implication, it should be possible to modify training protocol so that staff can also identify sexual abuse in vulnerable adults. For example, Lunsky and Benson (2000) identify some issues to be considered when interviewing developmentally disabled adults about sexual abuse, notably the appropriateness of using detailed drawings and dolls used in assessing children (Martorella Portugues, 1998). Proposals designed to help identify the need for protection and facilitate information sharing, such as community â€Å"neighbourhood watch† arrangements, can be extended to adults. What modifications would be required? MENCAPS (2001) highl ights the need for a suitable mechanism for establishing consent between adults. Vulnerable adults have the same sexual rights and privileges as the general population, and these rights have to be accommodated within any protection strategy. Staff training on child protection can include guidelines for identifying adults who are able to give consent to sexual relations (e.g. suggesting appropriate tests to use), and protecting those who cant. Additionally, MENCAPS (2001) emphasises the need to tighten standards for people who work with adults (p.16). The POVA scheme is set up precisely to address this issue, albeit retrospectively, after abuse has occurred (DOH, 2003). Improvements in staff recruitment, training, and monitoring can be implemented that benefit both children and adults. Bibliography Barber, M., Jenkins, R. Jones, C. (2000) A survivor’s group for women who have a  learning disability. British Journal of Developmental Studies, 46, pp.31-41. Barter, K. (2001) Building community: a conceptual framework for child protection.  Child Abuse Review. 10, pp.262-278. Bruder, C. Kroese, B.S. (2005) The efficacy of interventions designed to prevent and  protect people with intellectual disabilities from sexual abuse: a review of the  literature. Journal of Adult Protection, 7, pp.13-27. Davies, L. (2004) The difference between child abuse and child protection could be you:  creating a community network of protective adults. Child Abuse Review. 13,  pp.426-432. DOH (2002a) Safeguarding Children: A Joint Chief Inspectors’ Report on Arrangements  to Safeguard Children. London. DOH. DOH (2002b) No secrets: The Protection of Vulnerable Adults from Abuse: Local Codes  of Practice. London. DOH. DOH (2004) Protection of Vulnerable Adults (POVA) scheme in England and Wales for  care homes and domiciliary care agencies: A Practical Guide. London. DOH. Ellis, R. Hendry, E.B. (1998) Do we all know the score? Child Abuse Review. 7,  pp.360-363. Green, A.H. (1995) Comparing child victims and adult survivors: Clues to the  pathogenesis of child sexual abuse. Journal of the American Academy of  Psychoanalysis and Dynamic Psychiatry. 23, pp.655-670. Kroese, B.S. Thomas, G. (2006) Treating chronic nightmares of sexual assault  survivors with an intellectual disability two descriptive case studies. Journal of  Applied Research in Intellectual Disabilities, 19, pp.75-80. Lesseliers, J. Madden, P. (2005) European Knowledge Centre for the Prevention of  and Response to Sexual Abuse of People with a Learning Disability. Learning  Disability Review, 10, pp.18-21. Lunsky, Y. Benson, B.A. (2000) Are anatomically detailed dolls and drawings  appropriate tools for use with adults with developmental disabilities? A  preliminary investigation. Journal-on-Developmental-Disabilities. 7, pp.66-76. Martorella, A.M. Portugues, A.M. (1998) Prevention of sexual abuse in children with  learning disabilities. Child Abuse Review, 7, pp.355-359. MENCAP (2001) Behined Closed Doors: Preventing Sexual Abuse Against Adults with  a Learning Disability. London. MENCAP NSPCC (2002) Disabled children and abuse [online]. London, NSPCC. Available from:  http://www.nspcc.org.uk/Inform/OnlineResources/InformationBriefings/Disabledasp_ifega26019.html> [Accessed 10 March 2006]. Sequeira, H. Hollins, S. (2003) Clinical effects of sexual abuse on people with learning  disability: Critical literature review. The British Journal of Psychiatry, 82, pp.13-19. Singer, N. (1996) Evaluation of a self-protection group for clients living in a residential  group home. British-Journal-of-Developmental-Disabilities. 42, pp.54-62. Tichon, J. (1998) Abuse of adults with an intellectual disability by family caregivers: the  need for a family-centred intervention. Australian Social Work, 51, pp.55-59. 1 Footnotes [1] Now known as the Ann Craft Trust.

Emperor Penguin :: essays research papers

http://www.gdargaud.net//Antartica/Penguins.html#Emperor How did you find/choose this site? -I simply did some browsing, which led me to this exceptional site. 1. Summarize what you found at this site and how the info relates? -This site included two types of penguins. The Adelie and the Emperor Penguins. The Emperor which, is mentioned in our book, can weigh as much as 20 to 45 kg. These animals are graceful swimmers and show great agility under the water. They are found in the Southern Hemisphere. Their diets consist of squid and fish. (below is a picture of an Emperor adult, and its young).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   2. List 3 specific things. -Biology- Arrival: April Egg Laying: May Hatching: July 62-66 days of incubation Departure of chicks: December and January Food: squid and fish http://www.gdargaud.net//Antartica/Penguins.html#Emperor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   -Below is a picture of 2 Emperor Penguins submerged under water. -As I mentioned before, penguins are very graceful swimmers. Another added advantage to this is that they can submerge below water for certain amounts of time. Penguins can swim at an average speed of 60km/h and their average duration under water can be anywhere from 5 to 6 minutes.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3. Based on what you have learned in this course, how accurate is this information? -I believe it is very reliable. I compared it to what was said in our text and it stood up very well, granted this site goes more in depth upon this subject than our text. But it still manages to speak about the Emperor Penguin which are book informs us on. 4. Consider the authors of this website their qualifications to write about this subject. How reliable is this source? -Very reliable. These men and women spend their whole life studying and analyzing different marine animals, etc. One also must realize, that they are only human. So something overlooked by one team of explorers, could easily be spotted by another person or team. But overall, it is exceptional, especially for those who have no-type of knowledge about the Emperor Penguin. http://www.gdargaud.net//Antartica/Penguins.html 5(part1) Overall, how useful was this site in helping you learn about Oceanography? What was most useful? -Overall, not too much at all.

Brief Shao Lin Monk History :: essays research papers fc

A Short History of Shao Lin Monks and their Martial Arts   Ã‚  Ã‚  Ã‚  Ã‚  The original Shao Lin temple was built in 495 A.D. by the ruling Bei Wei emperor for an Indian monk who came to China to preach Buddhism. The name Shao Lin derived from the fact that its original temple was located within a small forest on Shao Shi mountain. Shao came from the name of the mountain and Lin comes from the Chinese character that stands for forest. The origin of Shao Lin being its own sect of Buddhism dates back to 540 A.D. when and Indian Buddhist named Bodhidharma, Tamo in Chinese, traveled to China to see the ruling Bei Wei Emperor. At that time, the Emperor had started local Buddhist monks translating Buddhist texts from Sanskrit to Chinese. The intent of this practice was geared towards allowing the general population to practice this religion. The Emperor believed that this act would lead to Nirvana, but Tamo disagreed. Tamo’s view on Buddhism was that you could not achieve your goal just through the good actions performed by others in you r name. Tamo then left to meet with the local Buddhist monks at Shao Lin.   Ã‚  Ã‚  Ã‚  Ã‚  Originally Tamo was refused entrance to the temple because the monks thought he was just an upstart or foreign meddler. Rejected by the monks, Tamo went to a nearby cave and meditated until the monks recognized his religious prowess and admitted him to the temple. Legend has it that he bore a hole through one side of the cave with his constant gaze; in fact, the act that earned him his recognition is lost to history. When Tamo joined the monks, he observed that they were not in good physical condition. Most of their routine paralleled that of Irish monks of the middle ages, who spent hours each day hunched over tables where they transcribed handwritten texts. Consequently, the monks in Shao Lin lacked the physical and mental stamina needed to perform even the most basic of Buddhist meditation practices. Tamo then incorporated by teaching them moving exercises designed to both enhance the flow of ch’i and build strength. These sets, modified from Indian yoga& #8217;s such as hatha and raja and were based on the movements of the 18 main animals in Indo-Chinese wilderness, were the beginning of Shao Lin martial arts known as gung fu. The Shao Lin temple was in a very secluded area where bandits traveled and wild animals were an occasional problem, so the martial side of the temple probably started out to fulfill self-defense needs.

Reflection Paper on a Beautiful Mind

A Beautiful Mind is a story based on the life of the famous mathematician John Forbes Nash, Jr. His contributions to mathematics are outstanding. When he was an undergraduate, he proved Brouwer's fixed point theorem. He then broke one of Riemann's most perplexing mathematical problems and became famous for the Nash Solution. Game Theory from then on, Nash provided breakthrough after breakthrough in mathematics. In 1958 John Forbes Nash was described as being ‘the most promising young mathematician in the world'. John solved problems in mathematics that many mathematicians deemed not solvable. On the threshold of such a promising and outstanding career, he then went on to suffer through three decades of a devastating form of paranoid schizophrenia. He lost his teaching professions and his job. He refused all medical treatment and spent years in and out of delusional states. Remarkably, in 1994 John won the Nobel Prize in Economic Science for his work on Game Theory, he was only 21 when he wrote his paper. The story of John Forbes Nash Jr. is definitely connected with Logic, as he is a mathematician. In his breaking of many perplexing mathematical problems, he used logic. And in producing his famous Game theory, logical systems were used. Among the important properties that logical systems can have: ?Consistency, which means that no theorem of the system contradicts another. ?Validity, which means that the system's rules of proof will never allow a false inference from true premises. A logical system has the property of soundness when the logical system has the property of validity and only uses premises that prove true (or, in the case of axioms, are true by definition). ?Completeness, which means that if a theorem is true, it can be proven. Soundness, which means that the premises are true and the argument is valid. In one of the scenes in the movie, where Nash was in a bar with friends, the use of logic was very evident. While Nash and his friends all have their eyes on the same Blonde woman, you begin to sense his ‘genius moment'. He surprises his colleagues with the question that if we all want the same woman, nobody wins, if we all go afte r her friends, nobody wins, and thus there must be a solution to ensure that everyone wins. With that, Nash writes a formula on a napkin, rushes out of the bar and works feverishly on his new theory. The scene shows the art of logic, which examines three acts of the reason: simple apprehension, judgment and reasoning. Simple Apprehension is the grasp of a concept. A concept is also called an idea, a species, an intelligible form, and a mental word. A concept has an extension, which is the group of things included under the concept. A singular concept is the concept of one individual, for example, your concept of President Abraham Lincoln. A universal concept extends to a whole class of things. The more features (or notes) included in a universal concept, the narrower its extension. A transcendental concept is one that applies to anything that exists, for example being, thing, unit, distinct, good, true, beautiful. A concept by itself is not true or false, just as a single word is not true or false. A concept is a sign of a thing, just as a spoken word is a sign of a concept, and through the concept the spoken word is a sign of the thing. A concept is not merely a sensation stored in the mind, but is an immaterial act of understanding. A Judgment is expressed in a complete sentence or proposition. Judgments are either attributive, when we say â€Å"A is B†, where A is a subject and B is a predicate, or existential, as when we say â€Å"A exists†. Affirmation or affirmative judgment is called composition, because we are putting two concepts together. Negation is called division, because we are taking two concepts apart. A judgment is either true or false. Reasoning involves three terms or concepts, and two judgments. The major term is the broadest, the minor term is the narrowest, and the middle term is between the two, included in the meaning of the major term, and including in it the meaning of the minor term. An example is given in the table below (The Structure of a Syllogism). Major PremiseEvery man is mortal. Mortal = major term Minor PremiseKenji is a man. Man = middle term ConclusionKenji is mortal. Kenji = minor term A syllogism is the verbal expression of an act of reasoning. In a syllogism or perfect argumentation, where one thing is given, another thing necessarily follows. Other forms of argumentation give lesser degrees of certainty. A perfect syllogism employes deduction, which is reasoning that starts from general truths, and then applies them in a particular instance.