God, Religion and Plato - 1293 Words

Plato brings up a lot of points in his discussions about the philosophy of God and of religion. Many of these points seem to foreshadow what the Christian faith teaches, ideas such as the highest forms, the cultivating a life for the afterlife, and the immortality of the soul, and the idea of just and unjust med and their rewards. Though some of these ideas need to be changed a bit to fit in with each other, the main idea behind their thoughts seem to be parallel. In the following paragraphs I will expand more on how the relationship between Plato’s philosophy of God and religion can be seen in the Christian faith. The first main point of Plato’s philosophy that foreshadows Christianity is the idea of the forms. Plato holds the idea that there are forms, which are the perfection of certain aspects, such as beauty, truth, goodness, etc. Plato says that these forms are the highest things, they are the really real, and that things on earth only participate in the forms. He also describes the forms as separate, simple, and eternal. These forms do not mix, like beauty and goodness are completely separate forms. They are simple in that they can’t be broken down; they just are beauty or goodness. Finally they are eternal meaning that the forms don’t die out like the things on earth, they have no physical body and therefor cannot die. Plato says that things on earth can participate in the forms in the sense that they reflect that form. If we take a flower for example, PlatoShow MoreRelatedPlato And Plato s The Apology1623 Words   |  7 Pagesdetermining how the world worked and its origins/cosmology, as oppose to philosophers such as Plato And Socrates who focused more on ethics or morality. Plato’s conception of God and religion can be depicted in his literatures â€Å"Euthyphro† and â€Å"The Apology† which he expresses through his writings of Socrates in dialogue formation. While one may assume that both Plato and Socrates shared analogous notions of God and religion it is impossible to truly know given the Socratic problem. The problem lies in thatRead MoreWhat did it mean for a man in Ancient Greece to lead a good life, according to Platos’s four dialogs in the Trial and Death of Socrates?1010 Words   |  5 PagesAncient Greece, leading a good life is rather more complex than it is in today’s society. It is evidenced in Plato’s four dialogs in The Trial and Death of Socrates. Through the dialogues of Socrates we can learn that in Ancient Greece education, religion, society in general, law and values played a major role on a person’s way of living a good life. In the dialogues of The Trial and Death of Socrates, society condemned those such as Socrates for changing or questioning their way of life. A personRead MoreThe Influence of Platos Theories on Chrisianity1169 Words   |  5 Pagesworship of these deities was the mainstream of religion during the Helleni stic period until the rise of the great philosophers. Amongst these philosophers, Plato emerged as one of the founding fathers of Western philosophy. Living from roughly 428 BCE until 348 BCE, Plato’s theories predated Christianity by at least four centuries. Because of this, it can be assumed that early Christian worshippers used Plato’s teachings as a basis for their religion. It is evident that there is a surprising amountRead MoreAnalysis Of Plato s The Euthyphro 1723 Words   |  7 Pagesof the greatest reflective thinkers of all time, Plato was the innovator of many written philosophical dialogues. Accompanied by his teacher, Socrates and his most notorious disciple, Aristotle, Plato set the groundworks of Western philosophy and science amid dialogues such as Apology, Euthyphro, Republic and Laws. These dialogues provided some of the earliest handlings of political inquiries from a philosophical viewpoint. In the Euthyphro, Plato composes a dialogue that transpires in 399 BC, weeksRead MoreThe Incompleteness of Pl atos Euthyphro Essay848 Words   |  4 Pagespiety is induced by the non-existence of the Gods, which they declare Socrates implied through out his life. Hence arises the purpose of this interpretation: to demonstrate, by shifting emphasis to the development of the dialogue, that its failure to define piety originates from the mistaken presupposition that doctrines -- systematic explications of religious beliefs -- existed within the ritual religions of the ancient Greeks. Since these religions did not contain doctrines, the presuppositionRead MoreEuthyphro Dialogue Essay examples1485 Words   |  6 PagesIn the dialogue Euthyphro (Cahn and Markie), Plato presents an argument against the divine command meta-ethical theory. While the argument is presented against the predominantly pantheistic Greek religions, the argument can be easily applied to the monotheistic Abrahamic religions. The dialogue starts off with the two main characters: Euthyphro and Socrates. Socrates has been indicted for corrupting the youth of Athens and Euthyphro is indicting his father for murdering a day-labourer who killedRead MorePlato s Redefinition Of Piety Essay1543 Words   |  7 Pagesremove assumptions and preconceived ideas of what religion and piety are about. James Schall, in his essay â€Å"What is Piety?† makes useful note of this sometimes overlooked, but obvious fact: Plato does not have revelation; that is, he does not have available an explanation of the inner life of the Godhead that is itself Trinity. Nor does he have a doctrine of Incarnation, wherein God is also revealed as a specific human being, God and man, one God, but two natures. Nor does he have such a thing asRead MoreSocrates, Plato, and Aristotle884 Words   |  4 PagesFarina Socrates, Plato, and Aristotle, three men considered to be the quintessential basis of ancient Greek philosophy. Not only were they responsible for Greek enlightenment, but also foreshadowed the coming of Christ in there speculations. Plato, the protà ©gà © of Socrates, became the first to document the philosophy of his teacher, which in turn is passed down to Aristotle. This process of mentoring aided ancient man in the intellectual evolution of politics and religion, known as the linearRead MoreChristianity, Buddhism, And Confucianism872 Words   |  4 Pagesthere are many different thoughts and explanations about how to live, there is some common ground between them. Throughout the year 600 B.C.E. to the year 600 C.E. the ideas of religion such as Christianity, Buddhism, and Confucianism and philosophy like those of Plato, Laozi, and Socrates. From 600 B.C.E. to 600 B.C. religions began to impact the traditions and attitudes in Europe and Asia resulting in multiple differe nt, but yet similar approaches to the same goal of living morally and truthfullyRead MoreThe Dilemma Of The Euthyphro Dilemma952 Words   |  4 Pagesreaders many good points to understand relativism about morality and connect with religion. Also, this is these dialogues between Euthyphro and Socrates, and it find out in the Plato’s dialogue. In the Euthyphro, Socrates asks whether a thing is pious (or good or right) because it is loved by the Gods (or, in its secular form, ‘loved by someone’), or is a thing loved by the Gods (or someone) because it is pious (or good) (Plato, 1981, 10a); it can be considered one of the questions and the most luminous

Brain Blast! Factors Affecting Retention Free Essays

string(70) " permits a smooth integration of information processing in the brain\." Brain Blast! Factors Affecting Retention BY hypoactive Chapter I Statement of the problem: The different factors affecting retention of fourth year students of Vulcan Ecumenical School Three Specific Questions: Why do some people have a better memory than others? ; How do we remember? ; and Why do we forget? Significance of the Study: To widen the knowledge of the readers about retention; Alms to show different ways on how one can have a better retention; This study Is to benefit students especially those from Vulcan Ecumenical School Scope and Limitation This study mainly focuses on the senior students of Vulcan Ecumenical School. The articles gathered here are a combination of local and foreign literature. Chapter II Review of Related Literature Presented In this chapter Is a synthesis of facts that support the topic the researchers would want to prove. We will write a custom essay sample on Brain Blast! Factors Affecting Retention or any similar topic only for you Order Now Included in the chapter is the definition of memory, parts of the brain that are in charge on remembering and forgetting, connectivity of the brain, a deeper understanding on autobiographical and semantic memory, long term and short term memory, how and why people remember and forget, the reason why some people have a better memory than others and some methods on how one can Improve his/her memory. Local Literature According to Alfonse M. Albany of Philippine star, the human brain weighing roughly one-and-a-half kilos, with a volume more or less half that of a medium-sized coconut, with its about 100 billion neurons, each with some 10,000 interconnections, is probably the most complex structure that we know. Yet, that structural complexity hardly begins to hint at the incredible variety and the enormity of its functions. Surely, this is a case of a whole that is vastly greater than the sum of its parts. Albany said that the brain is the seat of our consciousness and of our emotions, the repository of our memories. It synthesizes and analyses our sensory inputs, decides what behavioral responses are appropriate or necessary to promote our continued survival. And when parts of it fail to perform properly, we are burdened with depression, or schizophrenia, or Alchemist’s diseases, or other such debilitating disorders. The ancient Greek physician Hippocrates put it well: â€Å"Men ought to know that from nothing else but the brain come Joys, delights, laughter and sports, and sorrows, grieves, despondency, and lamentations. No wonder the brain has been the subject of intense scientific scrutiny’s for a very long time. A currently active area of study concerns the â€Å"connectivity† of the brain. Physiologists distinguish â€Å"structural† or â€Å"anatomical† connectivity from â€Å"functional† connectivity and both from â€Å"effective† connectivity. The first merely means the physical connections between groups of neurons 1 . The second refers to correlated behaviors of different brain regions. The last involves the transfer of information from one region to another, possibly affecting the behavior of the latter ? a causal connection 2. Our Marvelous Brains On one of the articles of Koruna Sanchez she wrote that because of the amount of information that the human brain receives everyday, a sort of built-in filter kicks in to only allow those that seem important. Otherwise the brain would literally heat up and burn out faster than we would want it to. A good example was when a portrait of the famous Mona Lisa was shown to several persons, they all failed to notice a OF in the background, which of course is not in the original painting. Because we know, or supposed to know what the Mona Lisa looks like, we don’t look at other details anymore. Misdirection’s is another way to distract the brain. So many examples of seduction were shown, which is the bread and butter of a good magician or illusionist, and yes, even con artists and criminals. Your brain is made to focus on something while ignoring everything else. Watching a basketball being passed several times among players while totally ignoring a gorilla that walks among them. And this is what criminals like pickpockets master. That little bump on the shoulder is enough to distract you while they go after your wallet or purse. Or using beautiful women to get the attention of gullible men. You know the rest. Foreign Literature 1. Definition of memory According to lucid research. Mom, the human memory is a complex activity of the brain that allows us to store information and retrieve it again when we need it. There are two discrete memory systems: A system that keeps a record of our personal life experiences is usually called Autobiographical memory. A system that holds the knowledge about the world is called Semantic memory. It is possible for one system to work better than the other because these two work in somewhat different ways. For example, a student might have a good autobiographical memory and recall in detail everything about an event, but a poor semantic memory o failing to remember things that need to be learned in school. Both memory systems can store information from all our senses – vision, hearing, smell, taste, touch – but in semantic memory visual and auditory-verbal modes of information usually predominate, unless another mode was particularly important. For example, a perfume maker would have a very well-developed semantic memory for doors. 2. Get to know your Brain Parts of the brain that is in charge of remembering and forgetting: The Cortex As said by Dry. Paul Nassau, the Cortex 5 is the outer covering of the brain. It is a word that translates to mean â€Å"bark of a tree†. This is one part of the brain that is responsible for your most complicated thinking abilities. Your memory, language, personality, intentional motor skills, spatial ability and visual perception are all controlled by the Cortex. The Medial Section of the Brain This part tends to be older and more primitive. These are responsible for controlling drives, impulses, fears, instincts, emotions, reflexes, subconscious processes and automatic behaviors. Supporter The â€Å"Subcultures† are the deeper brain structures. This permits a smooth integration of information processing in the brain. You read "Brain Blast! Factors Affecting Retention" in category "Papers" 3. Short-term Memory According to Keener Cherry, Short-term memory is also known as primary or active memory. It is the information that comes from giving attention to sensory memories. Duration of short-term Memory: Most of the information stored in this memory usually last for approximately 20 to 30 seconds. While many of our short-term memories are quickly forgotten, attending to this situation allows it to continue on the next stage – Long-term memory. The Capacity of Short-term Memory: â€Å"The Magical Number Seven, Plus or Minus Two†, expert psychologist George Miller suggested that people can store between five and nine items. More recent research suggests that people are capable of storing approximately four chunks of information in short-term memory. . Long-term Memory According to Keener Cherry, Long-term memory refers to the continuing storage of information. The information is largely outside of our awareness, but can be called into working memory to be used when needed. Some of the information is easy to recall, while others are more difficult to access. Duration of Long-term Memory: Long-term memories can last for a matter of days to as long as many decades. Types of Long-Term Memory Long-term memory is usually divided into two types – declaratively (explicit) memory ND procedural (implicit) memory. Declarative includes all of the memories that are available in consciousness. Declarative memory can be further divided into episodic memory (specific events) and semantic memory (knowledge about the world). Procedural memory involves memories of body movement and how to use objects in the environment. How to drive a car or use a computer are examples of procedural memories. 5. A deeper understanding about Autobiographical and Semantic Memory According to human-memory. Net, Autobiographical or Episodic memory is a memory system consisting of experiences recollected from an individual’s life. Individuals can see themselves as actors in these events, and the emotional charge and the entire situation surrounded by the event is usually part of the memory. On the other hand, Semantic memory is a more structured record of facts, meanings, concepts and knowledge about the external world that we have attained. As stated by Luke Mastic, semantic memory is generally derived from the episodic memory, in that we learn new facts or concepts from our experiences, and the episodic memory is considered to support and underpin semantic memory. 6. Why do we forget? Lucid research. M says that the human memory is a system which is intended to remember information as well as forget information. Generally, we only retain the information we need for as long as we need it, and then it is forgotten. The human brain is constantly bombarded with huge amount of knowledge, and even though the information storage capacity of the human brain is very large, if we store every single item of information that ever reached our senses from the moment we were born, our memory would totally be overloaded before we started school. The fact is: we simply do not need to retain most of the information we receive each day. We only need to preserve some of that information and can safely forget the rest. The trick is to make sure that the information we do need is stored properly in memory ready for memory for a short time provided we strive to keep it there (e. G. By thinking about it or by rehearsing it to ourselves). This process is called short-term memory or at times working memory because we use this when working on any activity, such as listening to a conversation. But unless we also make an active effort to store that information in long-term memory in a semantic form, it will be forgotten very rapidly. Once in long-term memory, information is reasonably permanent. However, if we don’t use that information we are likely to find a difficult to access when we need it, and the information is not stored very efficiently, it will also be difficult to access. When we say we have forgotten some item of information what we really mean is either: (a) the information was never properly store in long-term memory in the first place, or (b) the information has been stored in long-term memory but we can’t find it because it has been stored in an disorganized way and/or because we haven’t used that information for ages. 7. How do we remember, and why do we forget? An article by Shish Uranus said that the notion of memory is so intriguing that we’ve come up with more metaphors for it than for any other mental phenomenon. Early theories predicted a memory â€Å"Ingram†24, a literal text written by the body to describe past experiences. Freud popularized descriptions of repressed memories, experiences physically buried in the depths of the subconscious. Modern descriptions are dominated by analogies to computers, in which the human brain is a hard disk that stores experience in electronic files and folders. Our memory represents a change in who we are. Our habits, our ideologies, our hopes and fears are all influenced by what we remember in the past. At the most basic level, we remember because the connections between our brains’ neurons change; each experience primes the brain for the next experience. 8. How does the Brain process information Chris McKee said that information processing starts with input from the sensory organs, which transform physical stimuli such as touch, heat, sound waves, or photons of light into electrochemical signals. The sensory information is repeatedly transformed by the algorithms of the brain in both bottom-up and top-down processing. For example, when looking at a picture of a black box on a white background, bottom-up processing puts together very simple information such as color, orientation, and where the borders of the object are – where the color changes significantly over a short space – to decide that you are seeing a box. Top-down processing uses the decisions made at some steps of the bottom-up process to speed up your recognition of the box. Top-down processing in this example might help you identify the object as a black box rather than a box-shaped hole in the white background. Once information is processed to a degree, an attention filter decides owe important the signal is and which cognitive processes it should be made available to. For example, although your brain processes every blade of grass when you look down at your shoes, a healthy attention filter prevents you from noticing them individually. In contrast, you might pick out your name, even when spoken in a noisy room. There are many stages of processing, and the results of processing are 9. Why do some people have better memory than other people According to Joyce Ward, people vary in the efficiency of their long-term memory. Some have a good memory and some poor long-term memory. This is probably determined partly by hereditary. But research has shown that most of the difference between people with good and poor memory can be attributed to the methods they use to learn that information in the first place. By developing the appropriate memory strategies we automatically store information in a more organized and efficient way that makes it easier for us to locate when we need it. Despite individual differences in memory, research indicates that in most people memory can be improved significantly by appropriate training. His does not mean that we can enlarge the storage capacity of our memory, what it means is that we can make our Emory more efficient, so that it is more likely to absorb new information and hold that information in a way that makes it easy for us to find it again immediately when we need it. In order for the brain to process information, it must first be stored. There are multiple types of memory, including sensory, working, and long-term. First, information is encoded. There are types of encoding specific to each type of sensory stimuli. For example, verbal input can be encoded structurally, referring to what the printed word looks like, phonemically, referring to what the word sounds like, or semantically, referring to what the word means. Once information is stored, it must be maintained. Some animal studies suggest that working memory, which stores information for roughly 20 seconds, is maintained by an electrical signal looping through a particular series of neurons for a short period of time. Information in long- term memory is hypothesized to be maintained in the structure of certain types of proteins. 0. Capacity of the Human Memory According to Robert Gonzales, the comparison between the human brain and a computer is not a perfect one, but it does lend itself to some interesting lines of inquiry. The capacity of an average human head varies, depending on who you ask. Some experts estimates it in as low as 1 terabyte or approximately 1000 gigabytes. The reason behind the 100-terabyte estimate still has its fla ws. It assumes, for example, that each synapse store 1 byte of information. In reality, each one could conceivably store more or less than that. 1 1 . Improving the memory No. 1: Stay Mentally Active Just as physical activity helps keep your body in shape, mentally stimulating activities help keep your brain in shape. Do things that challenge your mind such as solving crossword puzzles and learning to play an instrument. No. 2: Socialize regularly Social interaction helps ward of depression and stress, both of which can contribute and other. No. 3: Get organized You are more likely to forget things if your home is cluttered and your notes are in not in order. No. 4: Focus Limit distractions, and don’t try to do many things at once. If you focus on the information that you’re trying to remember, you’ll be more likely to recall it later. Understanding – if we understand the information it will be easier for us to remember, and if we understand how memory works, it is easier to make it work well for us personally Practice – the more often one does an activity, the more likely he/she will member it- Memory Strategies – ways of processing information that will help a person remember well. Organization – this ensure that information is stored in a more meaningful and well-organized way which is easy for the brain to recall it. 2. Tips for enhancing your ability to learn and remember According to helped. Org, these are some ways on how one can enhance his/her ability to learn and remember. 0 Pay attention – You can’t remember something if you never learned it, and you can’t learn something?that is, encode it into your brain?if you don’t pay enough a ttention to it. It takes about eight seconds of intense focus to process a piece of information into your memory. If you’re easily distracted, pick a quiet place where you won’t be interrupted. Involve as many senses as possible. Try to relate information to colors, textures, smells, and tastes. The physical act of rewriting information can help imprint it onto your brain. Even if you’re a visual learner, read out loud what you want to remember. Relate information to what you already know. Connect new data to information you already remember, whether it’s new material that builds on previous knowledge, or something as simple as an dress of someone who lives on a street where you already know someone. For more complex material, focus on understanding basic ideas rather than memorizing isolated details. How to cite Brain Blast! Factors Affecting Retention, Papers

Is The United States Justified In Interfering In Other Countries Essa

Is the United States Justified in Interfering in Other Countries? Is the United States justified in interfering in other countries conflicts? Some people say that it is immoral by interfering with the problems in other countries. Others say since that the United States is a major superpower in the world that we should up hold peace in the world. Looking at the past, the US has been in many conflicts with other countries. An example of this was when World War begun. The United States Army reached France on June 26, 1917, and was greeted with flowers and many cries of ?Vive l' Amerique? or ? Long Live America?. Some Americans felt that they were repaying France for its help during the Revolution. Which was only their opinions. Many years after the first World War the United States entered the depression which gave the US more of an economic concern than the events overseas. A strong isolationist mood set in the country. When the European powers began to prepare and move toward war (World War II), the people of the United States felt that it was necessary to stay out of another conflict. The US later passed the Neutrality Acts which banned arms sales or loans to countries at war. War later broke out in Europe which caused many Americans to support the Allies, but few wanted to be drawn into war. The United States finally entered the was when Japan air forces bombed the US Naval Base- Pearl Harbor. The US was stunned at this sudden attack and later declared war on Japan. Three days later Germany and Italy declared war on the United States. These past events showed that the United States had mixed feelings on the idea of neutrality. During the first World War the US were some what proud to be part of war. While during the second world war the United States wanted to stay away from the fighting Europe. Now at the present the United States has used their power to control and maintain integrity of many worldly conflicts. But involvement has caused some discretion between the American citizens. On May 13, 1998 President Clinton decided to reprimand India for testing nuclear weapons.

Risk Management Plan Travel

Risk Management Plan Travel Trip Overview and Description Travel is a popular activity and involves visiting of variety of sites and participation in an assortment of activities. Due to the varied nature of terrain and risk involved with some activity it is essential to plan adequately prior to the excursion.Advertising We will write a custom essay sample on Risk Management Plan: Travel specifically for you for only $16.05 $11/page Learn More In line with this one of the most important activities to undertake prior to departure is to prepare an overview of the trip and highlight some of the expected activities (Stellin 2006). This is mainly important due to the fact that it helps in reaching the desired destination. This overview and description requires that some research is undertaken by the organizer of the trip prior to making travel arrangements. In case the party is undecided on a destination it is necessary to consider the goals of the trip and visit websites which can be very h elpful in identifying a suitable destination (Stellin 2006). Important aspects to consider include weather patterns and peak seasons. This will play a major role in deciding on methods of travel and weighing potential losses or gains from alternatives (Stellin 2006). Other necessary considerations include holidays and significant events within the locality. In addition to that high and low seasons are often accompanied with changes in prices and will have an influence on the budget and as such must be researched and mentioned in an overview. In addition to the above points it has been mentioned that a glimpse at government sites may be helpful to see the authority’s position in regard to your proposed destination (Stellin 2006). Information that may be gleaned from government include terror alerts, penalties for drug possession, medical requirements, traffic and road conditions, aviation standards and potentially useful information on banking and scams, etc. It is also crucia l to provide information on age demographics in relation to the trip to ensure appropriate participants are sought.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Leadership Before embarking on any outdoor activity it is essential to identify a leader for the proposed excursion. The main reason for this is due to the fact that should an emergency arise taking apposition of responsibility is potentially frightening. To avert such a situation it is best to select an effective, capable and trained individual to take on such a role beforehand (Barton 2007). The leader will take charge during an emergency where a democratic approach to solving the problem may lead to catastrophe. For this reason it is clear that the leader must possess some qualifications suitable for the role. The main role of the leader is to handle an emergency situation with as much concentration and focus as po ssible and avoid the distraction caused by panic (Barton 2007). It is suggested that though hands on involvement is useful, whenever possible a leader should delegate duties and create a sense of involvement. This allows the leader to focus on their key responsibility which is making good decisions and avoiding bad choices. It has been mentioned that the quality and experience of the leader can have major role to play in the safety and success of outdoor activity. The staff where available and leaders of outdoor activity are undoubtedly the most major influence on safety in any outdoor activity (Barton 2007). For this reason it is recommended that the leader is selected keeping these key traits in mind as opposed to the group disposition. Trip Itineraries In an outdoor activity the itinerary is the overall plan of how the activity will be carried out. It includes time for each activity, expected routes and a variety of information on the activity. The importance of the itinerary thu s grows based on the duration for the proposed trip or activity (Redmond, Foran Dwyer, 2010). A short trip such as a day hike on a well marked trail may not require much work as everyone knows where they are going. However, for a longer excursion a detailed itinerary detailing the specifics such as the size of the party, departure time and return time is crucial to manage safety for larger parties on longer excursions.Advertising We will write a custom essay sample on Risk Management Plan: Travel specifically for you for only $16.05 $11/page Learn More Such an itinerary should include the number of people in the party, their expected time of departure and return. In addition to that the equipment taken for the activity and the persons in charge of this equipment may need to be logged as well (Redmond, Foran Dwyer, 2010). On completion of the trip any changes in the itinerary can be used to form queries that may be the solution to an emergency that had tak en place earlier in the day. Maps and information about the region can be very useful and increase interest in the trip when included in the itinerary (See Appendix A B). It is advised to leave the itinerary with a responsible individual who can contact emergency services should there be a need for that (Redmond, Foran Dwyer, 2010). For example if on an outdoor hiking trip the itinerary could be handed to the ranger in charge of the park or attendant in charge (Redmond, Foran Dwyer, 2010). This document is also useful in estimating aspects such as walking pace to maintain during the excursion. In addition to that it is useful in planning various sections of the trip such as rest stops where the group can catch their breath while the leader checks whether the party navigation is on track (See Appendix C). Equipment During the management of outdoor activities equipment is crucial to the success and even the completion of various activities. For this reason in planning an outdoor ac tivity it is necessary to carry out a needs assessment to evaluate whet the program requires (Walker Seidler, 1993). This needs assessment involves an overview of the situation and makes considerations such as whether the program is new or existing. It is also crucial to consider if the activity is intended to be done for recreation or competitively (Walker Seidler, 1993). This is evident due to the fact that the needs for an elementary school will vary greatly when compared with those of a college. In making consideration on equipment to be used for the proposed activity it becomes important to consider the space available for this activity. This is because most equipment comes with directions on the space requirements for optimal operation. Lack of adherence to the considerations therefore renders the installation of such facilities unsafe (Walker Seidler, 1993).Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition to the above considerations it is clear that the desired activity will influence the selection and purchase of equipment. Alongside this comes the health and safety of participants involved. It goes without saying that the equipment chosen must first and foremost promote the safety of the participants for it to be considered suitable (Walker Seidler, 1993). Water Sources and Treatment It has been reported that the presence of large volumes of water is often regarded a fundamental requirement for outdoor recreation (Jenkins Pigram, 2003). This occurs for two reasons namely, the water acts as a medium for recreation or to enhance the appeal of the recreational setting. This position in relation to water lets us know that adequate consideration should be given to the water used in these settings. The activities undertaken in water include diving, snorkeling and other deep sea activities as well as rafting, canoeing and fishing which are more common in river waters (Jenkin s Pigram, 2003). Due to the widespread appeal of water for recreation there has been a surge in usage that has led to situation where water quality is lowered and thus unsuitable for outdoor activity. This is especially due to the fact that for activities such as fishing the quality and quantity of water play a major role in popularity (Jenkins Pigram, 2003). In addition to the above considerations it has been mentioned that in outdoor activities it is crucial to treat any water taken from unprotected sources (Muller, 2003). This arises due to the fact that such water which is available in these circumstances can cause illness and as such remedial action is necessary. In addition to that it is advisable to practice proper hygiene in outdoor activities (Muller, 2003). Untreated water comes with potentially harmful micro organisms such as Giardia which if ingested can cause serious medical problems to an individual (Muller, 2003). Such organisms are introduced to the water due to an imal activity or sewerage that seeps into the water from nearby settlements. For this reason it is advisable to purchase pills used for water purification prior to visiting these areas. Weather Related Information It is important that during any outdoor activity the collection of information is carried out as an ongoing process (Dickson Gray, 2012). Information such as predictions on weather patterns can be a major factor in relation to safety of outdoor activities. For this reason it is essential to update the party in relation to most current weather prior to embarking on an excursion while taking time to consult on any expected changes in weather (Dickson Gray, 2012). In this regard it has been observed that the internet and mobile technology has played a significant role in averting potential crisis (Dickson Gray, 2012). Due to this technology it is now possible to view live radar images and examine river height gauges within minutes as opposed to hours in the past. Some info rmation that may be relevant includes the expected temperatures, water levels in rivers and wind related information (See Appendix D). However, despite the advances in technology it has been observed that communicating weather information may at times be difficult due to remoteness. In such instances it has been suggested that good knowledge of the locale may prove useful in the outdoor activity (Dickson Gray, 2012). Transportation This aspect forms a significant part of the budget allocated for any outdoor activity (Harrison, 2012). For this reason a properly planned outdoor activity will require the analysis of various options for transportation. In this regard some considerations to make will include the type of vehicles, whether to lease or outsource transport another company, among other considerations. The age demographics of the group also play a role in selection of appropriate mode of transport for the activity. It is important to keep in mind that there are significant ri sks and legal implications to be considered in relation to transportation. The individual in charge must confirm efficiency and safety standards offered by any proposed contractor (Fulbrook, 2005). The distribution of routes and scheduling of transport must also be carefully coordinated and any changes quickly communicated to other members of the transportation unit. This is believed to be a sure way to minimize disorder and lack of satisfaction during the activity. Rules and Regulations In many outdoor activities there is a significant degree of risk involved which with the guidance of an experienced guide can be overcome. However, in certain instances there may arise occasions when due to unforeseeable circumstances an injury or accident occurs. It is reported that many times this occur due to lack of adherence to the laid down rules and regulations (Harrison, 2012). In order to avoid any subsequent legal actions that could come about it is considered wise to provide a document co ntaining the rules and regulations that will govern the trip and potential risks involved. In instances where such a document is produced and signed by participants, the organizer or individual in charge can be considered legally protected from legal action. This however does not imply that negligence is tolerated but acts as a barrier to protect the organizer from unfair legal actions (Harrison, 2012). Risk Assessment and Management In operating a successful outdoor program one of the major tasks is the evaluation and management of risks. The identification of risks involved can be achieved by using four specific categories namely field, operational, financial and strategic risks (Harrison, 2012). Field risks include environmental hazards such as flash floods. Operational risks include poorly managed equipment and inappropriately trained staff. Financial risks include unexpected financial losses due to increased expenditure during seasonal changes. Strategic risks include issues th at may arise due to lack of vision and foresight (Harrison, 2012). Once all the potential risks have been identified it is important to categorize them based on their likelihood to provide a clear picture of issues that need to be tackled (See Appendix E). Based on the picture presented it becomes easier to identify strategies to counter these potentially risky situations (Harrison, 2012). This process and the strategies identified form the organization’s risk management program and should be embraced within the organization as part of organizational culture (Harrison, 2012). Among the important aspects that may be included in such a program include possible additional training that should be given to staff. In addition to that it is crucial to identify and prepare material that needs to be shared with participants prior to the activity. Emergency Action Plan It should be noted that an emergency action plan (EAP) is a very essential component of any outdoor activity. There is no standard EAP for all outdoor activities based on the fact that facilities, communities, resources and communication facilities available vary a great deal (Moffitt, 2011). In addition to that the plan should be distributed t relevant personnel and participants as an invisible EAP is worthless. The EAP should include guidelines to be followed in various scenarios such as fires and other emergency situations. It must include guidelines on the evacuation routes and procedures to be followed in the event of an emergency (Moffitt, 2011). Such a plan should also include telephone numbers of hospitals and medical facilities close by to assist with casualties and other medical related issues (See Appendix F). As is seen in the appendix the document is a detailed writing that categorizes risks and clearly defines response to the risks within the organization. It also provides information on the staff in charge in case of an emergency and the training received for the situation (CDC, 2004 ). Contingencies Just as with any activity there is a need for some preparatory actions made to handle unexpected situations in business. For example, a camping site may be prepared to accommodate twenty tents but due to circumstances be forced to deal with twenty five tents suggesting an unexpected increase in the size of the party. These situations call for an alternative plan in place to handle such scenarios (Martin, 2006). In addition to such circumstances contingency planning should cater for activities that can be undertaken when weather interrupts or causes postponement of one activity in the itinerary. Such planning ensures participants are kept engaged and receive and experience worth their while. Miscellaneous In addition to all the above mentioned plans and guidelines there is still need to cater for additional requirements that may arise in the course of outdoor excursions. An example of this occurs where a member of the visiting party is accompanied by an aged person o r a young infant. In such cases the organization will need to have prepared or arranged to acquire some equipment such as safety seats for babies or wheel chairs to cater for senior citizens. To provide a memorable and efficient outdoor trip there is no limitation to the extent of preparation necessary. It is not uncommon to find that the more prepared organization attracts more clientele simply as a result of this. References Barton, B. (2007). Safety, risk and adventure in outdoor activities. London: Paul Chapman Publishing. Breckenridge. Sample Itineraries (n.d.). Retrieved from boec.org/programs/professional-team-building-retreats/sample-itineraries/ CDC. Emergency Action Plan. (2004). Retrieved from https://docs.google.com/viewer?a=vq=cache:lPZpfBXizoEJ:www.cdc.gov/niosh/docs/2004-101/emrgact/emrgact.doc+emergency+action+plan+samplehl=engl=kepid=blsrcid=ADGEESimoLwdaHAJZ5Drvtz7uVHmkBjZ5VaPbtqYwV9KHzpak1KRiZW7ZJ3VnUNeC_ZsuK9XznQ9ZKEG8D7Se47MrjYTstaa5n2S6ZYV_CL2m71aLxRRmXWmTQMc6q gwTvC2P9g3svFdsig=AHIEtbRx0MVkSuDJkVcNVX0Wn3NXCc-a7w Cyborlink. China Business Etiquette, Culture, Manners. (2012). Retrieved from cyborlink.com/besite/china.htm Dickson, T., Gray, T. (2012). Risk Management in the Outdoors: A Whole-of-Organization Approach. Melbourne: Cambridge University Press. Fulbrook, J. (2005). Outdoor activities, negligence and the law. Hampshire: Ashgate Publishing Company. Harrison, G. (2012). Outdoor Program Administration: Principles and Practices. Printed in the USA: Sheridan Books. Jenkins, J., Pigram, J. (2003). Encyclopedia of Leisure and Outdoor Recreation. London: Routledge. Martin, B. (2006). Outdoor Leadership: Theory and Practice. Printed in the USA: Human Kinetics. Moffitt, J. (2011). Day Camp Programming and Administration: Core Skills and Practices. Muller, J. (2003). The Colorado Year round Outdoor Guide. Golden, CO: The Colorado mountain Club Press. Redmond, K., Foran, A., Dwyer, S. (2010). Quality Lesson Plans for Outdoor Education . Champaign, IL: Human Kinetics. Stellin, S. (2006). How to travel practically anywhere. New York: Houghton Mifflin Company. Walker, M., Seidler, T. (19993). Sports Equipment Management. London: Jones Bartlett Publishers International. Yellowstonepark. Interactive map. (2011). Retrieved from yellowstonepark.com/maps-itineraries/interactive-map/ Appendix Appendix A: Sample Map of Yellow Stone Park (Yellowstonepark, 2011). Appendix B: Research and Supplemental Information on China (cyborlink, 2012). Appendix C: Sample itinerary (Breckenridge n.d.) Appendix D: Sample Weather Information (Dickson Gray, 2012). Appendix E: Sample Financial Risk evaluation (Harrison, 2012). Appendix F: Sample Emergency Action Plan

History of the Caste System in India

History of the Caste System in India The origins of the caste system in India and Nepal are not fully known, but castes seems to have originated more than two thousand years ago. Under this system, which is associated with Hinduism, people were categorized by their occupations. Although originally caste depended upon a persons work, it soon became hereditary. Each person was born into an unalterable social status. The four primary castes are Brahmin, the priests; Kshatriya, warriors and nobility; Vaisya, farmers, traders and artisans; and Shudra, tenant farmers, and servants. Some people were born outside of (and below) the caste system. They were called untouchables or Dalits- the crushed ones. Theology Behind the Castes Reincarnation is the process by which a soul is reborn into a new material form after each life; it is one of the central features of the Hindu cosmology. Souls can move not only among different levels of human society, but also into other animals. This belief is thought to be one of the primary reasons for the vegetarianism of many Hindus. Within a single lifetime, people in India historically had little social mobility. They had to strive for virtue during their present lives in order to attain a higher station their next time around. In this system, a particular souls new form depends upon the virtuousness of its previous behavior. Thus, a truly virtuous person from the Shudra caste could be rewarded with rebirth as a Brahmin in his or her next life. Daily Significance of Caste Practices associated with caste varied through time and across India, but all shared some common features. The three key areas of life historically dominated by caste were marriage, meals, and religious worship. Marriage across caste lines was strictly forbidden. Most people even married within their own sub-caste or jati. At mealtimes, anyone could accept food from the hands of a Brahmin, but a Brahmin would be polluted if he or she took certain types of food from a lower caste person. At the other extreme, if an untouchable dared to draw water from a public well, he or she polluted the water, and nobody else could use it. In religious worship, Brahmins, as the priestly class, presided over rituals and services including preparation for festivals and holidays, as well as marriages and funerals. The Kshatrya and Vaisya castes had full rights to worship, but in some places, Shudras (the servant caste) were not allowed to offer sacrifices to the gods. Untouchables were barred entirely from temples, and sometimes they were not even allowed to set foot on temple grounds. If the shadow of an untouchable touched a Brahmin, the Brahmin would be polluted, so untouchables had to lay face-down at a distance when a Brahmin passed. Thousands of Castes Although the early Vedic sources name four primary castes, in fact, there were thousands of castes, sub-castes, and communities within Indian society. These jati were the basis of both social status and occupation. Castes or sub-castes besides the four mentioned in the Bhagavad Gita include such groups as the Bhumihar or landowners, Kayastha or scribes, and the Rajput, a northern sector of the Kshatriya, or warrior, caste. Some castes arose from very specific occupations, such as the Garudi- snake charmers- or the Sonjhari, who collected gold from river beds. The Untouchables People who violated social norms could be punished by being made untouchables. This was not the lowest caste. The person deemed untouchable- and their descendants- were condemned and completely outside of the caste system. Untouchables were considered so impure that any contact with them by a caste member would contaminate the member. The polluted person would have to bathe and wash his or her clothing immediately.  The untouchables historically did work that no one else would do, like scavenging animal carcasses, leather-work, or killing rats and other pests.  Untouchables could not eat in the same room as caste members and could not be cremated when they died. Caste among Non-Hindus Curiously, non-Hindu populations in India sometimes organized themselves into castes as well. After the introduction of Islam on the subcontinent, for example, Muslims were divided into classes such as the Sayed, Sheikh, Mughal, Pathan, and Qureshi. These castes are drawn from several sources: The Mughal and Pathan are ethnic groups, roughly speaking, while the Qureshi name comes from the Prophet Muhammads clan in Mecca. Small numbers of Indians were Christian from around 50 CE onward. Christianity expanded in India after the Portuguese arrived in the 16th century. Many Christian Indians continued to observe caste distinctions, however. Origins of the Caste System Early written evidence about the caste system appears in the Vedas, Sanskrit-language texts that date from as early as 1500 BCE. The Vedas form the basis of Hindu scripture. The Rigveda, however, which dates from around 1700–1100 BCE, rarely mentions caste distinctions and is taken as evidence that social mobility was common in its time. The Bhagavad Gita, which dates from around 200 BCE–200 CE, emphasizes the importance of caste. In addition, the Laws of Manu or Manusmriti, from the same era, defines the rights and duties of the four different castes or varnas. Thus, it seems that the Hindu caste system began to solidify sometime between 1000 and 200 BCE. The Caste System During Classical Indian History The caste system was not absolute during much of Indian history. For example, the renowned Gupta Dynasty, which ruled from 320 to 550 CE, was from the Vaishya caste rather than the Kshatriya. Many later rulers also were from different castes, such as the Madurai Nayaks (who ruled from 1559 to 1739 CE) who were Balijas (traders). From the 12th century to the 18th century CE, much of India was ruled by Muslims. These rulers reduced the power of the Hindu priestly caste, the Brahmins. The traditional Hindu rulers and warriors, or Kshatriyas, nearly ceased to exist in north and central India. The Vaishya and Shudra castes also virtually melded together. Although the Muslim rulers faith had a strong impact on the Hindu upper castes in the centers of power, anti-Muslim feeling in rural areas actually strengthened the caste system. Hindu villagers reconfirmed their identity through caste affiliation. Nonetheless, during the six centuries of Islamic domination (roughly 1150–1750 CE), the caste system evolved considerably. For example, Brahmins began to rely on farming for their income, since the Muslim kings did not give rich gifts to Hindu temples. This farming practice was considered justified so long as Shudras did the actual physical labor. The British Raj and Caste When the British Raj began to take power in India in 1757, they exploited the caste system as a means of social control. The British allied themselves with the Brahmin caste, restoring some of its privileges, which had been repealed by the Muslim rulers. However, many Indian customs concerning the lower castes seemed discriminatory to the British, so these were outlawed. During the 1930s and 1940s, the British government made laws to protect the Scheduled castes, untouchables and low-caste people. A movement toward the abolition of untouchability took place within Indian society in the 19th and early 20th centuries as well. In 1928, the first temple welcomed untouchables (Dalits) to worship with its upper-caste members. Mohandas Gandhi advocated emancipation for the Dalits, too, coining the term harijan or Children of God to describe them. Caste Relations in Independent India The Republic of India became independent on August 15, 1947. Indias new government instituted laws to protect the Scheduled castes and tribes which included both the untouchables and groups living traditional lifestyles. These laws include quota systems that help to ensure access to education and to government posts. Because of these shifts, a persons caste has become somewhat more of a political category than a social or religious one in modern India. Sources: Ali, Syed. Collective and Elective Ethnicity: Caste among Urban Muslims in India, Sociological Forum, vol. 17, no. 4, December 2002, pp. 593-620.Chandra, Ramesh. Identity and Genesis of Caste System in India. Gyan Books, 2005.Ghurye, G.S. Caste and Race in India. Popular Prakashan, 1996.Perez, Rosa Maria. Kings and Untouchables: A Study of the Caste System in Western India. Orient Blackswan, 2004.Reddy, Deepa S. The Ethnicity of Caste, Anthropological Quarterly, vol. 78, no. 3, Summer 2005, pp. 543-584.

Dress Code in High Schools in United State Are you with or against Essay

Dress Code in High Schools in United State Are you with or against - Essay Example Administrations of high schools hold the responsibility of ensuring that their schools remain safe and orderly. With the Education Commission of States, ECS (2014) citing statistics from the National School Board Association estimating the number of guns snaked into American public schools at 135,000, the implementation of dress codes would play a critical role in identifying such persons and thus promote a safe school environment. Raby (2012) documents dress codes that require students to expose their belt lines as significant in deterring the concealing of guns under clothing. Furthermore, it is easier for intruders to be identified in a school that has a dress code (Wilder & Key, 2007). This plays a critical role in identifying any persons who come to school with ill intent. Schools that have implemented dress codes have recorded a decrease in fights and violence. Dress codes improve students’ academic performance. This is because, as documented by Gentile and Imberman (2010), having a standard way of dressing helps students concentrate on their academics. It saves a lot of time spent dressing, especially for adolescent students, thus saving time for studies and sleep, both of which promote academic achievement. Thus, dress codes help schools achieve their academic objectives. Thirdly, schools with dress codes have been noted to promote positive educational environments. Such positive educational environments have been promoted by requiring students to wear uniforms. Wilder and Key (2007) support this argument by giving an account of President Clinton’s 1996 State of the Union address which endorsed the idea of uniforms in schools following findings that school uniforms instilled student discipline, decreased theft and increased resistance to peer pressure. Sharing in the same sentiments, Raby (2012) observes that dress codes in schools reduce teasing among students. This promotes harmony in the school, fostering an appropriate environment

Facial Expression Categorization by Chimpanzees Using Standardized Essay

Facial Expression Categorization by Chimpanzees Using Standardized Stimuli - Essay Example Four experiments were conducted onchimpanzees using a set of standardized, prototypical stimuli created using the newChimpFACS coding system. 1) The first experiment was to determine whether chimpanzees could discriminate the3D facial expression figures in a MOT (matching-to-sample). It was a reproduction ofthe study by study by Parr, Hopkins, et al. (1998) Procedure: Data were collected on experimenting 6 male and female chimpanzees aged11 years and above. They were tested in their home cage. The computer placed in anaudio visual cart was positioned about 30 cms from the cage and the eye of each animalwas about 40 cms from the computer. A joystick was attached protruding 4 cms into themesh. The experiments conducted were: 1) Initial Discrimination of Poser Stimuli 2)Inversion Effect for Facial expression 3) Examining Perceived Dissimilarity usingMultidimensional Scaling 4) Discriminating Facial Expressions using ComponentMovement. Experiment 1:The aim of this initial experiment was to verify whetherthe Poser facial expression stimuli were prominent for the subjects, and whether it couldbe discriminated at high levels of skill and that expressions were dealt with no evidentparent stimulus biases. The analysis showed that 'scream' was the most salientexpression to single out. In fact the subjects reached the final testing criteria for screamsin minimum time. Experiment 2:Experiment 2 revealed a significant inversion effect suggesting a generalconfigural processing strategy for all expressions. Experiment 3:Subjects' pattern of error when differentiating all expressions. Apart from screams and pant-hoots showed much difference based on the identity of thefoil expression. They share the majority of their individual component movements, suchas the bared-teeth display, the presence of these similarities did little to confuseperformance. The MDS analysis provides a statistical interpretation of howexpressions were categorized based on their perceived dissimilarity. Experiment 4:The results showed that for each facial expression, at least one component movement wasseen to