Compare and contrast Pascal, Voltaire, Hume, Kierkegaard and Nietzsche Essay

Compare and contrast Pascal, Voltaire, Hume, Kierkegaard and Nietzsche - Essay Example He stipulated in his popular ‘Pascal’s Wager. He said the people would lose very little for believing that God exists regardless of whether he exists or not. On the other hand, he stipulated that people would gain a lot for believing that God exists. In this case, he concluded that it is appropriate for people to believe that God exists and behave in an appropriate manner. Pascal said that he would rather be frightened of being mistaken about the existence of God. Therefore, Pascal’s Wager is regarded as a rationality of belief in God. His views are directed to those people who waver as opposed to those people who do not believe in the existence of God (Asiado). Voltaire’s life is described as a paradox. In this case, he despised humanity yet he was fond of men. Moreover, he did not believe in God but in real sense he dedicated his life to find him. He stipulated that no religious text or revelation is needed to allow people to believe in God. He believed in the universal laws which are focused in the moral world which are observed in all religious systems. In this case, people are required to have respect for nature and the contemporary world. Voltaire believed that there exists a supreme, eternal and intelligent being. He believed in reason and not faith (Graves). Hume is regarded as an empiricist. He believes that belief would be regarded as rational if there is sufficient evidence to support it. In this case, he questions whether there is enough evidence in the world which would convince people to believe in the wise, powerful, good and a wise God. For example, Hume was very critical of the Catholic Church. He described its activities as ones that are guided by idolatry and superstition. He also stipulated that they practiced uncivilized beliefs. Moreover, he regarded Protestants as corruptors of belief (Quinton, p, 3). Therefore, in this perspective, it is true that Hume was skeptical about religion. Kierkegaard was a religious poet. In this

History of dance Essay Example for Free

History of dance Essay How could you leave your country? The place you grew up in, how could you leave your loved ones in a place so bad you had to flee it yourself? The production of ‘Look the other way’ choreographed by Cadi McCarthy is clearly emotionally attached to the performers. Look the other way describes how people had to leave their home and become refugees, their fear and hatred needing the encouragement to move forward. The mixture of contemporary and hip hop really drives you into the performance and makes dancers, public and even you feel like a part of the attraction. The choreographer clearly displays the variety of talent and emotive skills that all of the dancers consist of. The different interrogations of each dancer themselves are astonishing, having a wide range from the strength and intensity movements by Peter Fares to the smooth, soft and meaningful movements danced by Yillin Kong. The artistic use of props and lighting gives the texture of the movements on the performers and their facial expressions gave an overwhelming feeling inside; it’s a wakeup call to seeing how lucky we are as a country. This was a very effective way to get the audience’s attention. Having to look the other way when all you feel is hopelessness is a very difficult thing to do. The characters make you feel as if they are portraying their country, getting away from the outrageousness and the terror. Sharing their side of the horrific stories. All distributing the same emotions betrayal and being forced to look the other way. The choreographer immersed herself into the stories of the young people who had overcome the sacrifice of fleeing their country to have freedom in Australia. Cadi McCarthy clearly and successfully got her intent to the target audience (young students) expressing the dreadful descriptions by educating us through contemporary and hip hop dance. There are seven characters (not including the two boys who are still learning English) in the performance, each with different difficulties and reports to share with the world. They all show tolerance and ignorance to not give up and not give in. The movements and space used in this choreography by Cadi McCarthy entitles the effects and emotions she wants the audience to feel. Each performer had their own special techniques which was used to their advantage. Movements such as slowly walking, shaking, and closed shapes, sharp turns, counter balancing and falling, these are indications of being pushed around. The fast, muscular movements were intimidating and in each other’s personal space. The most significant peace was the Riot (Fight scene) which was done in a group, but danced in duets. Showing the mob mentality, strength and power, giving the truthful facts that no matter how many times you’re pushed down, you shall thrive to get back up again, keep moving forward. The costumes seemed rushed and not restricted which gave them freedom to move the clothing looking very unfavourable. Using very natural colours such as black, skin colour, white, and a flowered dress worn by Yillin showing the audience that they were in a rush, all they had was the clothing on their backs. The lighting effects by Andrew Portwine was dim and organic to set the mood, the angles of the light reflected off the dancers faces to give texture, dark gloomy looks. The overall costumes and lighting was more than successful and gave the illusion to hardship for the audience. Tristen Parr and Matt Cornell did exceptional work on the soundtrack. The music had been made from scratch so it was an original peace. In the performance the music was recorded and instrumental throughout. You could feel the classical vibrations as if atmospherical, representing the extreme adversity and struggles (Production2; Sacrifice, where videos are used to tell us about true stories). There were sections of the performance where the sound was live, like the word monologues where each dancer talks about accountings explaining what it was like to be a refugee (Peter Fares holding Yillin Kong on his shoulder while telling the story of his parents from Israel, Lebanon, and Syria to Australia). The most memorable and major feature of the props used was the ‘Opening boards’ (Designed by Laura Boynes and Tristan Parr) where the characters drag themselves across the stage and stand up onto a rocking board, representing the uncertainty to travel, external and internal fear of leaving their loved ones, the experience’s to come. Using the boards as a boat and steps revealing their long journey to find freedom, using the rocking motion traveling the entire emotional ride with the characters. The boards drew the audience’s attention straight away to the restlessness and fear. The backdrop of four walls that were recycled substances designed by Monique Wajon (makeshift of materials found in refugee camps). These props communicated to the audience giving meaning and belief to the dance. The Buzz Dance Theatre has accomplished in reproducing all viewpoints of refugees, immigrants and asylum seekers. Every possible aspect of contemporary and hip hop dance was put into this performance to accomplish the priorities and achievements of triumphing to the top. Each dancer attributes to the story in individual ways choreographed by Cadi McCarthy. I personally found that every phase used for this special performance including characters, music, costumes, choreography, set and props all worked exceptionally well together to produce a stimulating and significant enactment. Although a little dark I was defiantly motivated at the end of the performance.

Relationship Between Organization And Information System Information Technology Essay

Relationship Between Organization And Information System Information Technology Essay An information system provides procedures to record make available information, concerning part of the organization, to assist organization related activities. Information systems are more then the computers. Effective usage of information system requires a thorough understanding of the organization, its management and the information technology it implies. Information system is defined as the combination of hardware, software, infrastructure and trained personnel organized to facilitate planning, control, coordination, and decision making.(Web-2). Three activities; Input, Processing, and Output in the information system produce the information that are needed to make decision making, Analyzing the problems, controlling operation, and in launching new products. Input collects the raw data, which is manifested into meaning form by the Processor and Output transfers the processed data to the relevant person. Super market check-out is one of the most common examples of uses of information system used by the retail industry. It holds loads of valued information. It keeps millions of data, such as product cost and the details, product identification number and number of product sold out. On the basis of the information collected, companies analyze the total number of the items sold out, items left in the stock, items that sell most, the stuff that need to ordered, and the most analyze its sales. Information system is divided into operational, knowledge, management and strategic level and into five major functional areas; production and manufacturing, Finance, Accounting, sales marketing and Human resources. (Laudon and Laudon, 2003) A strategic level system helps senior management in tackling and addressing strategic issues in order to support the long range planning. Management level systems supports in monitoring, controlling, decision making, and administrative activities for middle managers. Knowledge and data workers are supported by the knowledge level system. Its importance is felt, when new ideas (knowledge) are to be injected into the organization. And basic activities and transactions of the organization (such as cash deposit, sales, receipts, payroll etc) are done by the operational managers, which is supported by the Operational level system. It is clear from the above classifications, that the information system is vital for every level of the organization. Sin ce, every level within the organization is interdependent. Any mistake, delays in information passage in any of the level, is enough for downfall of the organization. Similarly, in many ways, the information system supports the main business functions. For example, sales and marketing information system helps the firm to explore markets for its products or services, develop products and services that meet customers need and promote and sell those products and services. The manufacturing and production information system is responsible for planning, development and production of goods and services and control the production flow. Likewise, finance and accounting information system helps to set up long-term investment goals and provide long-range forecasts of financial performance of the firm. It also helps the managers to manage and control the firms financial resources. Moreover, human resources information system plays a vital role for managing the people effectively. It keeps and maintains employee records which makes easy to analyze and evaluate job performance, conduct recruitment and selection, training and development and retention as well. Managers and the Organization cannot ignore information system due to its critical nature. The influence and the importance of information system are evident in decision making, planning, and management of its employee and in management of the products. One of the most important roles of a manager is to make effective decisions which is very challenging job of the manager. The managers often depend on information system to make decisions because it helps to communicate and distribute information. Interdependence between the business strategy and the information system is becoming more and more complicated. Any change in any of the components has overall effect on the organization. Future prospect of any organization wholly depends on the information system it relies on. The following figure shows the relationship between organization and the Information system. When rules, procedures and strategy of the organization have to be changed, it is also important to change hardware, software, database and, telecommunication. One of the reasons behind the vast importance of the information system in any organization and its effect on so many people is because of the high power and falling cost of the computer technologies. Interdependence Organization Information System Business Strategy Rules procedure Software Telecomm-unication Database Hardware Figure1. Relationship between organization and information system A theory based on both economic and behavioral approaches has made us easier to know the affect of information system on organization. According to Economic Theory, Information technology helps firm contract in size, because it helps to reduce the transaction cost. According to (Williamson, 1985; Coase, 1937), using market place is expensive because of the problem of communicating with distant suppliers, buying insurance, obtaining product, and so on. According to Transaction cost theory, firms and organization try to lower the cost of transaction as much as they do on production costs. It also reduces Management costs. Similarly, according to Agency theory, firms are viewed as the nexus of contracts among self interested individuals who most be supervised and managed. (Laudon and Laudon, 2003, p80). Information system is a multidisciplinary field having different perspectives on information systems. In order to make the information system work properly, a lot of social, organizational and intellectual investments are required. It is divided into two different approaches, i.e, technical approach and behavioral approach. Technical approach includes computer science, management science and operations research where computer science purely deals with the computer system such as computation methods and efficient data storage and access method. The management science is responsible for developing models for decision-making and management practices. Similarly, operations research emphasizes mathematical techniques that help organization to optimize selected parameters such as transportation, cost of transaction and inventory control. So, technical approach is concerned with mathematically based models, physical technology and the capabilities of these systems. Behavioral approach focuses on the changes including management and organizational policy, attitudes and behavior. Although it does not normally focus on technical solutions, it does not ignore technology. The models used in this approach help to explore different issues which can not be explored through technical approach. Important concepts and methods are generated from other behavioral disciplines. For example, sociologists study information system in order to get knowledge about how development of system is shaped by groups and organizations. Similarly, the psychologists study information system so that they can know how human decision makers understand and use formal information. On the other hand, the economists study information system to know what impact has been created by system on cost structure of the firm and the markets as well. The ideas from the sociological, psychological and political point of view are useful in determining the behavior of individual firms, which i s stated by the behavioral approach. It is clear now that the introduction of information system in organization is to improve its effectiveness and efficiency. Automated activities helps in the reduction of the cost incurred, brings more accuracy then the human minds, and the most is the Speed. It saves time and reduces unnecessary costs. Organizations like British gas, British Petroleum, Banks and many more calculates lots of customer bills and other activities, which is only possible through the use of information system. It can be said with guarantee that many large companies would not survive more than 24 hrs without information system. On the contrary, its dark side on the cost at initial installment, the changes that comes along with it, and reluctance of the employee to go with it, and the cost of unproductive information would cause a severe problem to the organization.

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay

Analyze Role Of Mentor Developing And Delivering Teaching Nursing Essay The role of the mentor in nursing is a crucial one and should not be undertaken lightly, it is a privilege with much responsibility, as the mentor is accountable for their own and their mentorees performance. It is a privilege as a professional nurse mentor to be able to help a student realize their potential and rewarding to see them putting the theory they have learned into practice and helping them get the most out of their placement. The role of the mentor cannot be over-emphasized; learning experience in the clinical setting ensures that the nurses and midwives of the future are fit to practice (RCN, 2007) and in this way the role is central to patient safety. Most registered nurses in the NHS will be expected to assume the role of mentor and with 50% of pre-registration nursing programs embedded in practice (RCN, 2007), with resources becoming less and less and the NHS becoming busier and busier, practice learning and mentoring play an increasingly important role. Mentorees nee d to be able to rely on the consistency, competency and superior knowledge and professionalism of the mentor to guide their learning, assess their competence and thus effectively act as gate keepers to the profession (Duffy, 2004) and as such is an extremely important role. The following essay will draw upon types of leadership to enhance the skills of the mentor and improve the relationship between the mentor and mentoree. The first question that needs addressing, is what is a mentor?. There exists many definitions, and the term mentoring has been used interchangeably with, preceptor, coach, supervisor and teacher (Morton-Cooper Palmer, 2000). Price (2004) defined it as an experienced professional friend, charged with the teaching, guidance and assessment of a learner in practice. The NMC considered it as, a mandatory requirement for pre-registration nursing and midwifery students (NMC, 2006a). Some have defined mentoring as essentially an evidence-based intervention that inspires confidence and innovation, and encourages continuous professional development, (Jakubic, 2004). In addition mentoring can be both informal and formal; informal mentoring is often used as an adjunct to the more formal process of supervision and is based on a agreed plan of action to help the mentor achieve realistic goals or address specific problem areas. Whereas formal mentoring involves a structured and time managed proces s with clearly set objectives to be realised in a timely manner (Tourigny Pilich, 2005). The role of the mentor primarily is to enable the student to understand the theory and its application in in the clinical context; the mentoree must learn to put theory and knowledge and be able to apply what they have learned to clinical practice. This process involves among others, assessing, evaluating and providing constructive feedback. It also involves assisting the mentoree in developing the ability to constructively reflect upon their practice and experiences and importantly be able to learn from this reflection (Schon, 1983). It is important to note that in order to facilitate reflection the mentor themselves must be able to self-reflect. The mentor must also have adequate knowledge and skills in order to integrate theory and practice effectively, (Eraut, 2004). The RCN (2007) in their toolkit for mentors draw attention to the obvious but crucial need for the mentors to be fit for effe ctive practice themselves and to have the depth and breadth of learning to be awarded a diploma or degree (RCN, 2007). The RCN also states that, a mentor is a role model and as such should be aware of their own practice and how it impacts the mentorees; the imitation of bad habits is not desirable. The mentor should be able to encourage, motivate and help the mentoree to improve skills and practice thereby increasing their confidence. It is also important that the mentor has the confidence in their own practice and knowledge in order for them to instill confidence in the mentorees. Mentors also need to have the experience and knowledge to identify learning points in practice, for example where something could have been done in a more productive manner or where an important mistake has been made; which is partly the reason for mentors being required to have at least one year experience post-registration. This can only really be achieved if the mentor has the interpersonal and communi cation skills required to build a professional relationship in which honest, objective and constructive feedback is received and given. It is also crucial for effective practice learning, that mentorees need time and attention from their mentors (the RCN, 2007, state that 40% of the time should be spent with the mentoree).Turner (2001) describes the pressures on clinical staff and the impact of high patient turnover resulting in little time to devote to the supervision of students; an issue that is exacerbated by the increasing demands on the available practice placements (Bennett 2003). This however is not set in stone as different people have different rates and styles of learning; what works for one does not necessarily work for all. The competent mentor should be able to discern the appropriate approach for each mentorees learning style and should not impose theire preferred way of learning and mentoring on the mentoree. Learning styles include; activists, those that are very active in their learning, reflectors, those that stand back and think over what they do and what others do, the theorists, they approach le arning from an almost empirical standpoint, they reject everything that does not have evidence and do not like subjectivity (Bayley, Chambers Donovan, 2004). The fourth style of learning (according to Honey Mumford, 2000) is that of the pragmatist; the pragmatist likes solving problems , likes to learn through trying new approaches and getting feedback, (Bayley, Chambers Donovan, 2004). Therefore if the mentoree has been identified as largely an activist then emphasis could be placed on learning through action, giving them new challenges often enough ensuring they do not get bored whilst making sure they learn and retain that learning, from each challenge and experience. It is down to the skills and competence of the mentor to detect the mentorees learning style and then tailor their learning plans, structures/ strategies to meet the needs of the mentoree. As well as interpersonal and professional leadership styles the mentor (and the mentoree) must both keep thorough records of the mentorees progress. Research has shown that innovation was taking place in practice based learning but it was not recognized because there was a lack of formal documentation (Aston et al, 2005). Effective and comprehensive records have to be completed so that the mentor can see how the mentoree is progressing and what they still need to work on. Similarly it is also important that the mentoree keeps thorough notes of what they should be doing, what they have found difficult and what they are still to do. A corollary to the need for thorough, comprehensive records is that of assessment which the mentor has to carry out; they must ensure that essential clinical skills are completed. To carry out a thorough assessment the mentor has to be sure what they want to measure and how measurement can be done, for example the mentor cannot asses most clinical skills by verbal communication alone, the mentoree must be observed in practice (perhaps asking patients if they thought their care was good). To be an effective mentor one must be able to evaluate which involves a number of skills, including observation, communication, confidence in ones own professional ability and knowledge. In the evaluation process the mentor must be able to identify problem areas partly by observing the mentorees practice and also by the mentorees self reports and assessment. It is also incumbent on the mentoree to identify failing students; this is crucial as patient safety could potentially be at risk if the mentor fails to spot a failing mentoree (RCN, 2007). There are a number of actions that a mentor can take to identify a struggling student; for example if a mentoree does not respond to constructive feedback and fails to incorporate improvements suggested by the mentor, if they are inconsistent in the clinical practice, high absence rate, or is unable to organize or plan their time adequately (Maloney et al., 1997). Duffy (2004), in her study of nurses in Scotland, found that all mentors highlighted the need for the topic of failing nurses to be addressed in mentorship programs. Duffy goes on and state that; the literature supports the view that mentors feel ill prepared for their role and given that mentors are ill prepared for their role in failing students it is recommended that mentorship programs address the issue of accountability (Duffy, 2004). The next section draws upon leadership styles to help the mentor. Any individual mentor will also have their own particular approach, Bayley et al (2004) list them as; authoritarian, as the name suggests, democratic, developmental, and task-orientated. The task-orientated approach, again as the name suggests, may be the most appropriate for a mentoree who has been identified largely as a pragmatist. The mentor should be able to understand and identify different learning styles and must adapt their own approach to mentoring to suit the needs of the mentoree. Moreover, the more contemporary styles from the leadership literature of transformative and transactional leadership styles can be applied to mentoring. The transformational leader (mentor) does not always lead from the front but tends to delegate responsibility amongst their team, they spend much of their time communicating and are highly visible and accessible (Bayley, Chambers Donovan, 2004). This leader tends to focus more on the needs of the members and their wants; they try to involve all members to work together. The transformational leader is quite similar to the democratic style as both leaders value fellow team members and focus on empowering nurses (Bayley, Chamber Donovan, 2004). Transformational leaders are inspirational and easily motivate those under their leadership (Aarons, 2006); they go above and beyond exchanges and rewards which are inherent in transactional leadership styles (see below). The transformational leadership style is said by some to be best suited to close supervisory relationships, compared with more distant relationships (Aarons, 2006) and this close relationship may be typical of a supervisor-supervisee relationship and is also captured in the notion of first-level leaders (Priestland, 2005). Mentors can be thought of as first level leaders as they are functionally close to the mentoree, in the organizational setting and because of that are vitally important, (Aarons, 2006). Mentors work closely with their mentoree, the RCN (2007) in t heir guidance for mentoring stipulates spending 40% of the time working and observing the mentoring. This leadership style would be good for the mentor mentoree relationship as the mentor is inspirational, positive and innovative; inspiring new, creative ideas and fosters an open honest learning relationship. This is a type of leadership that allows a person to step away from their comfort zone, promotes a high level of openness and innovation, is externally open in the hope of developing a high level of discovery and competence; they embrace deep change in order to obtain meaning, purpose and vision. The transformational leader (mentor) according to Aarons (2006) is a leader that works towards a goal in order for both members to benefit (Aarons, 2006). This style although appropriate for the needs of the mentor-mentored context perhaps could benefit from the some of the principles from the transactional leadership style outlined below. The transactional leadership is orientated towards satisfying subordinates self interest through suitable transactions in the work environment, (Aarons, 2006 ). There is a clear structure with this leadership style and Aarons (2006) comments on it as being a give and take technique. Rewards are given for work that is done, the work is set for the members and recognition is given when the task is completed; in this way it would be applicable to the mentor-mentored as mentoring should have a clear structure and achievement should be rewarded, however failure should not be punished but recognized and learned from . The transformational leader is similar to the autocratic style as there are clear set tasks within set time frames, the task is order to be done by the leader and the members will follow orders in assurance they will be rewarded. Aspects of the transactional leadership coupled with the innovative and open transformational style may be the most appropriate style; providing bot h motivation, inspiration and structure and security. The new nurse has just stepped from a secure environment of university and now has to be able to control what is happening within their new clinical setting. Whilst structure and security are important for the mentoree it is also important that they feel they are able to speak freely, honestly and openly to their mentor; for example the mentor should encourage the student to ask questions and speak openly and honestly about their views on the progress, and the mentor should give praise where it is due, as suggested in the RCN Toolkit (2007).The new or student, nurse need to feel secure within the ward; they are new to the role within the team and have a need to be perceived as confident in what they are doing. The mentor is also responsible for the professional socialization of a new nurse in the clinical setting (Bulman Schultz, 2008). The need to fit in must be balanced with the need to perform. Professional socialization is s een to be a process in which a person acquires a professional identity, and thereby is accepted by others in the profession (Bulman Schultz, 2008). Having support from their mentor is vitally important when making the transition from student to qualified nurse; their experiences can help to set aside any worries and issues that are felt by the new nurse. The mentoree is on a journey with a steep learning curve and it is the role of the mentor to help the them navigate the problems and challenges and help transform them into learning experiences, therefore the mentor should be able to identify learning opportunities which step from student to staff nurse is a journey that involves many problems and uncomfortable situations, though these problems are what help the student to learn and develop. The mentor is an integral part of the learning and orientating process of the new nurse, not only do they explicitly teach and inform but they also play a large part in the implicit learning process; for example positive role modeling and practice under supervision of the mentor helps the mentoree to develop the processes of integrating the knowledge with the conditions under which that knowledge applies and the culture in which that knowledge is used. A key skill required of students is that they learn to integrate into the culture and communiti es of practice (Eraut 2003). Mentoring, in an increasingly stretched national health service, is becoming more and more important; if done effectively it can instill confidence and competence it can also ensure that the mentored are comfortable with their identities and competencies leading to the retention of good nurses who contribute in the effort and emphasis of maintaining nursing excellence in practice (Godfrey, Nelson, Purdy, 2004).

Coors :: essays research papers

The Coors company got started when Adolph Coors and was 15 years old when he tool a ship to New York form Germany in 1868. With his savings and with the help of a partner, he started developing a brewery. Which took place in 1882. Then he bought his partner out and Adolph Coors started running on his own. As Adolph’s progress was going, people started to fight the sins of drinking and along came prohibition. Because of prohibition Adolph turned his brewery into making porcelain and selling malted milk instead of making beer. Adolph during the WWI he had to work really hard to get drinking legal again because of prohibition. His son Adolph Jr. Coors had help his father keep the business and to keep it running in the 1920’s. Adolph Jr.’s father died in June of 1929, the age of 82, as he was on vacation with his wife. While his wife was trying to get over influenza. They were unsure of his of his death; it could have been suicide. But after his death he left his ch ildren 2 million dollars and the brewery. 1933 prohibition was repealed. One of few breweries that actually lasted. During 1933 Adolph Coors Jr. took over the business after his father died. During the great depression Adolph the 3rd got ready to join the brewery business and also Joe and Bill joined too. There was a one-week strike from labor force. Many people thought that Coors discriminated against blacks, women, and homosexuals. Joe and his family plus his business was not publicly scared because of Joe Coors expressing his views and onions open. In the 1977 Coors business workers went on strike against lie detector tests, personal trust, and like searches discrimination everyone protested against Coors beer. It was almost 10 years before the boycotts against Coors ended.

Politics of the people Essay -- Analysis, South American Politics

Politics of the People touches on a multitude of topics discussed this term. The article brings to light the issues in South America. Specifically in the Amazon, surrounding big oil companies, the destruction of land and environment, and the destitution of the people of Ecuador and how the people and NGO's have taken action to fight it. In this territory of the Amazon according to Judith Kimerling, â€Å"the oil spills and contamination of this region of Ecuador equal or supersedes those of the 1989 Alaskan Exxon Valdez oil spill.†(81). What this means is that this area has been polluted greatly and since 1993 the inhabitants of this territory have been fighting big oil. The land is unusable with that level of pollution. This land has been taken over by OCP's which are large pipelines running through the land to transport oil, this is a fantastic example of the industrialization of a 3rd world country. An NGO by the name of Accion Ecologica was one of the groups that early on spoke out in recognition of the devastation happening to the land. The devastation of the land in Ecuador reminds me of a film about fracking I saw and how the people who lived on the land were the first to notice the problems with big companies taking over the natural resources. In the article they spoke of â€Å"large flames that soar through the sky, creating an immense heat and loud, searing noises.†(82). This is just one example of the inconvenience of the developing oil company in the Territory. Additionally the people live on this land have been speaking out and noting they are having health problems and that it is spreading to the animals, one man's home was destroyed by an explosion of a pipeline behind his home (82). Due to these extreme concerns ... ...with. Lastly the companies that go to these lesser countries to mass produce whether it be oil or denim do so because the laws are less strict and they see a loop-hole around taxes and fees and environmental laws. In the Texaco/Chevron case â€Å"Chevron's attorney argues that the local communities should blame their government†(90). I think that the people are already blaming their government but the at the end of the day the oil companies are to blame too. The goal of this whole ordeal was to â€Å"raise awareness among its partners about the struggles of other around the globe† (92). I would deem their goal as successful, and as oil companies continue to make mistakes whether it be bypassing human rights and environmental rights knowingly or just have neglected equipment and back up plans in case of a spill like in the gulf coast, the people of the world are aware now. Politics of the people Essay -- Analysis, South American Politics Politics of the People touches on a multitude of topics discussed this term. The article brings to light the issues in South America. Specifically in the Amazon, surrounding big oil companies, the destruction of land and environment, and the destitution of the people of Ecuador and how the people and NGO's have taken action to fight it. In this territory of the Amazon according to Judith Kimerling, â€Å"the oil spills and contamination of this region of Ecuador equal or supersedes those of the 1989 Alaskan Exxon Valdez oil spill.†(81). What this means is that this area has been polluted greatly and since 1993 the inhabitants of this territory have been fighting big oil. The land is unusable with that level of pollution. This land has been taken over by OCP's which are large pipelines running through the land to transport oil, this is a fantastic example of the industrialization of a 3rd world country. An NGO by the name of Accion Ecologica was one of the groups that early on spoke out in recognition of the devastation happening to the land. The devastation of the land in Ecuador reminds me of a film about fracking I saw and how the people who lived on the land were the first to notice the problems with big companies taking over the natural resources. In the article they spoke of â€Å"large flames that soar through the sky, creating an immense heat and loud, searing noises.†(82). This is just one example of the inconvenience of the developing oil company in the Territory. Additionally the people live on this land have been speaking out and noting they are having health problems and that it is spreading to the animals, one man's home was destroyed by an explosion of a pipeline behind his home (82). Due to these extreme concerns ... ...with. Lastly the companies that go to these lesser countries to mass produce whether it be oil or denim do so because the laws are less strict and they see a loop-hole around taxes and fees and environmental laws. In the Texaco/Chevron case â€Å"Chevron's attorney argues that the local communities should blame their government†(90). I think that the people are already blaming their government but the at the end of the day the oil companies are to blame too. The goal of this whole ordeal was to â€Å"raise awareness among its partners about the struggles of other around the globe† (92). I would deem their goal as successful, and as oil companies continue to make mistakes whether it be bypassing human rights and environmental rights knowingly or just have neglected equipment and back up plans in case of a spill like in the gulf coast, the people of the world are aware now.

Cooking with Your Children Essay

How many parents take the time to cook with their children? How many of you were taught to cook by your parents or someone else in your family? I actually started cooking with my mother when I was 6 years old rolling out bread dough to make crescent rolls (homemade, of course). Due to my childhood experience, I now cook with my children at least twice a week. Since I am normally only home on the weekends to see my children, I use this time for bonding; as well as for teaching them skills that they will need in order to survive in today’s world, better known as life skills. Cooking with your children is great way to strengthen family bonds, while enforcing math and life skills. First, cooking with your children can create strong family bonds. This provides the opportunity for spending quality time with your children. While preparing meals, daily discussions regarding current topics in and about their lives are abound (â€Å"How was your day†, â€Å"What did you do in class†, â€Å"Have you spoken to your grandmother†). These discussions during meal preparation can lead to enjoyable moments that children tend to remember as they grow older. They then share these experiences and moments with their children [ (Eisenhower) ]. In the words of my favorite T. V. Cook, Alton Brown of â€Å"Good Eats†, â€Å"Cooking with children is just plain fun†. How can you not have fun in the kitchen while cooking with your children? Yes, it can be messy; yes, it can be time consuming; but that is what makes it a fun learning environment. Make mistakes, get messy, have fun. Secondly, cooking with your children will teach them a necessary life skill, a required skill that they will need in order to survive on their own. Cooking not only teaches food preparation, but also educates them on making healthy food choices [ (Eisenhower; Ryan) ]. By allowing them to cook for themselves, they are not dependent on fast food or constant dining out. It also teaches the principles of time management. For example, if for dinner we are having a roast that requires four hours of cooking then they need to consider that the additional sides or â€Å"fixings† should be prepared in a sequence that would allow them all to be ready at the same time as the roast. These basic life skills of cooking and time management are important for your child and are necessary for them to survive. Third, cooking with your children helps to reinforce their math skills. Having your child count the beans or carrot sticks gives them a reason to count. It makes counting fun & purposeful or â€Å"Purposeful Counting† [ (Marinelli) ]. Employing your children in the kitchen can be fun and will reinforce their measuring skills. Using the volume method of measuring, such as one-quarter cup of flour or two cups of sugar, helps children to visualize the actual measurement. In my household, we also use ruler measurements when baking. When making cinnamon rolls we measure the length and width of the rolled dough for proper sizing. In the case of the cinnamon roll dough, we are looking for a perfect rectangle. In other baking situations, we will use other geometric shapes including circles, triangles, squares, cones. Cooking also teaches and reinforces their skills at telling time, which will assist with proper time management. Such as with the aforementioned roast, if you put it in the oven at 4 P. M. and it takes one and half-hours to cook, you can ask, at what time does the roast have to be taken out of the oven? Having your children count, measure and tell time can reinforces those skills with â€Å"Purposeful Counting†. These activities conducted in a fun atmosphere and used in â€Å"real world† situations reinforce the basic life skills that are important. In conclusion, Cooking with your children can create a naturally fun environment for family bonding. It gives them some of the skills, cooking and time management, they will need to survive. As well, cooking reinforces their math skills by letting them use what they have learned in a â€Å"real world† situation. Taking the time to cook with your children will create stronger family bonds, teach them basic life skills that they will need as they grow older and reinforces many math skills that they will not only be able to utilize at home but in school too. Works Cited Brown, Alton. â€Å"Apple Family Values† Foodnetwork. com, Food Network Season 2 Episode EA1B03 Video. Eisenhower, Julie. â€Å"Cooking With Children. † The Saturday Evening Post , Curtis Publishing August 1975, 94-110 Print. Marinelli, Noel. â€Å"Count & Cook. † Scholastic Parent & Child, Scholastic Publishing March 2006, 73 Print. Ryan, Kelley & Andrea. â€Å"Cooking With Kids. Nebraska Kitchens, Nebraska Life Publishing June 20088, 37-39 Print.