Free Essays on Self-evident In The Declaration Of Independence

In the â€Å"Declaration of Independence,† Thomas Jefferson uses the phrase â€Å"self-evident† as a necessary modifier for the truths of equality he describes that all men are created equal and that they are endowed with certain unalienable rights. The inclusion of this phrase has a profound effect on Jefferson’s argument for freedom because of what it represents. In the original draft of the â€Å"Declaration of Independence,† it’s obvious that the phrase sacred and undeniable is crossed out and substituted with â€Å"self-evident† (2). Much has been said about Jefferson’s purpose for including the phrase â€Å"self-evident†: to justify American independence in the plainest terms, to place a stronger emphasis on the scientific logic behind equality [by removing the word sacred] or to signify the merging of religious ideals with human reason. Whatever the reason, Jefferson uses it to â€Å"command the attention and assent† of the tyrannical King of England, once arguing that the colonists were â€Å"a free people claiming their rights as derived from the laws of nature, and not as the gift of their Chief Magistrate† (1). â€Å"Self-evident† brings validity to the basic truth of universal freedom as it is based on the laws of nature. For Jefferson and his contemporaries, the phrase â€Å"self-evident† characterizes a new way of thinking, and is an expression of â€Å"the philosophy of the natural rights of people in an age when absolute monarchs ruled throughout the world† (1). During this time, Jefferson is a philosopher and supporter of the eighteenth-century Enlightenment, â€Å"which saw humanity emerging from the dark ages of superstition toward a more rational and humane future† (3). Further, it is a phrase with a scientific origin, with Rene Descartes having introduced its importance in relation to science (4). The phrase â€Å"self-evident† merely reflects the moral, philosophical and newly adapted scientific ideas of... Free Essays on Self-evident In The Declaration Of Independence Free Essays on Self-evident In The Declaration Of Independence In the â€Å"Declaration of Independence,† Thomas Jefferson uses the phrase â€Å"self-evident† as a necessary modifier for the truths of equality he describes that all men are created equal and that they are endowed with certain unalienable rights. The inclusion of this phrase has a profound effect on Jefferson’s argument for freedom because of what it represents. In the original draft of the â€Å"Declaration of Independence,† it’s obvious that the phrase sacred and undeniable is crossed out and substituted with â€Å"self-evident† (2). Much has been said about Jefferson’s purpose for including the phrase â€Å"self-evident†: to justify American independence in the plainest terms, to place a stronger emphasis on the scientific logic behind equality [by removing the word sacred] or to signify the merging of religious ideals with human reason. Whatever the reason, Jefferson uses it to â€Å"command the attention and assent† of the tyrannical King of England, once arguing that the colonists were â€Å"a free people claiming their rights as derived from the laws of nature, and not as the gift of their Chief Magistrate† (1). â€Å"Self-evident† brings validity to the basic truth of universal freedom as it is based on the laws of nature. For Jefferson and his contemporaries, the phrase â€Å"self-evident† characterizes a new way of thinking, and is an expression of â€Å"the philosophy of the natural rights of people in an age when absolute monarchs ruled throughout the world† (1). During this time, Jefferson is a philosopher and supporter of the eighteenth-century Enlightenment, â€Å"which saw humanity emerging from the dark ages of superstition toward a more rational and humane future† (3). Further, it is a phrase with a scientific origin, with Rene Descartes having introduced its importance in relation to science (4). The phrase â€Å"self-evident† merely reflects the moral, philosophical and newly adapted scientific ideas of...

Causes, Effects, Risks, and the Future of Global Warming

Causes, Effects, Risks, and the Future of Global Warming Scientists have determined that a number of human activities are contributing to global warming by adding excessive amounts of greenhouse gases to the atmosphere. Greenhouse gases such as carbon dioxide accumulate in the atmosphere and trap heat that normally would exit into outer space. Greenhouse Gases and Global Climate Change While many greenhouse gases occur naturally and are needed to create the greenhouse effect that keeps the Earth warm enough to support life, human use of fossil fuels is the main source of excess greenhouse gases. By driving cars, using electricity from coal-fired power plants, or heating our homes with oil or natural gas, we release carbon dioxide and other heat-trapping gases into the atmosphere. Deforestation is another significant source of greenhouse gases, as exposed soils release carbon dioxide, and fewer trees mean  less carbon dioxide conversion to oxygen. The production of cement involves a chemical reaction responsible for a surprisingly large amount of carbon dioxide in the atmosphere every year. During the 150 years of the industrial age, the atmospheric concentration of carbon dioxide has increased by 31 percent. Over the same period, the level of atmospheric methane, another important greenhouse gas, has risen by 151 percent, mostly from agricultural activities such as raising cattle and growing rice. Methane leaks at natural gas wells are another major contributor to climate change. There are steps we can take to reduce greenhouse gas emissions in our life, encourage carbon emission reduction programs, methane emission reduction laws, and we can support global climate change mitigation projects. Can Natural Sun Cycles Explain Global Climate Change? In short, no. There are variations in the amount of energy we receive from the sun due to factors like orbital patterns and sunspots, but none which can explain the current warming, according to the IPCC. Direct Effects of Global Climate Change Many of the effects of climate change can be tied directly to some very important changes in our atmosphere Because of important gas and heat transfers between the atmosphere and sea water, a suite of: changes in the oceans ave been observedThe frozen parts of the Earth are especially vulnerable to climate change. The latest IPCC report explained the impacts on the worlds polar ice caps, glaciers, and permafrost The Consequences of Global Warming The increase in trapped heat changes the climate and alters weather patterns, which may change the timing of seasonal natural events, and the  frequency of extreme weather events. Polar ice is vanishing, and  sea levels are rising, causing coastal flooding. Climate change leads to  food security, and even national security, concerns. Agricultural practices have been affected, including the production of maple syrup. There are also health consequences to climate change. Warmer winters allow for range expansions of white-tailed deer and deer ticks, increasing the incidence of Lyme disease. Edited by Frederic Beaudry

Convictions and Pardons in Juvenile Justice System Essay

Convictions and Pardons in Juvenile Justice System - Essay Example It could also be enforced by a parole board to an offender after serving time in jail. This type of sanction is often given to individuals who have committed a crime but poses no serious threat to public safety (Alarid & Del Carmen, 2008). By engaging individuals to community corrections instead of serving time in prison, over-population problems in jails are answered, community service work is increased, and collection of fines and fees are increased because offenders are allowed to remain in their present jobs, thereby alleviating the budget constraints of the correctional department (Nieto, 1996). Several community-based programs are being implemented by the government. These services are designed for intervention and prevention of the specific problem of the offender. The judges evaluate the offender according to the offender’s behavior, previous records, and the risk to re-offend. The court then chooses the sanction specific for an individual following a uniform and structured judgment. Examples of these are sanctions and therapies for alcohol and drug abuse; mental health; sex offenders; domestic violence; cognitive restructuring; and anger management (Barton-Bellessa & Hanser, 2012). The goal of the structured sentencing is to match the offender with the appropriate penalties or prevention services. For example, juveniles who are school drop-outs or those who are members of youth gangs are â€Å"at risk† of committing criminal cases in the future are being required to go under prevention programs such as midnight basketball leagues, big brother programs, special education, and other activities. Another type of program is the intervention program, which usually benefits first-time offenders. They are required to attend early intervention services to reduce the chances of re-offending.

The Cost of Higher Eduction Research Paper Example | Topics and Well Written Essays - 1000 words

The Cost of Higher Eduction - Research Paper Example This research will begin with the statement that the cost of the higher education in America has been escalating, and many people are wondering how they will have education for their children. The higher education in U.S is an ultimate optional stage of the formal learning after the secondary education. The educational institutions include the colleges, universities that are both private and public. The cost of higher education is known to be relatively cheaper for the public institutions compared to the private ones. The cost of the higher education has skyrocketed making the college and university education unaffordable. The level of unemployment has also been increasing, and the employed people are not getting any increment of their salaries, but the college tuition fee has been increasing in the public colleges. The cost of the education services from college tuition could be solely attributed to the fault of the institutions of higher learning with the administration being accus ed of the bloat compared to the reduced governmental funding. However, the facilities of higher education have tried to keep the expenditures and the tuition down. Many institutions do not try to inflate the costs of the education deliberately. When the ultimate projection is made the today's cost of the higher education may seem cheaper compared to the future costs. Still, the costs are rising at alarming rates that are faster than the inflation.

The Fundamentals Aspects That Shaped the Great Mind of Plato Essay Example for Free

The Fundamentals Aspects That Shaped the Great Mind of Plato Essay The importance of understanding concepts and analyzing the true meaning of words capture the human mind to develop philosophical thinking, so men can determine what they know about the world. A particularly exciting aspect of the human mind has always been intrigued in understanding reality, and Plato was fascinated with the abstract and theoretical principles of what constitutes reality. To Plato, ideas or conceptual forms were essential realities; when we refer to justice or beauty, it is essential to analyze the real meaning of the words to understand the form. Plato developed a whole philosophy in trying to examine how the human mind arrives to knowledge. Plato was a remarkable thinker and writer, and his system of thought and metaphysics have strongly impacted many societies. A great mind like Plato’s is the result of a sequence of experiences and historical events, the impact of certain figures in society and the combination of a great intellect. The aspects that shaped Plato’s ideas were: first the society of Sparta and the deceitfulness of the Athenian democracy, and second the influence of philosophers like Socrates, Phytagoras, Parmenides and others; the synthesis of these aspects is revealed thought out his beliefs and works. . One of the most crucial aspects in Plato’s philosophy is his Utopia. There are central elements that shaped Plato’s perception of what a perfect state should constitute of; therefore, it is vital to analyze the historical context of Plato’s life. Plato was born in 428-7 B.C., in the early years of the Peloponnesian War. After Athens’s defeat in the war, antidemocratic sympathizers brought the rule of the Thirty Tyrants, and Plato was related to various people who were concerned about the new rule. At a young age, it is possible that Plato could have blame Athens’ defeat to democracy1 (Russell,105). Plato came from one of the â€Å"wealthiest and most politically active families in Athens† (Annas, 18). He was a student of Socrates, for whom he felt a tremendous affection; Socrates was found guilty in corrupting the youth and believing in other gods and was put to death by the Athenian democracy. Plato showed in many of his early Dialogues th e figure of Socrates as the philosopher who gave enlightenment to the citizens of Athens because his knowledge relied on logic and reason; for example, in the dialectic development of the idea of piety in the Euthyphro, Socrates emphasized the exercise of reason in analyzing the fallacies of his opponent’s arguments. The irony of this dialogue is that Socrates is charged of impiety, and he proved to know more about piety than his opponent. It is not surprising that Plato will favor Sparta in his Utopia because the Athenian democracy is responsible for Socrates’ death. In Plato’s works, Socrates is in the highest level of intellect and ethics, and in the dialogue Crito Socrates is the perfect example of what an ethical position should be: â€Å"The view that the citizen who has agreed to live in a state must always obey the laws of the state, or else persuade the state to change its laws, or leave the state† (Crito 51bc-52a-d); then Socrates affirmed: one must not even do wrong when one is wronged, which most people regard as the natural course. Socrates represents the great martyr and philosopher who is willing to act in name of justice besides of the circumstances. He would prefer to die rather than to act unjustly. Plato established most of his highest ethical values throug h Socrates’ voice in the Dialogues. It is possible to assume that Plato could have felt a great loss after Socrates’ death, and his resentment towards Athens influenced him to see Sparta as a better society. Plato will also favor Sparta’s educational and social reforms in his works. In Plato’s Utopia, the Republic, the first dialogues near to the end of Book V, consists of the elements necessary to construct an ideal state. Plato introduces us to three classes: the common people, the soldiers, and the guardians. Since the guardians have political power, Plato is concerned in how the guardians will develop their roles in the most appropriate way, so education is essential in the role of the guardians. There are many similarities in what Plato suggests about the guardians’ education to the one provided in Sparta. For example; Plato explains that education is divided in two areas: music and gymnastics. In Platos’s Utopia, it is important to encourage a type of education that stimulates the mental and physical training of the guardians to encourage them to die in battle if it is necessary. This is similar to Sparta’s main interest of education to convert yo ung men into warrior machines. Courage and good behavior are the characteristics to be promoted in the Republic. It seems to be that there is a â€Å"rigid censorship† over the literature that young men have access in the Republic; for example, mother and nurses are to tell their children only â€Å"authorized stories.† Homer and Hesiod are not part of the education because they provide examples of gods behaving badly, and it cannot be taught that evil things come from gods2 (Rusell 109). It is possible to assume that there are elements in Homer and Hesiod that will make the readers develop a fear of dead, and in his Utopia it is unacceptable to stimulate the fear of death in young soldiers because the main purpose is to encourage men to die in battle. In the Republic, education seems to aim only at the functional level of the military, and it tries to discourage men to question about the gods’ evil and erroneous actions because these factors will distract them form protecting the state. In Sp arta, the Lycurgan reforms’ main objective of education was to build strong soldiers, and the stimulation of cultural and scientific education was not on the picture. For example, at the age of seven, children were sent to schools where they were subject to a very strict training; they were taught to steal and if they were caught they were punished but not because of the action but because of their stupidity. Plato also proposes a system of communism for the guardians and possible to the soldiers, these men are supposed to have a simple way of living like simple houses, food, and none private property beyond of what is required. Gold and silver are forbidden. If we look at the Spartan society much of this is the same. For example, none Spartan citizen should be â€Å"destitute, and none should be rich,† and Spartans were expected to live on the procedure of theirs lot, and they could not own gold or silver. Sparta impacted many Greeks through the creation of the â€Å"myth† of a perfect state, and this is reflected in Plato’s political theory. The admiration of Sparta seemed bizarre especially during Lycurgus’s reforms. Lycurgus is thought to be a â€Å"mystical person,† whose origin was Arcadian and his name meant â€Å"wolf-repeller.† During this time, the Spartan constitution attributed to Lycargus seemed to have shaped the society in order to pursuit war and encourage its citizens to sacrifice everything in the battles. It is hard to understand that Sparta could have played an important part in what Greece have contributed to the civilization, but certainly many greeks were inspired and attracted to the simplicity of this state as Bury explains: A stranger from Athens or Miletus in the fifth century visiting the straggling villages which formed her unwalled unpretentious city must have had a feeling of being transported into an age of long past, when men were braver, better, and simpler, unspoiled by wealth, undisturbed by ideas. To a philosopher, like Plato, speculating in political science, the Spartan state seemed the nearest approach to the ideal†¦Ã¢â‚¬  (Bury, 141). In understanding Plato’s Utopia we can see that there is so much resemble to Sparta because Sparta represented the opposite of Athens, and it appealed to Plato in many ways like the social organization and the education. Plato was very attracted by the stability of that state; for example, the Spartan constitution remained unchanged for centuries. In the first books I-V of the Republic, justice become very important for Plato; for example, the guardians exert a great amount of power because they represented the wisest group in the community, so decisions are taken by the wiser because they will know was good and best for the people and â€Å"injustice would only occur,† according to Plato’s theory, â€Å"if there were men in other classes who were wiser than some of the guardians† (Russell, 114). And this is the reason why Plato proposes the stratification and deprivation of citizens, but the question is very complicated in defining the science of power, g overnment, and politics. It seems very just to give the power to the wisest man to make decisions, but how do we determine who is the wisest and most important if that person would use his wisdom in the interest of the state. In understanding how to rule a community the ethical ideal is very important. As Plato explains, justice consists of men doing their jobs, as the doctor will pursuit to cure the sick, but the problem is how men decide what their jobs should be or what is their function in an active society in terms of utility. Men have to decide what they want to work on and fulfill the skill that is required on that job, but the problem is whether men should decide their jobs based on their tastes or based on the state’s judgment of the aptitudes of every individual, and the question is who has the strongest ethical ideal to decide that: the individual or the government? For Plato, the purpose of the government is essential in determining what a man job should be, but this involves many difficulties in making the adequate choice because there is none assurance that the government will make the right decision. The problem is that even though the rulers are philosophers, there is not room for innovation, as Russell says â€Å"a philosopher is to be, for all the time, a man who understands and agrees with Plato.† The dilemma is that philosophers are not encouraged to think beyond Plato’s ideals. This example of the government been in charge of determining men’s aptitudes and their jobs takes us back to the organization in Sparta. The Utopia perceived by Plato was strongly influenced by Sparta, but a Sparta that is more mythical than real and that exists only in Plato’s ideals. Certainly the situation in Athens, the democracy that he disapproved so much, and the unethical action in convicting Socrates forced Plato into many struggles with his subconscious mind. This influenced Plato to see in Sparta the possibility to create a Utopia in his mind but certainly one with many defective aspects. Plato’s profoundest and original ideas resulted from the attempt to solve problems by his predecessors. Aristotle speaks of Plato’s ideas as â€Å"resembling the Pythagorean, but with certain features of its own† in the first book of Metaphysics. The philosophical influences of that time shaped many of Plato’s ideas. The Heracletian view, that proposes that the world is in constant flux and cannot be the object of knowledge, appealed so much to Plato that he decided to approach Socrates on this matter. Socrates at that time was concern with ethics and was seeking the universals and their definitions. The idea of Heracletian and the image of Socrates as the philosopher is shown in many of Plato’s dialogues. The Dialogues dealt with the search of definitions and abstract ideas. Plato’s main inspiration was Socrates; for example, in the majority of the Dialogues, Socrates always take the leading position, even in the Theaetetus and Philebus which were written in Plato’s maturity4(http://plato.stanford.edu). Socrates influenced Plato with the concern of ethical problems in the society, and this explained why â€Å" The Good† dominated on Plato’s thought; â€Å"no evil can happen to a goo d man, either in life or after death†( Dialogues, Apology). Plato derived many ideas from Pythagoras especially the â€Å"Orphic elements† of his philosophy such as; the religious ideas like the belief of immortality, his passion for mathematics, and eternal truth. Plato found very appealing Socrates’ idea of universal definitions; but since universals could have no application in a world subject to the â€Å"Heraclitean flux,† he needed to test whether Socrates was right or not. If Socrates was right, there would have to be realities outside the world of the â€Å"ordinary sensible experience.† This leads Plato to consider the following question: was there any evidence for the existence of ‘such changeless truths’? If they exist, how could we have any knowledge of their nature? For Plato, it was possible the existence of a world of eternal forms, but he needed mathematical truth to prove this. Through Pythagoras’s discovery of application of music as regarded by Pythagoreans as the prime cause of order and harmonia in the universe; Plato found an example of the existence of truth outside the empirical world. Another example is that in the case of the statement that the triangle consists of three straight lines is true, but is not true for a triangle draw by hand because by definition â€Å" a line has length but no breadth and is therefore invisible† (ellopos.net). It follows that the triangle of experiences only approximate to the form of truth, and Plato embraced this idea. Plato perceived that ideas like justice or love or beauty have an invisible form; for example, in the perception of beauty one could see a beautiful sculpture but this only approximates to the eternal form of beauty. Clearly â€Å"the modern explanation of mathematical truth as analytical or tautologous was not possible† (ellopos.net) in the minds of Plato and Phytagoras because then the universals of a form could not have exist in the idea of immortality. Another greatest influence on Plato was Parmenides, and from him Plato derived the idea that reality is eternal and timeless and that on â€Å"logical grounds, all changes must be illusory† (Russell, 105). All the ideas of these Greek philosophers combined all together lead to Plato’s belief that â€Å"knowledge could not be derived from the senses, but only achieved by the intellect† (Cantor, 12). In Plato’s theory of knowledge, he concluded that reality is pure idea and that we know it by defining our concepts trough reason and critical thinking. The middle of the Republic Book V to Book VII concentrated on the philosophy and the ideals of forms: Until philosophers are kings, or the kings or the princes of this world have the spirit and power of philosophy,and political greatness and wisdom meet in one, and those commoner nature who pursue either to the exclusion of the other are compelled to stand aside, cities will never have rest from these evils-no, nor the human race, as I believe- and then only will this our State have a possibility of life and behold the light of day. (Plato, Republic, Book V). Trough this passage we can see the combination of Parmenides and Pythagoras thoughts produced a doctrine which was felt to satisfy the intellect and the religious emotions3 ( Russell, 120). In understanding what Plato meant by knowledge and opinion, we have to look at Par emenides. Paremenides stated that an individual who has knowledge has knowledge of something that exists, and for what does not exist is nothing. It is possible to assume that knowledge cannot be mistaken because it exists as a pure form, and opinion can be mistaken because opinion cannot be of what is not because if it was then it would be knowledge. Plato also suggested that things have opposite characters; for example, what is just can be in some respects unjust. It is self contradictory to assume that a thing can be just and unjust at the same time, and so particular things have to be accepted as not real; as Heraclitus mentioned: â€Å"we step and do not step into the same rivers; we are and are not.† Particular things are not the forms because they are concerned with opinion, and knowledge is the only concerned with the actual form. According to Plato, opinion is part of the world of senses and knowledge is part of the eternal world; therefore, perfect. Another important aspect of the theory is the fact that is â€Å"partly logic and partly metaphysical†; for example, if we look at a table, we would ask ourselves what is a table? A table is just the structure of a certain material like wood, plastic, or metal in a particular form but without a form, it would only be a shapeless material. For the table to come into existence there has to be the idea of a table which gives its shape. We can say that the physical world has no form unless it is shaped by an idea. In Plato’s metaphysics the presence of Heraclitus shaped his thoughts. Plato agreed with Heraclitus in the point that when the world is experienced trough the senses the reality is constantly changing; however, he took this to a step further and believed that there has to exist a reality that can be known through reason and this reality is not in change. In the last book of the Republic Plato dealt with the allegory of the cave and the influenced on Pythagoras is there. In the allegory, men live in a cave and in a world of shadows in which they are inevitable force to regard them as real, until a man is able to escape. He becomes aware of the reality, and this man that has discovered the real world outside the cave will represent the kind of philosopher who will fit best to become the guardian, and his duty is to inform and convince the others in the cave about the real things he saw outside, so they can save their souls. Plato and Pythagoras held that knowledge is necessary for the salvation of the soul, and this idea explains why is important that the man who has discovered the world outside the cave help the others to save their souls from their ignorance. The men in the cave would mock him at the beginning because they still live in a world of ignorance. Plato also reinforces the importance of becoming a philosopher and how knowledge will lead to the ‘intellectual world in the perception of the absolute good (White 91).† The mysticism of Plato’s theory leads to some conflicts in which reality is perfectly good and in other to perceive reality is to perceive good, but what exactly he meant by good? The idea of science and truth in good still seems to be more influenced by the mysticism of some philosophers rather than objectivism. In Plato’s theory of forms the presence of many philosophers is almost in every aspect of what he believes to be knowledge; his theory is the combination of different mechanisms extracted from different philosophers that allowed Plato to arrive at what is called the theory of forms. It is impossible to deny that Plato’s theory of forms represented the beginning of a philosophical system that had and continue to impact the world. Platonism is a very important philosophical system that has intrigued many thinkers, and in order to understand this philosophy is important to understand the philosophers who influenced Plato. Plato’s ideas and beliefs gave the foundation of what we called philosophy, and Plato’s love for wisdom and the necessity to know where the human mind gets its ideas was his most profound inspiration; however, it is difficult to ignore the various elements that define his ideas. The historical circumstances in which Plato lived influenced some of his thoughts especially his perception of a Utopia. In the Republic, there are many ideas that show significant similarities to the organization of the Spartan society. Plato was influenced by many philosophers, and the one that he regarded as a true inspiration was Socrates, and this leads us to follow his indignation to democracy in Athens. There were other figures that impacted Plato’s life and thoughts like Pythagoras, Parmenides, and Heraclitus, and they allowed Plato to come down with many of his ideas. Plato has been regarded as the eminent philosopher and has been admired by many societies, but in order to praise him is necessary to understand what could have influenced him. Plato will always remain a very interested and enigmatic figure that will continue to intrigue society because there has not been any other philosophical thought that has influenced so much our society.

Managing Diversity Essays -- Business Diverse Management Essays

Managing Diversity Introduction Thirty years ago discrimination was a part of normal business activity. Work place diversity meant hire outside of your family not outside of your race. As a result, the federal government felt impelled to create employment laws. These new laws were implemented to eliminate discrimination and provide the means for advancement. As a consequence of this implementation, these laws have created possible barriers to maximizing the potential of every employee (Chan, 2000).   Ã‚  Ã‚  Ã‚  Ã‚   Recently, the concept of diversity has completely changed from before. It was predicted that by the year 2005, women, minorities, and the disabled would dominate the workforce ("Managing Diversity", 1999). Organizations that are viewed as biased against these groups will not attract the competent workforce. Today, it is vital that organizations prove its impartiality in order to be successful in a constantly changing business environment.   Ã‚  Ã‚  Ã‚  Ã‚   The previous process of handling diversity entailed expecting people to assimilate to the new cultures. They were forced to adapt to fit the mold of company's dominant culture. The new process treats diversity as an asset. Actually, good diversity management does not require employees to assimilate. It encourages them to develop their strengths and present innovative ideas ("Managing Diversity", 1999). What is managing diversity? "Workforce diversity management has become one of the pressing issues that managers must address" ("Managing Diversity†, 1999). In my opinion, the most general definition of managing diversity is: Diversity management is a long-term process. It means extensively analyzing a company's current culture and changing those parts that limit cultural diversity. Also, it means recruiting new employees for the skills they can bring to the company rather than their cultural homogeneity. Lastly, it means working with a management team to help them understand that cultural diversity is a business issue, and their own careers will benefit from enabling their employees to reach their full potential ("Managing Diversity†, 1999). According to Dr. R. Roosevelt Thomas Jr., author of Beyond Race and Gender (1997), the problem of diversity is not limited to questions of race, gender, ethnicity, disabilities and sexual orientation. Differences that replenish energy and undermine productivi... ...ty (1999, July). Black Enterprise, 23(12), 79-86.   Ã‚  Ã‚  Ã‚  Ã‚  14. Nelton, Sharon (2000, September). Winning with diversity. Nation's Business, 80(9), 18-24. 15. Overman, Stephanie (1997, April). Managing the diverse workforce. HR Magazine, 36(4), 32-36. 16. Rice Jr., Booker (2000, May-June). Putting diversity to work: Playing on a level field. LIMRA's MarketFacts, 11(3), 38-39. 17. Schwartz, Robert H. & Sullivan, Dale B. (1999, Spring). Managing diversity in hospitals. Health Care Management Review, (2), 51-56. 18. Scott III, Samuel C. (1999, November-December). Vive La Differerce. Financial Executive pp. 44-48. 19. Thomas Jr., R. Roosevelt R. (2000, Winter). The concept of managing diversity. Bureaucrat, 20(4), 19-22. 20. Tung, Rosalie L. (1999, Winter). Managing cross-national and International Diversity. Human Resource Management, 32(4) 46-53. 21. Wagner, Mary (1997, September). Managing diversity Modern Healthcare, 21(39), 24-29. 22. Wilkinson, Brad (1999, October) Managing diversity: Buzz word or business strategy? HR Atlanta, 8. 23 Williams, Mary V. (1997, January). Managing Workplace Diversity. The wave of the 90's. Communication World, 7(1) 16-19.

Beneficial Effects of High School Sports on Athletes, Families, and Communities Essay

The beneficial effects of high school sports on athletes their families and communities are large. First of all I think there is a lot of pressure from parents when their kids are young to get involved in some sort of sports. For boys it is usually football they are throwing the ball with their dads when they are young and from there they go into a pop Warner league. So by the time they get to school most of these boys know how to play the game already. By playing the game of football in school it teaches boys how to play together as a team and to get along with their team mates. As football is a team sport they must learn to all focus on the same goal and that is winning. This is drilled into them from a very young age starting with the parents to the teachers and coaches. The team sport also teaches them how to be good sports when they lose as they learn from this that you can’t win all the time so you need how to lose as gracefully as you win. The sport also keeps the kids off of the streets and out of the gangs and gives them something to focus on and to look forward to. And in high school football these kids do not play for money they are playing to beat their rivals and for pride to be the best they can be. It also brings the community together in many ways first of all they all come together on Friday nights to watch the game. It’s like a social event where everybody gets to get together to talk and socialize. The community always comes together to support their high school football team, they have bake sales, car washes and many other events to help support their team. To be close to and involved in their children’s lives and the sports events they choose to support. The more support that the child gets the harder they try to be the best they can. Which is a good lesson for them to learn, something that will carry over into their adult life? The community also travels to away games to help support and cheer on their teams, and the money that is given to schools to help support the football team not only benefits the football team but the community by helping improve the facilities. This is money that the school board won’t have to charge to the community by way of higher taxes. So all in all everyone benefits from the donations that the boosters and alumni make to the school’s football programs and facilities. The children in the programs benefit because they learn leadership skills, communication skills they learn discipline they learn to be team players and they learn how to win and lose these are all skills that will help them all through their lives. At the games when half the town is there at the game and the school is playing their biggest rivalry all of the people there are all focusing on the same thing as the players and that is beating their rival. They feel like they are part of something big and important for the town and this bring everyone together as one.

The Empire State Building

Empire State Building The Empire State Building Outline THESIS STATEMENT: The Empire State Building did not cause much trouble for New York; instead, its construction had many positive effects. Reasons for the Building I. Raskob wanted to make money by renting offices to tenants. A. He wanted to construct a building that offered him the largest number of offices at the lowest price. B. He didn’t care for innovation and style , but he wanted a building that sticks with his budget. II.In addition, constructing the Empire State Building was a part of an intense rivalry to win the â€Å"World’s Tallest building† title. A. This dream appealed to John Raskob. B. He made sure that his design’s height would exceed the competing buildings. Constructing the Empire State Building I. To design the building, Raskob hired William F. Lamb. Lamb knew that it was a special chance to create something historical, so, although the mission was almost impossible, he decided to accept the project. A. He was able to finish the first design in four weeksB. His design fascinated John Raskob. II. Lamb found many problems with designing such a huge building. A. Designing an elevator was a trouble for William lamb B. Maintaining a fire system capable of reaching the higher floors was a challenge. C. Storing Materials was impossible. III. Just when everything seemed on track, Raskob and his partners received a striking new. A. Chrysler changed his plans in an attempt to beat Raskob B. Raskob decided to add a mooring mast to the building. C. He bet Chrysler plans by his idea Effects of the buildingI. In 1931, the Empire State Building became the highest building in the world. A. It raised the Americans’ spirits. B. It was opened during the Great Depression. II. Soon after the building’s completion, it became a major tourist attraction site. A. It attracted famous visitors like Albert Einstein. B. It has attracted over 117 million visitors. III. At le ast 32 people committed suicide by jumping of the building. A. Unidentified man jumps of the building’s roof B. Evelyn McHale jumped from the 86th floor after she left her fiance. ConclusionThe Empire State building is no longer the tallest building in the world; however, it remains an important historical figure. The Empire State Building still attracts millions of tourists yearly, and it remains a sign for America’s powers since it is was an innovation in the world of construction. Towers and skyscrapers have become an icon for development; countries now compete to build towers to attract visitors and activate tourism. Some towers are built for telecommunications and broadcasting; however, towers and skyscrapers remain an evidence for the country’s wealth and well-being.Recently, a new trend is prevailing: countries and businesspersons are competing to build the tallest building in the world. Many attempts for achieving this goal succeeded for a while, but not hing is permanent; newer and taller buildings are always built! John R. Raskob financed the Empire State building’s construction to enter the intense competition of constructing the highest building in New York (Construction: Building The Impossible 117). The Empire State Building didn’t cause much trouble for New York; instead its building had many positive effects.Reasons for the Building Raskob wanted to make money by renting offices to tenants, and he wanted a tall skyscraper that would offer him the largest number of offices for the lowest amount of money. He did not want a stylish or innovative building; he just wanted profit, but he wanted a building that sticks to his budget and deadline (117). In addition, constructing the Empire State Building was a part of an intense rivalry to win the â€Å"World’s Tallest building† title. This dream appealed to John Raskob, but this meant that he his building had to exceed 295 meters.He had to compete with Ch rysler building and the bank of Manhattan (118). Raskob’s building had to be roughly 305 meters high, and this height had to fit on the 122 by 61-meters area he had purchased on fifth avenue. Constructing the Empire State Building To design the building, Raskob hired William F. Lamb. Lamb knew that it was a special chance to create something historical, so, although the mission was almost impossible, he decided to accept the project. After fifteen trials, Lamb was able to reach a design that met the city’s zoning restrictions and Raskob’s requirements.The basic design was finished in four weeks; the project turned out to be more fascinating in appearance that Raskob has thought (119). Lamb found many problems with designing such a huge building. He faced the challenge of installing a safe elevator that is capable of transporting people such great distances. He split the elevator systems into sections. â€Å"The section serving the lower levels ended at mid-leve l where the building had to be set back; the upper elevators were placed in the central core (120). † How would water reach the upper stores in case of fire?Lamb designed a unique fire-safety system using giant steel water tanks at different levels. He included 400 hose connection and an alarm connected to the city’s fire station. Also, he ordered that bricks and limestone, fireproof materials, should be used in construction (120). Since construction was happening in one of the busiest cities in the world, the huge amount of materials-for example, tons of marbles from France and Italy, 6500 windows, and 10 million bricks- could not be stored; everything had to be used directly after its delivery.William Lamb completed the detailed project in six month, and the R. H. Shreve arranged the actual construction. (120-121). Just when everything seemed on track, Raskob and his partners received a striking new. Walter Chrysler, the owner of the Chrysler building, revealed his tr ue plans that he was hiding; he was determined to have the world’s tallest building. He added a dome to his building that raised its height to 319 meter, just a few meters higher that Lamb’s design. Raskob could not afford to redesign his building to beat Chrysler, but Raskob found a solution. A hat! † he cried. â€Å"That’s what this building needs-a hat†. At Raskob suggestion, Lamb added a 61-meter top called a mooring mast. It allowed blimps to dock and discharge their passengers. It was not practical and was used only once; however, it gave the Empire State building the title of the world’s tallest building (120-122). The labors completed the steel frame in sixth month, and one year after laying the first piece of steel the construction was completed with a height of 443. 2 meters, easily within the dead line (125). Effects of the BuildingIn 1931, the Empire State Building became the highest building in the world. The building opened in t he midst of the Great Depression; it lifted the spirits of many Americans in one of the nation’s hardest times. Celebrating what they named the eighth wonder of the world, people were psychologically lifted by the building’s construction (The Empire State Building: Skyscraper Symbol of America's Power). Soon after the building’s completion, it became a major tourist attraction site. It attracted many famous people from all over the world including Albert Einstein, the French prime minister, and Queen Elizabeth.The building became an international icon, and it has attracted over 117 million visitors (Empire State Building-Facts). At least 32 people committed suicide by jumping of the building (Empire State building-Facts). For example, An unidentified man got past a guard on the staircase leading from the 102d-floor observatory of the Empire State Building to the top floor yesterday, and leaped to his death (Leaps To His Death Off Empire Tower). Another woman, Ev elyn McHale, jumped of the 86 floor of the Empire State building after leaving her fiance. She left a note saying â€Å"he is much better without me†¦.I wouldn’t make a good wife for anybody† and jumped to her death (Life 42). Conclusion The Empire State building is no longer the tallest building in the world; however, it remains an important historical figure. Today Burj Khalifa, found in UAE, is the tallest building in the world (828 meters) (Empire State Building), but as the competition continues who knows where the next tallest building is going to be? The Empire State Building still attracts millions of tourists yearly, and it remains a sign for America’s powers since it is was an innovation in the world of construction.Works Cited Book: Nathan Aaseng. Construction:Building The Impossible. The oliver press. Mineapolis. 2000. http://books. google. com. sa/books? id=nVd8CCmafP0C;printsec=frontcover;hl=ar;source=gbs_ge_summary_r;cad=0#v=onepage;q;f=true Magazine : No author mentioned. Picture of The Week. Life. 12 May 1947. 152 pages http://books. google. com. sa/books? id=ZEgEAAAAMBAJ;source=gbs_navlinks_s Internet: Thomson Gale. The Empire State Building: Skyscraper Symbol of America's Power. BookRags. Copyright @2005-2006.Science and its times. Visited April 9, 2012. http://www. bookrags. com/research/the-empire-state-building-skyscrape-scit-06123456/#bro_copy No author. Empire State Building. Emporis. Copyright @2000-2012. visited April 9, 2012. http://www. emporis. com/building/empirestatebuilding-newyorkcity-ny-usa No author. LEAPS TO HIS DEATH OFF EMPIRE TOWER. The New York Times. November 4, 1932. Retrieved October 4, 2011. Visited April 10, 2012. http://select. nytimes. com/gst/abstract. html? res=FB0610FF355516738DDDAD0894D9415B828FF1D3

How to Inspire Creativity with Technology of Provocation Essays

How to Inspire Creativity with Technology of Provocation Essays How to Inspire Creativity with Technology of Provocation Essay How to Inspire Creativity with Technology of Provocation Essay The technique seeks provocation think things differently, opening the mind to analyze situations from another point of view, and thus find creative solutions. Provocation Technique to Develop Creativity The creativity is a wild beast unlimited, however, often is imprisoned. We all are all creative, and we can all be more every day. You only need to train so that when released, we help find alternatives to solve problems or work on any topic forms. Creativity can be fostered and developed by numerous techniques, including the techniques of provocation . This is to give a boost to this beast, to lead it by a certain path and put it into action. Learn how to develop, to expand our creativity in an entertaining way. What is the art of provocation? The technique of provocation is part of the masterpiece by Edward De Bono, considered the father of lateral thinking. It is based on escape preconceived thought patterns and structured, to find alternative paths to a topic put on trial. These thought patterns are based on those concepts that we take for granted, we take as normal and standardized rules: this is what it is. Do we stop to observe and to question this concept, taken as fixed as a wall. The lack of a creative and less structured analysis is conditioning us not to get out of that thought pattern. And that’s when we apply the provocation which forces us and pushes another way of thinking on that particular topic. The structured thinking There are things we take for granted without even questioning it, in a pattern of thought and preconceived perception. For example, drugs cure, clothing shelter, fire warms. Not that these data are incorrect, but fail to analyze the knowledge of these accurate data: knowing that fire oven warms, we think of the oven as the medium baking food, and nothing more. We can find an everyday example in alternative cleaning products. We know that baking soda is used to make baked fluffy and airy, but with a little attention now also know of its versatile uses in cleaning and renovation of all types of surfaces, including fabrics and upholstery. How is the art of provocation The technique of provocation to encourage creativity works on a particular topic, a problem, a search for new ideas, for creative focus for your workout. The first step in the analysis in question is to determine what fact, data or circumstance are taking for granted. Scan the item or the item as if it were the first time you saw in your life. For example: you think of ideas to improve the user experience on the school bus you drive. Analyze what concepts you’re assuming, without question: the bus takes the children, runs on gasoline, follows a certain path, has ordered seats, has windows on its sides, parents hire you to bring your children to school. Now, take one of these concepts, only one, and generates provocation to renew, to give a new stimulus to thought pattern fostering creativity. For example: parents hire you to take the kids. Provocation (indicated with the word PO) would be: â€Å"PO† I hire parents to let me take their children. From there, follow the ideas, thinking freely and creatively, writing down everything you will happening: I hire children, I pay them for uploading to my bus †¦ I give the children candy when climbing my bus. You have reached a conclusion applies in real life, related to your search for improved user experience small. Example to apply the techniques of provocation Creative Focus: I seek new ideas for a new restaurant. Preconceptions : the restaurant people come, begging for food from a set menu, eat, pay and go. PO: the restaurant go find people, which is a mobile restaurant, the restaurant will house people; the menu is determined by diners without limits, that people bring their own ingredients and recipes, the restaurant count with a lucky market at the entrance where people choose their ingredients; who are the servants who eat the food, a family prepares or choose the family dinner on your right; the restaurant to pay people to go, people to pay serving as a waiter before eating †¦ No absurd ideas, you should write them all, but prove humorous or unrealistic, first the write down, and then analyze them one by one, working them until they become possible solutions or ideas that gesten new concepts to encourage creativity .

30 Problem Words and Phrases

30 Problem Words and Phrases 30 Problem Words and Phrases 30 Problem Words and Phrases By Mark Nichol Tried-and-true words and phrases are convenient, but they are also truly trying as with clichà ©s, when a writer relies too heavily on stock usage, the resulting prose is tired and uninspired. Watch out for the following deadly usages. 1. After having: â€Å"After looking around, I chose a seat† is fine, and so is â€Å"Having looked around, I chose a seat,† but â€Å"After having looked around, I chose a seat† is redundant. â€Å"Having† means that the action has already been performed, so the context is clear that the writer is writing after the fact. 2. Aged: Identifying the age or age range of a person or a group with this word puts the subject(s) in a category with cheese or wine. Write â€Å"50 years old,† for example, instead of â€Å"aged 50 years,† or â€Å"ages 21–34† rather than â€Å"aged 21–34.† 3. Aggravate: To aggravate is to make something worse, not to bother, annoy, or irritate. 4. And also: And and also are redundant; use one or the other. 5. Anticipate: To anticipate is to foresee (and perhaps act on that foresight), not to expect. 6. Anxious: To be anxious is to feel distressed or worried, not eager. 7. Approximately: How about using about instead? Save three syllables. For scientific or technical references, approximately is fine, but it’s a bit much in most other contexts. 8. As to whether: â€Å"As to† is extraneous; use whether only. 9. At this point in time: Omit this meaningless filler. 10. Basically, essentially, totally: Basically, these words are essentially nonessential, and you can totally dispense with them. 11. Being as/being that: Replace these phrases with because. 12. Considered to be: â€Å"To be† is extraneous; write considered only, or consider deleting it as well. 13. Could care less: No, you couldn’t. You want to convey that it’s not possible for you to care less, so you couldn’t care less. 14. Due to the fact that: Replace this phrase with because. 15. Each and every: Write â€Å"Each item is unique,† or â€Å"Every item is unique,† but not â€Å"Each and every item is unique.† 16. Equally as: As is superfluous; write equally only. 17. Was a factor, is a factor, will be a factor: If your writing includes one of these phrases, its presence is a sign that you’re not done revising yet; rewrite â€Å"The vehicle’s condition is a factor in performance,† for example, to â€Å"The vehicle’s condition affects its performance.† 18. Had ought: Had is redundant; use ought only. 19. Have got: Got is suitable for informal writing only; if you’re referring to necessity, consider must rather than â€Å"have got,† and if the reference is to simple possession, delete got from the phrase â€Å"have got.† 20. In many cases/it has often been the case: Reduce the word count in statements containing these verbose phrases by replacing â€Å"in many cases† with often, for example. 21. In the process of: This extraneous phrasing is acceptable in extemporaneous speaking but unnecessarily verbose in prepared oration and in writing. 22. Is a . . . which/who: If you find yourself writing a phrase like this, step back and determine how to write it more succinctly; â€Å"Smith is a man who knows how to haggle,† for example, can be abbreviated to â€Å"Smith knows how to haggle.† 23. Kind of/sort of: In formal writing, if you must qualify a statement, use a more stately qualifier such as rather, slightly, or somewhat. 24. Lots/lots of: In formal writing, employ many or much in place of one of these colloquialisms. 25. Of a . . . character: If you use character as a synonym for quality, make the reference concise. â€Å"The wine has a musty character† is better rendered â€Å"The wine tasted musty, and â€Å"He was a man with a refined character† can be revised to the more concise statement â€Å"The man was refined,† but better yet, describe how the man is refined. 26. Of a . . . nature: Just as with character, when you use nature as a synonym for quality, pare the phrasing down: Reduce â€Å"She had a philosophical nature,† for example, to â€Å"She was philosophical.† 27. Oftentimes: An outdated, unnecessary complication of often. 28. On account of: Replace this awkward phrase with because. 29. Renown: Renown is the noun (as well as a rarely used verb); renowned is the adjective. Avoid the like of â€Å"the renown statesman.† 30. Thankfully: In formal usage, this word is not considered a synonym for fortunately. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:100 Words for Facial Expressions75 Synonyms for â€Å"Talk†25 Idioms with Clean

CONSERVING THE BUILT CULTURAL HERITAGE Essay Example | Topics and Well Written Essays - 2500 words

CONSERVING THE BUILT CULTURAL HERITAGE - Essay Example During the Second World War nearly four million British homes, many in poor condition to begin with, were destroyed or damaged; afterwards there was a major boom in council (estate) house construction about city areas. Prior to the war many social housing projects were built. However the bomb damage meant that much greater progress had to be made with slum clearance projects. In cities like London, Coventry and Kingstone upon Hull, where bombing had been particularly damaging, the housing estate schemes, as can be seen today, were quite extensive and the architecture at time considered modern, some radically. Residential housing estate designs are the usual form used in what are termed new towns, designed after World War II as autonomous suburbs centered around small commercial centres, designed to minimise traffic flows and provide recreational space in the form of parks and greens. They were a direct result of Abercombie’s 1944 housing plan and ultimately of the 1949 New Town Act. The first built was New Bracknell (see fig. 1), incorporating â€Å"a traditional high street with eight pubs, a cattle market, shops, a cinema and a garage† (Building the Twenty-First..., no date, Chapter 3:3). Conceived in response to the growing number of slums in city, Bracknell quickly became the poster child of the UK’s struggle to keep pace with housing needs of the working class. Since then housing estates have not only proliferated but have expanded in scope toward the countryside in more upscale formats. Many, along with the city project, critics charge do not maintain the cultural and architectural heritage of the nation. It is the city projects that normally draw the most criticism for becoming ramshackled hotbeds of crime and drugs among their working class inhabitants—â€Å"viewed as problem places and home to problem people† (Dean; Hastings, 2000: vii).