Free Essays on Paperless System

In the past, Vanderbilt University Medical Center has been in the dark ages with regards to the â€Å"paper shuffle.† Patient records, clinical notes, test results, phone messages, physician orders, faxes, and many items were recorded and transmitted by paper. This process was not only costly, but very time consuming. Staff had to spend hours sorting, copying, transporting, filing, and managing records. Physicians had to take time away from patient care in order to complete all the paperwork necessary for continued patient care. In January 2002 staff and doctors within the department of Medicine began using a new system. The E3, electronic by 2003, project allows physicians and staff to process paperwork on a computer network. From office computers and other locations, a patient’s record can be accessed through a web server. All the previously mentioned messages, notes, orders, and etcetera can be processed without paper. E3 also connects and aligns with Vanderbilt’s clinical improvement program in an effort to improve operations throughout the University Medical Center. Dr. Jim Jirjis, assistant professor of Medicine and medical director of the clinic, and Dario Giuse, Ph.D., associate professor of Biomedical Informatics both headed the project. Nancy Lorenzi, Ph.D., professor of Biomedical Informatics and assistant vice chancellor for Health Affairs, was project director for E3. The E3 system is still in the introductory phase of its life cycle. Although the technology is in place, Vanderbilt employs close to 30,000 faculty, staff, and physicians, and residents. At present, all departments have not converted to the new system. The new methods and tools will be integrated into each department. The Adult General Internal Medicine clinic runs with eight attending physicians and seventeen residents. Its entire suite is now processing all patient records electronically. This department will, of course, move ahea... Free Essays on Paperless System Free Essays on Paperless System In the past, Vanderbilt University Medical Center has been in the dark ages with regards to the â€Å"paper shuffle.† Patient records, clinical notes, test results, phone messages, physician orders, faxes, and many items were recorded and transmitted by paper. This process was not only costly, but very time consuming. Staff had to spend hours sorting, copying, transporting, filing, and managing records. Physicians had to take time away from patient care in order to complete all the paperwork necessary for continued patient care. In January 2002 staff and doctors within the department of Medicine began using a new system. The E3, electronic by 2003, project allows physicians and staff to process paperwork on a computer network. From office computers and other locations, a patient’s record can be accessed through a web server. All the previously mentioned messages, notes, orders, and etcetera can be processed without paper. E3 also connects and aligns with Vanderbilt’s clinical improvement program in an effort to improve operations throughout the University Medical Center. Dr. Jim Jirjis, assistant professor of Medicine and medical director of the clinic, and Dario Giuse, Ph.D., associate professor of Biomedical Informatics both headed the project. Nancy Lorenzi, Ph.D., professor of Biomedical Informatics and assistant vice chancellor for Health Affairs, was project director for E3. The E3 system is still in the introductory phase of its life cycle. Although the technology is in place, Vanderbilt employs close to 30,000 faculty, staff, and physicians, and residents. At present, all departments have not converted to the new system. The new methods and tools will be integrated into each department. The Adult General Internal Medicine clinic runs with eight attending physicians and seventeen residents. Its entire suite is now processing all patient records electronically. This department will, of course, move ahea...

Craniates - Crainata - the Animal Encyclopedia

Craniates - Crainata - the Animal Encyclopedia Craniates (Craniata) are a group of chordates that includes hagfish, lampreys, and jawed vertebrates such as amphibians, birds, reptiles, mammals, and fishes. Craniates are best described as chordates that have a braincase (also called a cranium or a skull), mandible (jawbone) and other facial bones. Craniates do not include simpler chordates such as lancelets and tunicates. Some craniates are aquatic and have gill slits, unlike the more primitive lancelets which have pharyngeal slits instead. Hagfishes Are the Most Primitive Among craniates, the most primitive is the hagfishes. Hagfishes do not have a bony skull. Instead, their skull is made up of cartilage, a strong but flexible substance that consists of the protein keratin. Hagfishes are the only living animal that has a skull but lack a backbone or vertebral column. First Evolved Around 480 Million Years Ago The first known craniates were marine animals that evolved about 480 million years ago. These early craniates are thought to have diverged from lancelets. As embryos, craniates have a unique tissue called the neural crest. The neural crest develops into a variety of structures in the adult animal such as nerve cells, ganglia, some endocrine glands, skeletal tissue, and connective tissue of the skull. Craniates, like all chordates, develop a notochord that is present in hagfishes and lampreys but which disappears in most vertebrates where it is replaced by the vertebral column. All Have an Internal Skeleton All craniates have an internal skeleton, also called an endoskeleton. The endoskeleton is made up of either cartilage or calcified bone. All craniates have a circulatory system that consists of arteries, capillaries, and veins. They also have a chambered heart (in vertebrates the circulatory system is closed) and a pancreas and paired kidneys. In craniates, the digestive tract consists of a mouth, pharynx, esophagus, intestine, rectum, and anus.   The Craniate Skull In the craniate skull, the olfactory organ is located anterior to the other structures, followed by paired eyes, paired ears. Also within the skull is the brain which is made up of five parts, the romencephalon, metencephalon, mesencephalon, diencephalon, and telencepahlon. Also present in the craniate skull are a collection of nerves such as the olfactory, optic, trigeninal, facial, accoustic, glossopharygeal, and vagus cranial nerve.   Most craniates have distinct male and female sexes, although some species are hemaphroditic. Most fish and amphibians undergo external fertilization and lay eggs when reproducing while other craniates (such as mammals) bear live young. Classification Craniates are classified within the following taxonomic hierarchy: Animals Chordates Craniates Craniates are divided into the following taxonomic groups: Hagfishes (Myxini) - There are six species of hagfishes alive today. Members of this group have been the subject of much debate about how they should be placed within the classification of chordates. Currently, hagfishes are considered to be most closely related to lampreys.Lampreys (Hyperoartia) - There are about 40 species of lampreys alive today. Members of this group include northern lampreys, southern topeyed lampreys, and pouched lampreys. Lampreys have a long, slender body and a skeleton made of cartilage.Jawed vertebrates (Gnathostomata) - There are about 53,000 species of jawed vertebrates alive today. Jawed vertebrates include bony fishes, cartilaginous fishes, and tetrapods.

Structure, Properties and Treament of Steel Assignment

Structure, Properties and Treament of Steel - Assignment Example The flow pattern shows an effective decrease in cross section beyond the orifice plate, with a maximum velocity and minimum pressure at the vena contract. The flow pattern and the sharp leading edge of the orifice plate which produces it are of major importance. The sharp edge results in an almost pure line contact between the plate and the effective flow, with the negligible fluid-to-metal friction drag at the boundary. Measuring fluid flow with an orifice and differential pressure manometer requires that the effect of the fluid over the manometer liquid be taken into account. The main intention of this experiment is to explore the relationship between fluids and the media through which they travel by exploring the events that occur in the movement of a fluid from one point to another and the characteristics of the fluid itself. These may include may include pressure, momentum, viscosity, turbulence, velocity of the fluid and friction. It also considers the impact of foreign bodies and flow equipment along the path of the fluid This experiment will allow students to learn the method of measuring air flow velocity using Pitot tube. The student will understand the working principle of Pitot tube as well as the importance of Bernoulli equation in deriving and calculating the velocity by exploring the developing boundary layer in the entry length of a pipe. The main objective of this was to determine the vital discharge coefficient for an orifice plate meter installed within an air flow pipe and using the static pressure tapping’s provided, to investigate the pressure distribution along the pipe downstream of the orifice plate. Essentially fluid dynamics in physics is considered as a sub-discipline of fluid mechanics, and deals with the relations between velocities and accelerations and forces exerted by or upon fluids in motion. This field encompasses aerodynamics, (the study of air and other gases in motion) and hydrodynamics

Conflict Resolution. Compare conflict resolution techniques in two Term Paper

Conflict Resolution. Compare conflict resolution techniques in two different cultures, such as American and Mexican - Term Paper Example The USA belongs to so-called individualistic culture. Besides, this is a country with a low level of power-distance and fear of uncertainty. The Americans use to resolve the conflicts by means of such methods as competition. The Mexican culture is a collectivist culture with high level of power-distance and fear of uncertainty. The representatives are prone to resolve the conflicts by means of cooperation and compromise to resolve the conflict. The conflict, according to K. Thomas - is "a process that arises when one party assumes that the other party is going to impede or interfere with the intentions of the first side" (cited in Lorenzen 2006). K. Thomas identified five styles of behavior in conflict resolution. The modern view is that even the organizations with efficient management have some conflicts; moreover, the conflicts are not only possible, but also desirable. Of course, the conflict does not always produce positive effects. In some cases it can interfere with the needs o f the individual and the goals of the organization as a whole (Augsburger 1992). Some conflict can be functional and lead to increased organizational effectiveness. Or it can be dysfunctional, and then it leads to a decrease in personal satisfaction, group cooperation and effectiveness of the organization. ... Cooperation – â€Å"let's solve this problem together† – an active style, strives to cooperate with other party. In this situation, both parties are committed to achieving their goals. Such manner of behavior characterized by the desire to solve the problem, find out the differences, exchange ideas and information. Such a strategy is often called the approach â€Å"win – win†. Avoidance of conflict – â€Å"leave me alone† is a passive style of conflict solution, which does not seek to any cooperation. One side can acknowledge that a conflict exists, but chooses the manner of behavior, characterized by the desire to avoid conflict or stifle it. Such party delays the conflict solution, using a variety of half-measures in order to dampen the conflict, or covert action to avoid a confrontation. Compliance – â€Å"only after you†- is a passive style, seeking to cooperation. In some cases, one party may try to placate the other and put their interests above their own ones. The given strategy implies the desire to soothe the other party; it involves compliance, obedience and suppleness. Compromise – â€Å"let's meet each other’s interests†- the average position by two parameters: activity - passivity, a willingness to cooperate - its absence. When both sides make concessions, partly by refusing their claims, a compromise is reached. Nobody wins and nobody loses. Such solution involves the search for options and ways to mutually beneficial agreements. Like any other aspect of organizational behavior, style of conflict resolution is subject to significant influence of national cultures. â€Å"To create conditions for cooperation, the leaders of the international level should study

The Catholic Church Essay Example for Free

The Catholic Church Essay The Iroquois Confederacy, an association of six linguistically related tribes in the northeastern woodlands, was a sophisticated society of some 5,500 people when the first white explorers encountered it at the beginning of the seventeenth century. The 1990 Census counted 49,038 Iroquois living in the United States, making them the countrys eighth most populous Native American group. Although Iroquoian tribes own seven reservations in New York state and one in Wisconsin, the majority of the people live off the reservations. An additional 5,000 Iroquois reside in Canada, where there are two Iroquoian reservations. The people are not averse to adopting new technology when it is beneficial, but they want to maintain their own traditional identity. INDIVIDUAL AND GROUP CONTRIBUTIONS Although disputed by some, there is significant evidence that the Iroquois Confederacy served as a model or inspiration for the U. S. Constitution. Benjamin Franklin and Thomas Paine were well acquainted with the League. John Rutledge, chairman of the committee that wrote the first draft of the Constitution, began the process by quoting some passages from the Haudenosaunee Great Law. The Iroquois form of government was based on democracy and personal freedom, and included elements equivalent to the modern political tools of initiative, referendum, and recall. In 1987 Senator Daniel Inouye sponsored a resolution that would commemorate the Iroquois contributions to the formation of the federal government. Many Iroquois people have made notable contributions to society and culture that transcend political boundaries. A dramatic example is Oren Lyons (1930– ), an Onondaga chief who has led political delegations to numerous countries in support of the rights of indigenous people. Twice named an All-American lacrosse goal-keeper, he led his 1957 team at Syracuse University to an undefeated season and was eventually enrolled in the sports Hall of Fame. He was a successful amateur boxer in both the U. S. Army and in the Golden Gloves competition. He worked as a commercial artist for several years before returning to the reservation to assume his position as faithkeeper. An author and illustrator, he has served as Chairman of American Studies at the State University of New York (SUNY) at Buffalo and as publisher of Daybreak, a national quarterly newspaper of Native American views. In 1992 he became the first indigenous leader to have addressed the United Nations General Assembly. Arden, Harvey. The Fire That Never Dies, National Geographic, September 1987. Axtell, James. The European and the Indian: Essays in the Ethnohistory of Colonial North America. New York: Oxford University Press, 1981. A Basic Call to Consciousness. Rooseveltown, NY: Akwesasne Notes, 1978. Bruchac, Joseph. New Voices from the Longhouse: An Anthology of Contemporary Iroquois Writing. Greenfield Center, NY: Greenfield Review Press, 1989. Fenton, Willam N. The Great Law and the Long-house: A Political History of the Iroquois Confederacy. Norman: University of Oklahoma Press, 1998. Graymont, Barbara. The Iroquois. Norman: University of Oklahoma Press, 1991. Indian Roots of American Democracy, Northeast Indian Quarterly, edited by Jose Barreiro. Winter/Spring, 1987/1988. An Iroquois Source Book, Volumes 1 and 2, edited by Elisabeth Tooker. New York: Garland Publishing, Inc. , 1985. Iroquois Women: An Anthology, edited by W. G. Spittal. Ohsweken, Ontario: Iroqrafts Ltd, 1990. Johnson, Elias. Legends, Traditions and Laws of the Iroquois, or Six Nations, and History of the Tuscarora Indians. New York: AMS Press, 1978 (reprint of 1881 edition). Josephy, Alvin M. , Jr. Now That the Buffalos Gone: A Study of Todays American Indians. New York: Alfred A. Knopf, 1982. Snow, Dean R. The Iroquois. Cambridge, MA: Blackwell, 1996. Tooker, Elisabeth. Lewis H. Morgan on Iroquois Material Culture. Tucson: University of Arizona Press, 1994. http://www. ipoaa. com/iroquois_constitution_united_states. htm The Effect of the Iroquois Constitution on the United States Constitution originally titled The United States Constitution: Is it a Native American Myth? by Janet L. Daly Fitchburg State College (1997) The United States Constitution was influenced by the concepts and the principles contained in the Iroquois Indian Confederacy form of governance which was founded in Native American mythology. Several different areas must be discussed in order to substantiate this premise that the Native Americans that arrived on the North American continent around 12,000 years ago did indeed influence the very basis of the United States governmental system which is written in the form of the United States Constitution. One of the first concepts which must be explored is the tradition of the Iroquois League, since the basis of the thesis is that the League tradition preceded and influenced the thinking of the Founding Fathers. The next topics must include a discussion of opinions and supporting details that the Iroquoian Confederacy method of governance did influence the development of the U. S. Constitution and specifically how key contributors to the writing of the Constitution, including Benjamin Franklin and Thomas Jefferson, were brought into the Native American sphere of thinking. Finally, a comparison of the League Tradition and several areas of the U. S. Constitution will show clearly that the Native American Myth lives on even though the Native American population has been drastically diminished by the very Country which it helped to found. The Iroquois League tradition was first written down in an Iroquois language format in 1912 by anthropologist Alexander A. Goldenweiser. 1 This handwritten transcript as dictated by Chief John Arthur Gibson has been recently (1992) newly elicited, edited and translated by Hanni Woodbury in collaboration with Reg Henry and Harry Webster with the resultant fluently reading legend of the foundation of the League of the Iroquois. Chief John Gibson, born in 1849 was unquestionably the greatest mind of his generation among the Six Nations [who] became the greatest living source on Iroquois culture at the turn of the century. 2 Chief Gibson was appointed a member of a committee of chiefs that undertook the task of codifying the League Tradition because of the high regard by his own people for his knowledge of the League traditions and the various rituals connected with them. 3 What follows is a condensed version of the League Tradition as put forth in the work translated by Hanni Woodbury which will provide a general overview of the mythology which lead to the Tradition and the components of the Tradition which allowed a working unification system for the Iroquois Confederacy. This Confederacy contained the original Five Nations of the Confederacy which included the Seneca, Mohawk, Onondaga, Oneida and Cayuga and in 1715 increased to Six Nations with the inclusion of the Tuscaroras. Feuding and warfare were endemic in the land of the Mohawks which was located on the northern shore of Lake Ontario. A mother Kahetoktha (End of the Field) takes her daughter Kahetehsuk (She Walks Ahead) to live in a remote area of bush in order to protect her child. After living there a considerable amount of time the daughter becomes pregnant and the Mother accuses her daughter of wrongdoing. The Mother then has a dream from the messenger of the Great Spirit which reveals her daughter and not been with a man and will have a divine birth and the boy child to be born will be called Tekanawita and his life will be devoted to promoting peace among men. After the dream message is received the Mother and daughter reconcile and the son is born as prophesied. The boy grows quickly and when he is a young man Tekanawita returns to his mothers and grandmothers former settlement to announce to their people the Good Message (kaihwiyoh), the Power (katshatstehsae) and the Peace (shenu) which are the three concepts that together spell out the call to unify the separate nations of the Iriquois. 4 Tekanawita visits the then separate nations and convinces them through demonstrating some miraculous feats. One such trial proposed by the Mohawk Nation was forTekanawita to sit atop a tree next to the river. The tree would then be cut down and Tekanawita would be thrown into the cold raging waters. If he emerged the next day alive this would be proof that he was the true messenger of the Great Spirit and the Good Message, the Power and the Peace would be accepted. When he successfully emerges the next day from the waters the Mohawk tribe is convinced. The five nations are receptive to the message and Tekanawita proceeds to frame the central concepts of the Great Law and organizes the Confederacy Council on the basis of principles which underlie Iroquois social structure. He divides the five nations into moieties related to one another as fathers (Mohawk, Onondaga and Seneca) and sons (Oneida and Cayuga). 5 The decision making process which was to be followed involved the Mohawk Nation considering the issue and after a consensus is reached within the Nation, V the question was to be passed to their moiety brother, the Seneca who reach a consensus. There is to be an attempt to consolidate their decision with that of the Mohawk. If two groups agree they are to appoint a speaker for the moiety who movesacross the fireto bring the opinion and the question to the Oneida. The Oneida are to pass the question on to the Cayuga and if the two groups reach consensus the issue is to be passed back across the fire to the Mohawk who present the outcome to the firekeepers, the Onondagas. The Onondagas then consider the issue and if they agree with the consensus reached by the other four nations, they ratify the opinion. 6 However, if there are divergent opinions from the Mohawk and Seneca, both opinions are to be handed across the fire to the Oneida and Cayuga to be considered equally. If the Oneida and Cayuga are split in opinion then both opinions must be handed on to the firekeepers. The Firekeepers can break the tie by choosing one opinion over the other. If the Oneida and Cayuga agree wit just one of the opinions handed to them by the Mohawk and Seneca, they return this opinion to the latter, and the speaker for the Mohawk and Seneca will present the opinions to the firekeepers, with an explanation of the outcome. The Onondaga consider the issue together with the results arrived at among the other nations, and the final decision will be announced. 7 After establishing the vital decision making process to be followed Tekanawita establishes the symbolism of the central hearth, that is the Confederacy fire, whose smoke will rise, the beautiful smoke, piercing the sky. 8 At the central fire he planted a tree a great white pine that put forth white roots East, West, North and South. Each nation would contribute one arrow to form a single strong bundle bound together with the sinew of a deer and as joined were to represent the Confederacy solidarity. Tekanawita addressed the Nations with the message that all Nations exercise equal authority in the Confederacy and that as individuals the Chiefs the tall trunks of the Confederacy are all equal in status. He then warned that if the arrows of the Nations are withdrawn from the bundle that represent the power of their solidarity, the bundle of arrows will weaken. 9 After describing the basic workings of the Confederacy, Tekanawita called a lengthy recess, and members of the council returned to their settlements to inform the people of the Confederacy of the formation and to determine the existing organization of lineages and clans in their respective nations, and to select in terms of their lineage affiliations more candidates for the positions on the council. Fifty titles are eventually assigned by clan and were assigned as follows- Mohawk 9, Seneca 8, Oneida 9, Cayuga -10, and Onondaga 14. The women of the clan or clan mothers were designated to be the holders of the clan titles and had control in large measure in the choice of successors. 10 The chiefs appointed were expected to maintain certain standards or there was to be a recall process that would be followed. At times of stress in the Confederacy, the hereditary Chiefs were to be allowed to appoint a Pine Tree Chief who would have special skills or qualities that could be of help to the hereditary chiefs in their difficult tasks. Pine Tree Chiefs were to be appointed for life and their titles were not to be passed on after their death. 11 The final major process that Tekanawita was to call for was the orderly replacement of the Chiefs upon their dismissal or more likely their death. This process was to allow an orderly transition of power within the Confederacy. This process consisted of the Clan Matron selecting a candidate and the women of the clan approving the selection followed by the chiefs who represent the tribal moiety, then the Chiefs of the Nation, then the Chiefs from her side of the Confederacy fire. At the Condolence Council the candidate was to be stood up for approval by the chiefs of the opposite moiety. The candidate is to be raised up by being crowned with the antlers of office representing his status as a Chief. 12 This was then the basic outline of the principles and philosophy of the Confederacy of the Iroquois. They agreed to stop fighting amongst themselves and to accept the Good Message that called upon them to find a peaceful way to resolve issues among the tribes. They were directed by the messenger of the Great Spirit to uphold certain standards of leadership and to fill vacancies in a peaceful manner. They were to stand together so that they may be stronger than one individual tribe. There is a plethora of opinion which concurs with the thesis that the Iroquois Confederacy had a strong influence on the final document which was to be the law of the land for the United States from its inception to present day. Some of these sources not only attribute the Iroquois Confederacy with significantly affecting the form of the Government of the United States but also with instilling the American independence mentality which would give rise to the impetus to make the initial break from the British. As the Indians were standing along the shore watching the Puritans arrive, the Indians carried with them a tradition of meeting and democracy, of free speech, of free thinking, of tolerance for each others differences of religion, of all those things which got attached to the Bill of Rights. 13 White leaders watched the method of government that the Iroquois utilized and they learned union and democracy from it. Historians are now beginning to admit what they must have been aware of, that the government of the United States is not patterned after something across the ocean where there was a belief in the divine right of kings and where the people had no voice, but it is patterned after the government of the People of the Long House, where all people, including both men and women were respected and took a part in their government. 14 The interaction between the colonial Americans and the Iroquois Confederacy began immediately upon the arrival of the Europeans. The importance of conciliating the powerful Confederacy was fully appreciated by the colonial authorities and great pains were taken to secure and retain the favor of the confederacy. Each successive governor announced his arrival to the Sachems of the League, and invited them to meet him in council, at an early day, to renew the covenant chain or agreement to work together peacefully. 15 Beginning in the early 1740s, Iroquois leaders strongly urged the colonists to form a federation similar to their own with the immediate benefit to their interests of having a unified management of Indian trade with resultant minimization of fraud, and a unity of the two peoples in the face of the cold war which was occurring between the English and the French. 16 This urging became a more forceful admonition when the Iroquois Chief Canssatego spoke to Pennsylvania officials gathered at Lancaster in 1744 with the following words: Our wise forefathers established Union and Amity between the Five Nations. This has made us formidable; this has given us great Weight and Authority with our neighboring Nations. We are a powerful Confederacy; and by your observing the same methods, our wise forefathers have taken, you will acquire such Strength and power. Therefore whatever befalls you, never fall our with one another. 17 A crucial step forward towards colonial American unification necessary for the eventual independence movement took place in Albany, New York in 1754. The Albany Plan was a landmark on the rough road that was to lead through the first Continental Congress and the Articles of Confederation and then to the Constitution of 1787. 18 On the eve of the Albany Congress, Franklin had a great deal of exposure to the imagery and political ideas of the Iroquois from first hand experience and from his study of Cadwallader Coldens History of the Five Nations. 19 Franklin met with both Colonial and Iroquois delegates to create a plan of unity that was in part derived from some of the tenets of the Great Law of the Iroquois. 20 During the discussions at Albany Franklin addressed the assemblage in words that freely acknowledged the Iroquois Confederacy as a model to build upon: It would be a strange thing if Six Nations of ignorant savages should be capable of forming such a union and be able to execute it in such a manner that it has subsisted ages and appears indissoluble, and yet that a like union should be impractical for ten or a dozen English colonies, to whom it is more necessary and must be more advantageous, and who cannot be supposed to want an equal understanding of their interest. 21 When Franklin proposed his plan of union before the Congress it had a Grand Council, a Speaker, and called for a general government under which each colony may retain its present constitution all nomenclature and concept derived from the Confederacy. 22 Franklins writings indicate that as he became more deeply involved with the Iroquois and other Indian peoples, he picked up ideas from them concerning not only federalism, but concepts of natural rights, the nature of society and mans place in it, the role of property in society, and other intellectual constructs that would eventually be called into service by Franklin as he and the other American revolutionaries shaped an 23 official ideology for the soon to be founded United States of America. 23 As the relationship between the colonies and Great Britain became more and more strained rebellion became a more realistic and viable alternative. In the eyes of the rebellious American Colonists, the Iroquois symbolized autonomy and a new American identity. 24 The intervening years between the Albany Plan of Union, the Articles of Confederation and the final Declaration of Independence included events such as the protest of the Stamp Act, the Boston Tea Party, formation of the Sons of Liberty. Each of these events drew upon the symbolism and philosophy of the Iroquois. The Sons of Liberty during the Stamp Act Crisis sent wampum belts to the Iroquois asking them to intercept the British moving down the Hudson. 25 The Boston Tea Party was carried out by Colonists dressed as Indians and the formation of the Sons of Liberty involved putting up a pine post called the Tree of Liberty, a direct transference of symbolism from the Iroquois symbol of Liberty. 26 On June 11, 1776, while the question of independence was being debated, twenty-one visiting Iroquois chiefs were actually lodged on the second floor of the Pennsylvania State House and were formally invited into the meeting hall of the Continental Congress. 27 During speeches delivered to the delegation of Native Americans they were addressed as Brothers and told of the delegates wish that the friendship between them would continue as long as the sun shall. shine and the water run. 28 The speech expressed hope that new Americans and Iroquois would act as one people, and have but one heart. 29 In a speech on July 26, 1776, James Wilson, delegate from Pennsylvania and future author of the first draft of the U. S. Constitution, argued forcefully for a confederation similar to the Iroquois League and asserted that Indians know the striking benefits of confederation and we have an example of it in the Union of the Six Nations. 30 In essence, Wilson, a friend of Franklin, believed that a strong confederacy like the Iroquois Confederacy was crucial to the development of a new nation and to maintaining a friendly relationship with the Indian populations. 31 Thomas Jefferson has also documented his appraisal of the attributes of the Native American concepts of morality and governance. In his writings Jefferson states: Their only controls are their manners, and that moral sense of right and wrong, which, like the sense of tasting and feeling in every man, makes a part of his nature. An offense against these is punished by contempt, by exclusion from society, or, where the case is serious, as that of murder, by the individuals whom it concerns. Imperfect as this species of coercion may seem, crimes are very rare among them; insomuch that were it made a question, whether no law, as among the savage American, or too much law, as among the civilized Europeans, submits man to the greatest evil, one who has seen both conditions of existence would pronounce it to be the last; and that the sheep are happier of themselves, than under care of the wolves. It will be said, the great societies cannot exist without government. The savages, therefore, break them into small ones. 32 Several areas of the Iroquois Constitution of the Five Nations which clearly have a parallel in the U. S. Constitution would be paragraph 84 dealing with the right of self-determination, paragraph 96, stipulating government by the people, by the consent of the governed, Paragraph 98 stating definite provision for such consent of the governed and controls by those governed and as a last example; Paragraph 99 guaranteeing freedom of religion. 33 Paragraph 33 stipulates the process by which a Chief shall be replaced upon dismissal or death. This systematic transmission of official rank was, in fact, the vital principle of the Iroquois Government. 34 The decision-making process of the League resembles that of a two-house congress in one body, with the older brothers and younger brother each comprising a side of the house. 35 The Onondagas filled something of an executive role, with a veto that could be overridden by the older and younger brothers in concert. 36 By implication in five places within the U. S. Constitution the impact of the Iroquois Confederacys continual urgings that the colonists should coordinate Indian negotiations and policies through a central authority were codified. 37 This codification is included in Article 11, Section 10, which prohibits the States from entering into treaties; Article 11, Section 2, which also prohibits States from entering into treaties; Article 11, Section 2, Clause 2, which defines the treaty process- Article VI, Section 2, which defines a treaty as the supreme law of the land; and finally, Article 111, Section 2, which grants the federal courts over U. S. citizenry who violate treaties. 38 These provisos were to find an impact on the Native American populations to present day and beyond. Even in light of the preceding discussion of the documented influence by the Iroquois Confederacy on the Founding Fathers and the resultant inclusion of many of the basic concepts and premises of the Iroquois Law within the U. S. Constitution, there is still an apparent oversight of the this impact in a scholarly work as recently as 1994. David N. Mayor in his discussion of the influences on the thinking of Thomas Jefferson in relation to his intellectual contribution to the U. S. Constitution mentions only Locke, Scottish moral sense of philosophy, deistic natural religion and the economic theories developed by British and French antimercantilists. 39 Not one mention or word of credit is given to the Native Americans who have so clearly been a major contributor in the formation of the American persona. Donald A. Grinde comments that ignoring the processes whereby Euroamericans created a new culture out of the American experience impoverishes everyone and gives an appearance that scholars are seeking to stop the process of de-Europeanizing America. 40 He specifically discusses Temple University anthropologist Dr. Elisabeth Tooker who contends that American Indian government figures not at all in the standard histories of the Constitution, nor in the documents on which they rest. 41 As a refutation of this premise Grinde goes on to quote many of the specifics of the writings generated by the founders some of which have been stated herein along with scholarly input with justification for their own viewpoint. It is truly a revelation as a student of history to study the impact that Native America had in the development of the United States of America. The fact that the Native Americans preceded the settlement of the Europeans and were a part of the innate character of the New World must logically affect the development of the new settlers. It is the ultimate irony that by the initial assistance given to the entering immigrants by the Native American population that they were in fact aiding in the ultimate decimation of their people, and the diminishment of their land and their mythological based form of government. Lesson 2 The Invasion of America Reading Assignment: Calloway, 67-136. Introduction: The Columbian encounter is arguably the most pivotal event in the history of the world. Neither Europe nor the Americas would be the same after this watershed event. This lesson highlights the merging of two previously distinct ecosystems and the devastating effect it would have on native peoples. Then it traces emergence of three European powers as they became dominant colonizers in North America. The lesson emphasizes that regardless of the variety of experiences Indians had in their relations with Europeans, they all shared irreversible changes in their cultures. This lesson will also introduce you to some of the primary sources related to the Spanish, French, and English invasions of North America and their consequences. Essay topics for Lesson 2 Write on one of the following topics or combine any of the topics into one. 1. What are the arguments for viewing Columbus as a hero? Villain? Where do you come down on this contentious issue? 2. What were the main differences in the motives of the Spanish, French, and English when they colonized the Americas? Was the European conquest of the Americas inevitable? Why or why not? 3. What role did Indian relationships play in the outcome of the various European invasions? Explain the â€Å"Columbian Exchange† and how it affected both Europe and the Americas. 4. How does Apess deal with the fact that the Pequot supported the English in King Phillip’s War? Does Apess’s writing tell us more about Pequots in the nineteenth century or seventeenth century Massachusetts? Early European Exploration and Colonization. Leah S. Glaser VUS. 2 Describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians. For many years, students of American history have learned about the era of European exploration and colonization in terms of conquest and defeat. Europes entry into the Americas had economic and political motivations, but over the last several years historians have begun to emphasize that exploration and colonization also allowed cultural contacts and exchanges among three different continents: Europe, Africa, and America. Each society viewed the other through their respective perceptions and culture. Historians like Colin Calloway and Gary Nash explain that these relationships created new worlds for all. The nature of cultural contact and change in America varied from region to region, and can be traced to Europes different colonizing strategies and the response of the existing local population. America, Africa, and Europe: Three Worlds on the Eve of 1492 Contrary to longstanding European assumptions, native societies in the Americas possessed their own rich and varied cultures. An estimated 3 to 5 million people, speaking hundreds of languages, inhabited the region; with about 60 million people living in the Western Hemisphere, the population rivaled that of Europe and Africa. While they did not yet possess the same farming techniques or methods of transportation as those of Europe and Africa, these societies were diverse and sophisticated, and adapted continually to changing environments. Irrigation communities in the Southwest, mound cities in the Mississippi and Ohio Valleys, and the villages of the eastern woodlands characterized the nature of these societies at the time of European contact. Climatic changes, over hundreds of years, had altered farming patterns and prompted different groups to compete for dominance through warfare, as well as to participate in a vast trade network that spread across the continent. The African societies (like those of the American Indians and the Europeans) were highly dependent on the environmental conditions and varied widely across the continent. Africa very much resembled America in its diversity of cultures across deserts, grasslands, and forests, its established networks of trade, and resource competition. The early use of iron implements raised productivity and subsequently increased the continents population, which reached about 50 million by the fifteenth century. Much of that population was organized politically under large empires, like the Kingdom of Ghana. Ghana achieved architectural and artistic wealth principally through important trading contacts with the Middle and Far East. Other kingdoms also developed skilled craftsmanship, codes of law, and trading networks. Alongside these trade relationships, Muslim influences, which had spread throughout Africa since the eleventh century, also shaped African community life. African societies differed most markedly from those in Europe in terms of familial organization (matrilineal rather than patrilineal). For example, property rights and inheritance descended through the mother. Europeans did not engage with Africa until the early fifteenth century, though they had been fascinated with the East for hundreds of years prior to contact. They were particularly eager to control the Mediterranean trade routes that tapped into the vast markets and goods. Throughout the Middle Ages, the East also served as a battleground for two of the worlds fastest growing religions, Islam and Christianity, as evidenced in the Crusades. The Catholic Church and the Holy Roman Empire ruled supreme over Europe in opposition to the growing Ottoman (Islamic) Empire. By the fifteenth century, the invention of the printing press and improvements in navigation techniques (like the compass and the hourglass) helped spawn the Renaissance, an era known for challenging the power of the Church and celebrating human possibility though exploration, ideas, art, and literature. Spain joined in this creative celebration, but also gained political power by successfully defeating Islamic forces in Granada and by consolidating two powerful Catholic monarchies through the marriage of Ferdinand of Aragon and Isabella of Castille. In 1492, the two Catholic leaders launched the Inquisition to make Spain, once part of the Ottoman Empire, into a fully Catholic country. Their efforts spawned the Reconquista, an era fueled by violence and religious intolerance as Spain sought to expel all Jews and Muslims from its borders. Amidst this political climate and activity, Ferdinand and Isabella granted a Genoan explorer, Christopher Columbus, funding to expand Spains empire. 1492: Americas Indians Encounter the Spanish After he landed on the islands we know today as the Bahamas, Columbus explored the island of Hispaniola where he met the lands native inhabitants. He and his crews returned to the Caribbean three more times. Columbuss so called discovery offered Spain tremendous opportunities for wealth, particularly from the mining of gold and silver. It also provided new soil for European plants like sugar, cof

J.B.Priestley’s play, An Inspector Calls :: English Literature

Inspector Calls –Coursework â€Å"An inspector calls† is considered a mystery play and is intended to force the audience to think about themselves and the society in which they live. However, it is written in an entertaining way. The play is set in 1912. This is two years before the First World War. The play was written in 1945 at the end of the Second World War. Priestly wanted society to learn from its mistakes. In 1912 there had been rigid class divisions, women were considered inferior and working conditions for the poor were often unbearable. At the end of the First World War, life did not improve much. Priestly was concerned that people should learn from the mistakes of the First World War. He felt that people should learn to look after one another. After the Second World War there were signs of change-Priestly felt that people should make the most of these changes and build a more caring society and welfare state. Mr Birling is a central character because he is the type of person Priestly wanted to teach a lesson. He is too concerned about his social standing, business interests and is totally selfish. He believes a man has to â€Å"look after number one† and â€Å"make his own way†. Mr Birling’s physical appearance is he is â€Å"heavy looking†; he is a man in his 50’s with good manners but rather narrow minded in his speech. He believes he is always right and every action him and his business do are the best that could have been done. He also believes that he works for the good of his family. He is heavy looking because he would stand out in a crowd with a big grey beard and I can imagine Mr Birling being overweight. Mr Birling likes to be in control. He likes to think he is the dominant force of the family. Maybe sometimes he is a bit too controlling. Sometimes he can be very bossy: â€Å"Give us the port Edna†. Often he acts like a snob. He thinks that men are superior to women and thinks he and his family are upper class. He treats women like he cannot trust them. Respect is something that he lacks to lower class people. The characters behave to him differently. His wife and children respect him and do not stand up to him: â€Å"just let me finish Eric!† The inspector does not treat him the same at all. Just because he is upper class the inspector speaks to him a normal person. This gives me the impression that the inspector feels that everyone should be treated

Biography Og N.V.M Gonzales

The Winds of April. Manila: University of the Philippines Press, 1941. * Seven Hills Away. Denver: Alan Swallow, 1947. * Children of the Ash-Covered Loam and Other Stories. Manila: Benipayo, 1954; Bookmark Filipino Literary Classics, 1992. * Children of the Ash-Covered Loam and Other Stories. Manila: Benipayo, 1954; Bookmark Filipino Literary Classics, 1992. * A Season of Grace. Manila: Benipayo, 1956; Russian translation, 1974; Malaysian translation, 1988; Bookmark Filipino Literary Classics, 1992. * The Bamboo Dancers.Manila: Benipayo, 1957; first published in full in Diliman Review and Manila Times Sunday Magazine (three-part serial); Alan Swallow, 1961; Russian translation, 1964; Manila: Bookmark Filipino Literary Classics, 1992 * Look, Stranger, on this Island Now. Manila: Benipayo, 1963. * Selected Stories. Denver, CO: Alan Swallow, 1964. * Mindoro and Beyond: Twenty-one Stories. Quezon City: University of the Philippines Press, 1981; New Day, 1989 (emended edition). * The Brea d of Salt and Other Stories. Seattle: University of Washington Press, 1993; University of the Philippines Press, 1993. * Work on the Mountain.Includes The Father and the Maid, Essays on Filipino Life and Letters and Kalutang: A Filipino in the World, University of the Philippines Press, 1996. * A Novel of Justice: Selected Essays 1968-1994. Manila: National Commission for Culture and the Arts and Anvil (popular edition), 1996. * A Grammar of Dreams and Other Stories. University of the Philippines Press, 1997. * The Winds of April. Reissue, University of the Philippines Press, 1997. N. V. M. Gonzalez once said. A teacher, author, journalist and essayist, Gonzalez is one of the most widely recognized, anthologized and closely studied among Filipino writers.His most notable works include the novels The Winds of April, The Bamboo Dancers and A Season of Grace, short story collections Children of the Ash-Covered Loam and The Bread of Salt and Other Stories and essay collections Work on t he Mountain and The Novel of Justice: Selected Essays. Gonzalez distinctively wrote of the Filipino life, of the Filipino in the world. Gonzalez is himself a Filipino in the world, traversing between the United States and the Philippines and exploring Europe and Asia. The affair of letters Gonzalez created is more than literature.It is the story of a Filipino in the world. It is his story. Nestor Vicente Madali Gonzalez, familiarly known as simply â€Å"N. V. M. ,† was born on September 8, 1915 in Romblon, Romblon and moved to Mindoro at the age of five. The son of a school supervisor and a teacher, Gonzalez helped his father by delivering meat door-to-door. Gonzalez attended Mindoro High School from 1927 to 1930, and although he studied at National University in Manila, he never obtained a degree. While in Manila, Gonzalez wrote for the Philippine Graphic and later edited for the Evening News Magazine and Manila Chronicle.His first published essay appeared in the Philippine Graphic and his first poem in Poetry in 1934. â€Å"For the good of my soul lately I have been reading Jose Rizal and as much as I admire Mr. Rizal's political sentiments, I must say I prefer Gonzalez as a novelist. † -Wallace Stegner, 1950| A Rockefeller Foundation fellowship, awarded to Gonzalez in 1948, allowed the aspiring author to travel to Stanford University in Palo Alto, California and Columbia University in New York City. While at Stanford, Gonzalez attended lectures and classes from many prominent writers, Wallace Stegner and Katherine Anne Porter amongst them.After Gonzalez returned to the Philippines in 1950, he began a long teaching career, beginning with a position at the University of Santo Tomas. Gonzalez also taught at the Philippine Women's University, but it was the lengthy position at the University of the Philippines that gave distinction to Gonzalez's career – as a teacher at the university for 18 years, Gonzalez was only one of two people to tea ch there without holding a degree. Gonzalez hosted the first University of the Philippines writer's workshop with a group who would soon form the Ravens.In addition, Gonzalez made his mark in the writing community as a member of the Board of Advisers of Likhaan: the University of the Philippines Creative Writing Center, founder The Diliman Review and as the first president of the Philippine Writers' Association. Gonzalez continued to teach when he returned to California in the 1960s, serving as a visiting professor at the University of California at Santa Barbara; professor emeritus at California State University, Hayward; and professor at University of California at Los Angeles' Asian American Studies Center and English department.Throughout Gonzalez's teaching career, the author produced 14 books and accumulated many awards along the way. Through these writings, Gonzalez received many prestigious awards, including repeated Palanca Memorial Award for Literature awards, the Jose Riz al Pro Patria Award, and the City of Manila Medal of Honor. In addition, his books became internationally recognized, and his works have been translated into Chinese, German, Russian and Bahasa Indonesian. Gonzalez received an honorary doctorate from the University of the Philippines in 1987 and became its first international writer in residence in 1988.He served as the 1998-1999 Regents Professor at the University of California at Los Angeles and continued to receive distinctions such as the National Artist Award for Literature in 1997 and the Centennial Award for Literature in 1998. In 1990 and 1996, â€Å"N. V. M. Gonzalez Days† were celebrated in San Francisco and Los Angeles, respectively. Despite Gonzalez's travels, he never gave up his Filipino citizenship. Critics feared that Gonzalez would someday settle into the Filipino-American genre of literature, but Gonzalez often pointed out with an all-familiar twinkle in his eye, â€Å"I never left home.True to his word, th e home that shaped Gonzalez's days is present in his writings, from the blossoming of a love story to the culture reflected in an immigrant experience. N. V. M. started his career at the age of 19; 65 years later, he was still creating affairs with letters. He passed away on November 28, 1999, due to kidney complications. He was 84. N. V. M. Gonzalez is remembered as an innovative writer, a dedicated and humble worker and an honest witty friend. He will be dearly missed.

Ibn Sina/Avicenna

‘Ibn Sina’s renown brought him the title ‘the leading eminent scholar’ (al-Shayk al Ra’is). Discuss the significance of his philosophical ideas with special focus on his distinction between his essence and existence, and its role in his proof for God as the necessary existent. Ibn Sina, or Avicenna, born 980 AD, was a leading polymath of many subjects; many of his theories are still renowned today; 240 of (approximately) 450 works can authentically be attributed to him, contributing to mainly medicine and philosophy, but also astronomy, physics, psychology, geology and even poetry. A devout Muslim and child prodigy, he had memorised the Qur’an by the age of ten, and quickly surpassed his teachers of the Hanafi Sunni school, and by the age of 16 was fully learned in the sciences of his time.After studying medicine, he turned his attention to physics and metaphysics, reading Aristotle’s Metaphysics forty times, until he had memorised it, y et he could not grasp its meaning until reading al-Farabi’s commentary which enlightened his problems of understanding. He began writing his own discourse on this topic and many others on his travels to Isfahan whilst working as a physician to Kings and other important figures, gaining prestige in medical matters and his knowledge of philosophy, theology and metaphysics was widely recognised.Even after his death in 1038 AD, his works have continued to influence philosophical and medical thought; his ‘canon of medicine’ served as the highest medical authority for 600 years, and the translation of kitab al-Shifa (Book of Healing) into Latin served as the starting point for many other prestigious thinkers, such as Aquinas, and this discourse will be further looked at here.Avicenna is considered â€Å"the most famous and influential of the philosopher-scientists of the Islamic world† There are many other Islamic philosophers that have attempted to address meta physics, but Ibn Sina’s works alone systematically and consistently focus on both ontological and cosmological arguments that are not self-contradictory and address the underlying issue of reconciling the Islamic faith with philosophy. â€Å"Before Avicenna, falsafa (Arabic Aristotelian and Neoplatonic philosophy) and kalam (Islamic doctrinal theology) were distinct strands of thought, even though a good deal of cross-fertilization took place between them.After Avicenna, by contrast, the two strands fused together and post-Avicennan kalam emerged as a truly Islamic philosophy, a synthesis of Avicenna’s metaphysics and Muslim doctrine. † This is the primary reason for his lasting prestige; his ideas in the Book of Healing concentrated not on medicine, but on the healing of the soul and body, and held two key fundamental ideas; the distinction between essence and existence, and God as the necessary existent, a doctrine that has previously not been merged successfu lly.The doctrine of a ‘thing’ (shay’) proved difficult to define for the Mu’tazilis, as although they differentiated that a ‘thing’ can either be existent or non-existent; they struggled to define where the non-existent entities lay. Using the Qur’anic verse of creation: â€Å"our statement to a thing, when we wish it [to be], consist merely in our saying â€Å"Be! † and then it is. † (The Holy Qur'an 16:40), we can identify that something can exist in mentality before it exists in actuality; God thought of a ‘thing’ then willed it into being by saying â€Å"be! and it was. This shows that the idea of the ‘thing’ existed before its reality, meaning that the Mu’tazilis were able to conceive of the ‘thingness’ of contingent entities, and their universality (of thingness) can either exist in reality or in mentality. They could not address the idea of non-existent things, (ma†™dum) such as a square circle, as their impossibility cannot even exist in the mind. This idea opposes the Sunni theological perspective, where they hold that ‘thingness’ and existence are one and the same.They hold the idea of co-extensiveness (where all things are existents, and all existents are things) as they believe that this idea solves the problem of creatio ex nihilo; they did not want to give any flexibility to the idea that things existed before creation, or held eternality alongside God. They held that a ‘thing’ was the sum of all its predicates, one of which was existence; a thing could not be without it existing. However, this poses problems for the existence of things that can only occur in the mind, for example, a unicorn.There is a split in Sunni philosophy where some believe that a thing can either be considered as extra-mentally existent, (and so exist just as much as they would in actuality) or some believe a thing that only exists in the mind simply does not exist whatsoever. This is problematic, as we can all conceive of a unicorn, despite its non-reality, (therefore it cannot simply not exist at all), yet we cannot think of a unicorn existing in the mind on the same level as our own existence. Ibn Sina draws upon al-Farabi’s identification that ‘thing’ and ‘existence’ cannot be used as the same copula; you cannot ubstitute ‘thing’ for ‘exists’ in a sentence in a way that can make sense; for example, one can easily identify that the statement ‘Zayd exists as a man’ to be appropriate, but one cannot say ‘Zayd thing as a man’, as it is nonsensical. Therefore, Ibn Sina concludes that there is a distinction between ‘thing’ and ‘existence’, and also makes the distinction between existents and non-existents. For Avicenna, â€Å"there are four kinds of scientific questions. 1) One is a question about the â⠂¬Ëœexistence’ or ‘non-existence’ of things. 2) Another is about the ‘whatness’ of things. 3) And another is about the ‘whichness or ‘thatness’ of things. ) Also, there is the question about the ‘cause’ of things. † His distinction between essence and existence not only addresses the problem of the Sunni theologians, but, in his mind, satisfies what a ‘thing’ is, and that its ‘existence’ is not a predicate of thingness, and this argument can prove the existence of God as necessary. For Ibn Sina, existence adds to an essence specific determination external to the essence of a thing; existence adds to essence, an essence can be without existing, for example, the demonstration of the unicorn; its essence is separate from its existence as we can conceive of it without its actuality.He further explains this with categorising the necessary (wajib) and the possible/contingent (mumkir). Avicenna makes three distinctions: concrete existent, a mental existent and that which is neither of these two. A concrete existent is that which adds existence to its essence: that is to say that it, as an essence, also has existence. A mental existent is that which has essence, but not existence (such as a unicorn – it has essence because we can think of it).That which is neither is that which is logically impossible to exist even in the mind, such as a square circle; as it is impossible to conceive of such a thing, this does not even have essence. This solves the problem faced by Sunni philosophers, as it highlights the difference between mental essences without existence and concrete essences with existence. Avicenna continues to demonstrate three further aspects of essences: necessary, possible or impossible. Those that are impossible are those that it is illogical to think about, such as square circles, and as we have already shown, these do not have essence OR existence.That w hich is necessary is so because it’s very essence implies existence; its denial would involve a contradiction, (which we will further explain later). The possible is that which has essence that has potential to exist; it can either exist, or not exist. This is what contingent beings are categorised as; they have the potentiality to exist, through the cause of another; it cannot exist through itself, as otherwise it would be necessary, and it cannot not exist, as otherwise it would be impossible. Once actualised (through another), concrete existence is added to the essence.Avicenna would argue that mental essences are not concrete existents because they have not been brought into existence by another, so remain as potential essences that could exist, but do not in actuality. So far then, it has been demonstrated that Ibn Sina made the distinction of essences between that which cannot exist, that what can exist if brought into being by another, and that which exists through its own definition of its essence. When a possible essence is actualised through another, and becomes a concrete existent, it becomes ‘necessary through another’ – it must be caused by a cause external to itself.This in turn, must also be caused by another previous external cause, and so on. However, these causes cannot continue ad infinitum- there must be an external cause that itself is not caused by any other being external to itself, that is to say, that the cause is contained within itself, what Avicenna calls necessary through itself. There cannot be an infinite regress of causes, but must be one cause that can sustain and contain all possible causes, but itself need not be caused, as its essence itself contains existence, the Necessary Existent; God.So then, we have tackled the question previously posed of the existence or non-existence of things, what they are (possible/necessary), and the ‘thatness’ (whether it is necessary through another or i tself) – in turn answering the fourth question set out by Ibn Sina of the cause of things. Proof of God’s existence from this argument stems from the cosmological argument; an idea from Aristotle that there must be a First Cause in order to bring about the causes that cause others.However, Ibn Sina improves this argument by recognising that what something is differs from the fact that it is. â€Å"Ibn Sina’s way of making his point is to say that esse [fact of a things existence] is an accidental property of things – that is a quality it may or may not possess, without changing what it is†¦Ã¢â‚¬  Previously, philosophers such as Aristotle had only considered the nature of things, rather than setting them apart from their physical realisation. The distinction Avicenna makes between physical and mental existence is one that Aristotle had trouble in combatting. The most important text of this kind is Avicenna’s al-Shifa? ’ (The Healing, namely from ignorance). The title was wrongly (but aptly) translated into Latin as Sufficientia, as if Avicenna’s single comprehensive work was a sufficient replacement for the several books of Aristotle† This distinction was so important that every philosopher after Ibn Sina had to respond; the question was now apparent that there must be primacy of either essence or existence, as he had distinguished that they were not one and the same.Debate has followed Ibn Sina’s argument, that has mainly taken two paths; Suhrawardi decides that essence is prior to existence, whereas Ibn Arabi believes that only existence is real and essences are how existence presents itself to us. Thus, it has been demonstrated that Ibn Sina was successful in using an argument from reason that signifies God as the one creator, First to cause others, from which we could not possibly exist if it were not for His necessary existence through Himself.This was so profound for his time, as it had only been remarked that there previously lay a difference between the necessary and possible. Avicenna’s distinction between ‘through itself’ and ‘through another’ led to the reconciliation of Islamic thought and philosophical reason; there lies no contradiction between our own existence as concrete and God’s existence as wholly other, beyond our conception of contingent.This argument was so influential on both later thinkers due to his ability to draw upon early philosophical ideas and his faith brought together Aristotelian and neo-Platonic philosophy and Islamic theology in a way that made the distinction between theoretical and practical knowledge; logically acknowledging that the first cause as a necessary existent can only be a monotheistic God, as all predicates, including that of existence are perfectly contained within the very definition of His essence.This theory is reconcilable with Islamic thought as it signals disenchantment wit h neo-Platonic thought, developing a more personal philosophy that argues for our own necessary existence (through another), whilst still acknowledging that God is unattainably necessary through Himself. â€Å"[Ibn Sina] envisaged a world resting on two pillars: a) Greek philosophy and b) Qu’ranic revelation and the virtues of man†¦Ibn Sina was a highly spiritual and ethical person, considering that, for him, teaching and learning should lead also to rooting in faith deeply in the soul of the individual. This meant that each individual had meaning for their own life, which they could relate back to God, personally having their own cause rooted in the Divine Necessary Existent. Bibliography * Avicenna ; Farhang Zabeeh, ( Ed. Trans. ) Avicenna’s Treatise on Logic: Part One of Danesh-Name Alai (a Concise Philosophical Encyclopaedia and autobiography) (Martinus Nijoff, the Hague, 1971) * Charles Burnett, â€Å"Arabic into Latin: the reception of Arabic philosophy in to Western Europe† in The Cambridge Companion to Arabic philosophy, ed.Peter Adamson and Richard C Taylor (Cambridge University Press, Cambridge, 2005) * F. C. Bauerschmidt, Holy Teaching: Introducing the Summa Theologiae of St. Thomas Aquinas (Michigan, Brazos Press, 2005) * Robert Wisnovsky, â€Å"Avicenna and the Avicennan Tradition† in The Cambridge Companion to Arabic Philosophy, ed. Peter Adamson and Richard C Taylor (Cambridge University Press, Cambridge, 2005) * Sebastian Gunther, â€Å"Be Masters in That You Teach and Continue to Learn: Medieval Muslim Thinkers on Educational theory† in Comparative Education Review, Vol. 0, No. 3, (August 2006) Article DOI: 10. 1086/503881 Web Resources: * Encyclop? dia Britannica Online, s. v. â€Å"Avicenna,† accessed December 11, 2011, http://www. britannica. com/EBchecked/topic/45755/Avicenna * http://quran. com/ accessed 15/12/11 —————————— ————– [ 1 ]. Encyclop? dia Britannica Online, s. v. â€Å"Avicenna,† accessed December 11, 2011, http://www. britannica. com/EBchecked/topic/45755/Avicenna. [ 2 ]. Robert Wisnovsky, â€Å"Avicenna and the Avicennan Tradition† in The Cambridge Companion to Arabic Philosophy, ed.Peter Adamson and Richard C Taylor (Cambridge University Press, Cambridge, 2005) p. 92 [ 3 ]. The Holy Qur’an 16:40 as cited from http://quran. com/16/40 (Sahih International Translation) accessed on 15/12/11 [ 4 ]. Robert Wisnovsky, â€Å"Avicenna and the Avicennan Tradition† in The Cambridge Companion to Arabic Philosophy pp. 106-107 [ 5 ]. Avicenna & Farhang Zabeeh (Ed. Trans. ) Avicenna’s Treatise on Logic Part One of Danesh-Name Alai (a Concise PhilosophicalEncyclopaedia and autobiography) (Martinus Nijoff, the Hague, 1971) p. 5 [ 6 ]. F. C. Bauerschmidt, Holy Teaching: Introducing the Summa Theologiae of St. Thomas Aquinas (Michigan, B razos Press, 2005) p. 57 [ 7 ]. Charles Burnett, â€Å"Arabic into Latin: the reception of Arabic philosophy into Western Europe† in The Cambridge Companion to Arabic philosophy, p. 371 [ 8 ]. Sebastian Gunther, â€Å"Be Masters in That You Teach and Continue to Learn: Medieval Muslim Thinkers on Educational theory† in Comparative Education Review, Vol. 50, No. 3, (August 2006) pp. 376 – 377 Article DOI: 10. 1086/503881

The Impact of Humans on the Biological Diversity of Natural Ecosystems Essays

The Impact of Humans on the Biological Diversity of Natural Ecosystems Essays The Impact of Humans on the Biological Diversity of Natural Ecosystems Essay The Impact of Humans on the Biological Diversity of Natural Ecosystems Essay The Impact of Humans on the Biological Diversity of Natural Ecosystems Introduction Since humans have come into existence they have always been a cause of change of whatever natural areas they inhabit along with the living organisms of those natural areas. The different types of organisms such as plants, animals, and microorganisms that inhabit these areas are known as biological diversity or biodiversity. (USEPA 2010 ) Biological diversity can be affected by many different things, climate change, and area being two specific things. Humans fit into a strange niche of biological diversity. While we have a part of biodiversity and in ecosystems, the human race has spread much farther than any other breed or type of organism except for bacteria. (Diaz 2006) Humans have spread into so many other ecosystems that are not meant to be inhabited by humans and through technology, industrialization, and evolutionary changes have changed these natural ecosystems. As the population size of the human race increases the biological diversity of natural ecosystems seems to decrease. Humans have made an effect on several types of different systems aquatic, forest, and landscape conservations, changing permanently the biodiversity of these natural ecosystems in some form or fashion. White 2 Deforestation Deforestation is one major issue that has been caused by human population growth. Deforestation is the loss of forest due to the act of trees being overcut. This becomes such a big issue due to a problem known as soil erosion that occurs when deforestation happens. Soil erosion is the loss of the protective top layers of soil which take away from the ability of the soil to soak up and hold water. Stock and Rochen 2000) Beyond hurting the air quality that humans need soil erosion and deforestation becomes an issue that affects humans especially when it comes to agriculture. To have successful agricultural profit soil that has water holding properties is necessary. To yield a useful crop the top layers of soil are necessary which when deforestation is used to clear farm land are lost which keeps farmers from producing a good crop. Deforestation also causes many homes for different organisms to be lost endangerment and in extreme cases because the organisms natural habitat and food sources have been lost, extinction. Extinction becomes more likely when the majority of deforestation occurs in tropical regions for agriculture, paper from the trees, or industrialization these regions have numerous undiscovered organisms plant, animal, and microorganisms. Biological diversity and human welfare becomes compromised due to the ever extending reach and spread of the human population. Erosion Erosion by definition is the wearing down of something by grinding away, such as the wear on the Earth due to wind and water. Erosion is a naturally occurring process but yet still dangerous and aided by humans and the spreading population of humans, wearing away at the Earth, there is lost biological diversity of different plants and animals, because, the natural White 3 ecosystem and habitat has been eroded away. When erosion happens plants are lost and a lot the times made to be extinct. Which slowly but surely causes there to be a less diverse population of different plant species. And when plants disappear the animals will to in search of food causing a geographic migration of different animal populations and species. Rivers have been channelized to facilitate boat traffic, prevent flooding, and allow farming along their banks† (Audesirk 2008). As humans take from the environment we remove key nutrients and sediments from rivers and land, helping along the erosion process. Aquatic Systems As humans water is a necessary part of our diet in order to live. While we spread throughout the globe not on ly do we tamper with the balance of biodiversity of land ecosystems we also tamper with the biodiversity of aquatic systems too. As the populations of humans grow industrialization grows too, and is it known many companies do not dispose of the byproducts and waste of their companies properly; so waste, such as chemicals and other trash and debris are tossed into rivers. Eventually all rivers lead and empty out into oceans which means said chemicals are dumped into the ocean. These chemicals, waste, and debris float freely into the human population water supply and into the animals of aquatic systems water supply and habitats. These animals are exposed to the companies’ byproducts and they affect the life span, and habitat quality of the animals. Yet again human population growth can cause extinction of species, populations, communities, etc. due to the lack of regard or concern of how the biodiversity of natural ecosystems affects all species in the long run. White 4 Landscape Conservation Though humans have made a huge impact on the biodiversity of many and most ecosystems; it is recognized that for as much damage has been caused there should be some type of effort to improve and try to restore the biodiversity in some ecosystems. So was created the National Landscape Conservation System in 1969 ( CSA 2009). The mission of this system is to â€Å"conserve, protect, and restore these nationally significant landscapes that have outstanding cultural, ecological, and scientific values for the benefit of current and future generations†. (CSA 2009 ) However this system of land conservation is solely interested can only benefit Western/American land. The goal is to protect the USA’s most prized beautiful lands from being lost to the human populations’ impact on biological diversity of ecosystems. Though this system makes a good effort on protecting Western lands, there is still the matter of all the lands and waters around the world that could use protecting and preserving from humans in order for future generations to receive the full benefits that can be offered from the different ecosystems. Discussion A well educated member of society should have an understanding of this issue in order to understand the affect humans are having on our planets. As biological diversity decreases throughout the worlds natural ecosystems resources that could help the human population are continuously lost on a daily basis. Biological diversity can be related to agriculture that is highly affected when biodiversity is lost. And what the government does with land and regulations put White 5 on certain lands and waters. Biodiversity and the lack there of are major social issues that can relate back to all humans. Because as we decrease biodiversity with the spread of our population we affect our living standards as well, and those of many animals and other organisms. Science an provide all of the background information, statistics, and experimentation in the world but science cannot fix the decreasing of biodiversity when the problem is the spread of the human population into other ecosystems. Science cannot â€Å"cure† or fix population growth. While science can make one more aware it cannot fix the actual situation. Conclusion Humans hav e a major impact on the biological diversity of natural ecosystems and as time has gone on, the issue has become more apparent and prominent. Biological diversity is important in regards to humans because without it valuable information, beneficial plants and animals are lost. When erosion and deforestation occur animals and plants lose their natural habitats and are forced to migrate and some species become extinct. Erosion and deforestation also make land useless for agriculture meaning that the land after being cleared yields no purpose or goods for the human population. The aquatic systems suffer when humans show no regard to the fact that other creatures most coincide with the human population. Though companies have gotten better with what is done with their waste more is still able to be done to prevent a further decrease of biological diversity. Humans recognize now as the Earth loses more and more biological diverse ecosystems that something must be done to at least attempt to preserve the different plants, animals, and microorganisms that live in different biologically diverse natural White 6 ecosystems. Thus the National Landscape Conservation System and several other organizations were created in hopes of bringing awareness to the growing issue of the loss of biodiversity throughout the planet. Human population has a major impact on biological diversity in natural resources. Though the population tries to prevent any more damage from being done the fact is that humans have had a major negative impact on the biodiversity of natural ecosystems through the spread of the population, industrialization and negligence for the surrounding area shared by humans with other ecosystems. White 7 United States Environmental Protection Agency. Ecosystems and Biodiversity . Washington, DC: United States Government, 2010. Web. 10 Nov 2010. epa. gov/climatechange/effects/eco. html Stock, Jocelyn, and Andy Rochen. The Choice: Dooms Day or Arbor Day. Deforestation. University of Michigan, 01/21/2000. Web. 10 Nov 2010. umich. edu/~gs265/society/deforestation. htm Audesirk, Teresa, Audesirk, Gerald, and Byers, Bruce E. Biology Life on Earth. Eighth Edition. Upper Saddle River. Prentice Hall. 2008. Print. Diaz, Sandra. Why is Biodiversity Essential for Human Life?. Sep. 2006: n. pag. Web. 10 Nov 2010. http://news. softpedia. com/news/Why-Is-Biodiversity-Essential-for-Human-Life-34980. shtml The National Landscape Conservation System. The Conservation System Alliance. N. p. , January 29 2009. Web. 10 Nov 2010. conservationsystem. org/conservationsystem

Using Se with Spanish Verbs To Express the English Passive Voice

Using 'Se' with Spanish Verbs To Express the English Passive Voice If youre new to learning Spanish, you might easily be confused by some of the signs you see in a Spanish-speaking area: SE VENDEN ORO Y PLATASE SIRVE DESAYUNOSE ALQUILA Translate the words the best you can, or type them into a portable translating device, and you very well could end up with translations such as these: Gold and silver sell themselves. Breakfast serves itself. It rents itself. Se Used for Type of Passive Voice Obviously, those literal translations dont make much sense. But once you become familiar with the language, you realize that such usages of se and verbs are quite common and are used to indicate objects being acted upon without stating who or what is doing the action. That explanation might be a mouthful, but we do the same thing in English, only in a different way. For example, take a sentence such as The car was sold. Who did the selling? Out of context, we dont know. Or consider a sentence such as The key was lost. Who lost the key? Well, we probably know, but not from that sentence! In English, we call such verb usages the passive voice. It is the opposite of the active voice, which would be used in sentences such as John sold the car or I lost the shoe. In those sentences we are told who is performing the action. But in the passive voice, the subject of the sentence is acted upon by someone (or something) rather than being the one performing the action. Spanish does have a true passive voice corresponding to the English one: El coche fue vendido (The car was sold) and el zapato fue perdido (the shoe was lost) are two examples, but it isnt used nearly as much as in English. Much more common is use of the third-person reflexive verb form, which uses the pronoun se. (Dont confuse se with sà ©, which means I know or sometimes you be as a command.) Rather than saying that something is done to something, Spanish speakers have the object doing it to itself. Se Passive Shouldn't Be Translated Literally Thus, se venden oro y plata, although translated literally would mean gold and silver sell themselves, can be understood to mean gold and silver are sold or even gold and silver for sale, neither of which specify who is doing the selling. Se sirve desayuno means breakfast is served. And se alquila, which might be seen as a sign on a building or object, means simply for rent. Keep in mind that the grammatical function of such reflexive verb forms is to avoid stating who or what is performing the action, or simply to recognize that the performer of the action isnt important. And there are ways of doing that in English other than using the passive voice. As an example, look at the following sentence in Spanish: Se dice que never. Literally, such a sentence would mean it says itself that it will snow, which doesnt make sense. Using a passive construction, we might translate this sentence as it is said that it will snow, which is perfectly understandable. But a more natural way of translating this sentence, at least in informal usage, would be they say it will snow. They here doesnt refer to specific people. Other sentences can be translated similarly. Se venden zapatos en el mercado, they sell shoes in the market (or, shoes are sold in the market).  ¿Se comen mariscos en Uruguay? Do they eat seafood in Uruguay? Or, is seafood eaten in Uruguay? Sometimes in English we also use one or an impersonal you where a Spanish speaker might use a se construction. For example, se puede encontrar zapatos en el marcado. A translation in passive form would be shoes can be found in the market. But we could also say one can find shoes in the market or even you can find shoes in the market. Or, se tiene que beber mucha agua en el desierto could be translated as one has to drink a lot of water in the desert or you have to drink a lot of water in the desert. The you in such cases doesnt mean the person being spoken to, but rather it refers to people in general. It is important to keep such meanings of English sentences in mind when translating to Spanish. You might be misunderstood if you were to use the Spanish pronoun usted to translate you in the above sentences. (It is possible to use usted or tà º to mean a kind of impersonal you as in the English sentence, but such usage is less common in Spanish than English.) Key Takeaways Reflexive verbs using se are often used to form a type of passive voice, which avoids saying directly who or what is performing the verbs action.This usage should not be translated literally to English, as that would result in phrases such as it sells itself or it lost itself.Spanish has a true passive voice that uses the form ser past participle, but it is used much less often than the English equivalent.

Psuchology- Essay Example | Topics and Well Written Essays - 750 words

Psuchology- - Essay Example The circumstances force both of them to interchange places and Jean steals identity of John. The Englishman John is a simple and lonely person who is academic in nature. He soon finds himself struck up in the complex and different life of another family. He faces a variety of perplexing roles - as owner of a chateau, director of a failing business, head of a fractious family, and master of nothing. The Scapegoat is a masterpiece exploration of doubling and identity, and of the dark side of the self. John meets his exact double jean in a railway station, at first, both are surprised but later they agree to sit and drink together. While talking John gets over drunk and once he wakes up in a hotel room, he finds that his clothes have been swapped with Jean, his identity has been stolen by him and the double has vanished. Soon the driver of Jean comes to hotel to pick him up. John is unable to convince the driver that he is not Jean. The driver thinks he is drunk and takes him along to J ean de Gue’s chateau. Now John decides to live the life of Jean, as he always wanted a change in his boring life. The family of Jean assumes him as Jean. They expect him to continue running the family glass-making business and arranging shooting parties – things that John has absolutely no experience in.   Before long, it starts to become obvious that Jean is using John as a scapegoat. Jean’s family and business are both in a mess and he wants someone else to have to deal with them. John goes completely unprepared into Jean’s life. Jean has a chateau, a glassworks, a wife, a mistress, a lover, a brother, a mother, a daughter and a sister who has not spoken to him for fifteen years. When John arrives at the house of Jean, he finds it very difficult to run the affairs but eventually understands every character around him and their relationship to Jean. From the neglected pregnant wife and the hostile elder sister to the resentful younger brother and the r eligious ten-year-old daughter, every character is well explained and memorable. The story takes place over one very intense week in which John tries to correct the mismanagement in life, business and family done by Jean. It is only the dog of Jean who knows that John is not Jean and barks at him. John deals the life better than Jean. On the business side, John renews the glass contract and saves business. In family, he tries to re-connect and build relation with wife, children mother and sister. He saves life of the child trying to jump out of window, saves the pregnant wife and the baby and stops drug addiction of mother. After reading about death of a family member in the newspaper, Jean gives a telephone call to John and returns. Jean is surprised to see the way John managed his problems. Jean tells him that he remained in London in John’s flat and sold his flat while clearing his debts. Jean now suspects that John might want to keep his wealth and family but John say he only loved all this and leaves quietly out of the life of Jean. Function of each character in group The story revolves around two characters John and Jean. Jean makes a scapegoat of John. In the words of common street people, Jean can be called a doppelganger. Jean is Frenchman who is incapable of handling his life. He is charming, idle, and destructive French aristocrat. His character has many functions like; master of a chateau, director of a failing business, head of a large and embittered family, and keeper of too many secrets. He has a glass factory and

Sysco BI Case Study Example | Topics and Well Written Essays - 1250 words

Sysco BI - Case Study Example At Sysco, the main problem that might arise after the implementation of business intelligence is that the information that is provided is too small of what is actually required by the firm in order to function. Moreover at many times, the user may not at all be requiring the past data as the market is volatile and is subjected to frequent changes. The obstacle can be that Sysco will require more number of users for implementation and there are huge license fees for the set up of the software. Moreover the other difficulty that it will face is that a number of the companies already have small scale intelligence application and Sysco had decentralized IT structure which if the companies try to uninstall would be very time consuming and costly. It will therefore muddle the already existing commercial setting. Why did Sysco decide initially to address only two questions with its new BI software rather than use it as a more general analysis tool? Why did Business Objects recommend this approach? What are the tradeoffs? Answer: Initially only two questions were taken into consideration as both the questions were quite predictive and forward looking. It is also to be noted that one question deals with the products that is to be delivered to the customer and the other question deals with the customers. The answer provided to the question covers all the important aspects like competitors, customer satisfaction, customer services, customer profile that is the key to success for any firm. Moreover it is felt that initially during the implementation phase the company should focus only on the software, users and the training on answering the questions. The answer to the question was good enough to serve the customer in the better way and also it proved how good ‘Business Object’ can be at delivering the best product to Sysco. The various capabilities of Business Intelligence are Dashboards, Extraction, Data mining, Ad hoc querying and reporting,