Advantages and Disadvantages of Globalization - 1098 Words

Globalization is an inevitable process which has led to integration amongst different people and countries. It strives to bridge the existing gap between nations by trying to foster healthy trade and investment relationships amongst them. An economist, Thomas Friedman has described today’s globalization as â€Å"farther, faster, cheaper and deeper† [1]. Nobel Laureate Joseph Stiglitz defines globalization as â€Å"the closer integration of the countries and peoples of the world which has been brought about by the enormous reduction of costs of transportation and communication, and the breaking down of artificial barriers to the flows of goods, services, capital, knowledge, and (to a lesser extent) people across borders† [2]. Many countries such as China and India have benefitted majorly due to globalization. According to the World Bank, poverty rates in China fell from 60% to 16% between 1990 and 2005 and the poverty rate in India has reduced to 50% of what it or iginally was, in the past 2 decades. Uganda also witnessed a drop in the poverty levels by 40% and school enrollments doubled in that period [3]. In my opinion, the key factor influencing globalization is the improvement in the technology over the last century. I believe that since technology is constantly evolving, it is a major driving force behind globalization. Technology has contributed to globalization by enabling people to widen their horizon and by providing them with access to unlimited knowledge through the internet.Show MoreRelatedThe Advantages and Disadvantages of Globalization1439 Words   |  6 PagesThe Advantages and Disadvantages of Globalization Prepared by Ummul Wara November 2012 Content 1. Introduction - What is Globalization?............................................1 2. Advantages of globalization†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦2 3. Disadvantages of globalization†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..4 4. Conclusion – to globalize or not to globalize†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 5. References Introduction - What is globalization? Globalization can be defined as ‘international integration’, which can be described asRead MoreGlobalization Advantages and Disadvantages695 Words   |  3 PagesWhat Is Globalization? Globalization means increasing the interdependence, connectivity and integration on a global level with respect to the social, cultural, political, technological, economic and ecological levels. Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, on culture, on politicalRead MoreAdvantages And Disadvantages Of Globalization2225 Words   |  9 Pagesdoesn’t happen uniformly, and it impacts people in profoundly different ways often dependant on whether they live in core or periphery regions. Globalisation has advantages and disadvantages to people, the process of globalisation may mean that there is advantages to people in some places whilst other places are experiencing disadvantages. It could be argued that globalisation transforms people and places by making them both more interconnected or ‘closer’ together, although globalisation cannot changeRead MoreAdvantages and Disadvantages of Globalization in the Philippines2445 Words   |  10 PagesADV ANATGES AND DISADVANTAGES OF GLOBALIZATION ON THE PHILIPPINE ECONOMY __________________________________________________ A Term Paper Presented to: ANTHONY R. VILLANUEVA Economics Teacher ____________________________________________________ As a requirement for the Fourth Quarter in Economics subject _______________________________________________ Presented by: Adrian R. Ocampo IV-I _______________________________________________ March 2011 STATEMENT OF PROBLEMRead MoreAdvantages And Disadvantages Of Globalization Of Finance1761 Words   |  8 PagesContagion and the Global Financial Crisis According to Schmukler (2004), financial globalization is not a new concept from the historical viewpoint. However, lately, the concept has grown exceptionally in its scope. Peckham (2013) defines globalization of finance as the degree to which various countries are in interrelated through inter-border financial holdings. Schmukler (2004) notes that financial globalization has various potential benefits as well as risks. Therefore, it is important to highlightRead MoreDiscussion on the Advantages and Disadvantages of Economic Globalization651 Words   |  3 PagesDiscussion on the advantages and disadvantages of economic globalization At present, economy globalization, which can be defined as the expanding world integration through trade, financial flow and knowledge, has significant effect on developed and developing countries. We are living in a world where people can communicate efficiently and enjoy the freedom of exchange of goods and capital. Due to the economic globalization, the material life today is more colorful than before. However, there areRead MoreEvaluate the Advantages and Disadvantages of Globalization for Business1101 Words   |  5 Pagesnot be done, if there was no understanding of cooperative activities of the individual and the concept of teamwork. In this essay we are going through the importance of teamwork in organizations as developed by related authors, to find out the advantages and how this concept can make a business more profitable. To begin with, in a business which working in a team is very important to construct an effective teamwork rather than ineffective. This will be accomplished if there is a true organizationRead MoreAdvantages and Disadvantages of Globalization on South Africa767 Words   |  4 PagesGlobalization is the shrinking of the world and the increased consciousness of the world as a whole. It is a term used to describe the changes in societies and the world economy that is a result of dramatically increased cross-border trade, investment, and cultural exchange. Globalization has been dominated by the nation-state, national economies, and national cultural identities. The new form of globalization is an interconnected world and global mass culture, often referred to as a global villageRead MoreAdvantages and Disadvantages of Globalization on Development in Developing States2028 Words   |  9 PagesAdvantages and Disadvantages of Globalization on Development in Developing States Globalization brings more economic advantages to developing countries than disadvantages, even though this statement is arguable for many. But the simple effect of enabling developed countries and developing countries to compete in the same â€Å"Global arena† is already a gain, not only for DCs but for LDCs as well. The increased interaction among actors promoted by Globalization facilitates free trade which in turn provideRead MoreCompare and Contrast the Current Era of Globalization with the First Age of Globalization (1850s-1920s). What Are the Advantages and Disadvantages of Globalization in Its Current Context?1720 Words   |  7 Pagescurrent era of globalization with the first age of globalization (1850s-1920s). What are the advantages and disadvantages of globalization in its current context? Word count: 1530   Unit Coordinator: Dr Tony Ramsay I am going to contrast the current era of globalization with the first age of globalization in many different aspects, in the mean time analysis the merits and demerits of　globalization in its current context. John and Kenneth (2012, p. 28) find that the concept of globalization means the

Polypharmacy in the Older Adult Too Much of a Good Thing...

Polypharmacy in the Older Adult: Too Much of a Good Thing Elderly patients that take several medications compound the risk of developing an adverse drug reaction. Not only does the aging process have an effect on how elderly bodies process medication, but elderly people take more medications than their younger counterparts. According to Conry (2005), the elderly patient takes an average of 5 prescription medications and two non-prescription medications (Conry, 2005). While medications are frequently necessary to enhance the quality of life of the elderly, non-pharmacologic methods should be used whenever possible. Healthcare providers need to understand how aging impacts the body’s response to medications, which drugs pose more risk to†¦show more content†¦As well as using multiple physicians, elderly clients may use more than one pharmacy. Each pharmacy attempting oversight of the client’s medication use may not be aware of all the medications prescribed. To further complicate the issue, side effects of medication can mimic disease symptoms. If an elderly client develops side effects of medication use, the healthcare provider may not recognize it. They may erroneously think that the new symptoms are a new problem, and prescribe more medication to control the symptoms his can cause even more side effects. Effects of Aging Physiologic effects of the aging process change the way the body processes drugs. Pharmacokinetics and pharmacodynamics are both influenced by the aging process. Pharmacokinetics involves how the body interacts with the drug, and pharmacodynamics describes the effect of the drug on the body (Adams, Holland Jr., Urban, 2011). Pharmacokinetics consists of three components, absorption, distribution, and clearance. Absorption, especially from the oral route is the least influenced by the aging process and slows down, but remains complete (Adams et al., 2011). As the number of drugs ingested increases, the risk that absorption is interrupted increases (Adams et al., 2011). Distribution is significantly impacted with age. Older people have more body fat and less water than younger people. As a result, a drug that is fat soluble will remain in older bodiesShow MoreRelatedHerbal Medicines And Herbal Medications Essay860 Words   |  4 Pagesbe farthest from the truth. Herbal medications are more dangerous in older adults than other age groups for many reasons. When medications are taken orally decreased gastric pH and slowed motility may cause the drug to stay in the patient’s system longer and increase the chance of toxicity. Older patients have decreased saliva production and esophageal motility whic h may make it difficult for the patient to swallow. In older adult’s circulatory changes and chronic illnesses which affects circulationRead MoreCommon Misconceptions Of The Health Community1447 Words   |  6 Pagesaccurately dictate if herbal supplements work in aiding the body. Pill supplements are one of the most common ways people obtain vitamins and minerals that they are lacking, but pills are notorious for having fillers and excess things the body does not need which could undo the good that has been done by the nutrients in the pills. Doctors such as Josh Axe warn about the dangers in pill fillers such as hydrogenated oils, artificial colors, magnesium stearate, and titanium dioxide; links exist between theseRead MoreImproving Geriatric Health, Decreasing Healthcare Costs Essay1740 Words   |  7 Pagesthis it is only appropriate that the next chapter in healthcare begins under their influence as well. The first of the Boomers became of retirement age, sixty-five, in 2010 and every eight seconds another individual of this generation becomes a year older (When I’m 64: How boomers will change healthcare, 2007, p. 3). By the year 2030, â€Å"the over 65 population will nearly double as a result of the aging Boomers (When I’m 64: How boome rs will change healthcare, 2007, p. 2).† With this significant demographicRead MoreThe Effects Of Alcohol Abuse On The Elderly Population Essay2269 Words   |  10 PagesThe older population, according the US Census Bureau (2015) reports, individuals ages 65 and older make up 8.5% of the global population. In other words, the older population now equals 617 million, and subsequently will experience an expected rise within the next ten years, resulting in an increase of roughly 236 million people aged 65 and older throughout the world. Therefore, as our elderly population increases, so will the substance use epidemic. Currently the National Institute of Alcohol AbuseRead MoreGeriatric Assessment7902 Words   |  32 Pagesimpairment, immobility, instability, incontinence and iatrogenic disorders. The geriatric assessment effectively addresses these and many other areas of geriatric care that are crucial to the successful treatment and prevention of disease and disability in older people. Performing a comprehensive assessment is an ambitious undertaking. Below is a list of the areas geriatric providers may choose to assess: †¢ Current symptoms and illnesses and their functional impact. †¢ Current medications, their indications

Disaster Recovery Plan

Question: Describe about the Disaster Recovery Plan? Answer: Since the beginning of the civilization, among the various crucial factor which greatly influences the essential activity of the human being as well as regulate the quality of life, health is most significant. As per the given instruction this assessment will be focusing on the various aspect of the recovery plan relating to the various potential disasters in the perspective of the safety of various relevant medical documents as well as clinical data of numerous patients (Croskerry, 2010). The whole concept of various recovery plan from disaster as well as work flow relating to this systematic plan is belong to a systematically, powerful body, that is ministry of health care. Various potential disaster as well as various security related issues, can be major problem for the proper management of patient related data and in the way of overall performance of the health care system as well as the activity of the health care provider. In order to develop a effective management plan to cou nteract the disaster as well as keep the various medical document safe, relating to the various patient, various approaches is there, like Business community base planning, Information system for disaster, coordinator for disaster recovery, etc It is very important to understand the various significant purposes of the therapy recovery plan as well as its multipurpose way of planning, before the detailed evolution of various type of research design or specific type of recovery plan (Denham, 2010). In order to choose a specific disaster management oriented research design, clarification of the about the proper concept of the management plan is very much essential. Then the various aspects and the specific field of the disaster should be taken into the consideration and also need to know in what format the recovery plan fits. It included the development of a relevant system of keeping the various essential medical data safe and it also arise the recovery oriented research topic or question to moderate stage of the research process like the collecting of the data, evaluation of the collected data in order to synthesizing the evidence based practices as well as reporting the data (Donaldson, 2010). In order to systematically evaluate the various aspects of the research design as well as its various classification, philosophical as well as theoretical assumption, always play a significant role. Before the detailed interpretation of the philosophical assumption in the context of the qualitative research, it is essentially suggested by various researchers after the numerous clinical study, that there is no such confirm or predetermined way or systematic process for the successful development of the qualitative hypovolemic therapy(Jordan 2012). In spite of some conventional way of processing or developing, the systematic structure or progressing of the qualitative therapy, depending upon some significant factors like epistemological factor or ontological factor or research goal oriented factor. In the perspective of qualitative health care and effective recovery plan, it may be explained as the naturalistic as well as interpretative approach, which should be carried out with the responsibility of exploring various potential phenomena from the internal context. It also includes the perspective of the research oriented subjects and relevant information (Marie, 2010). The concept of the various disaster management plan also focusing on the perspective of the interpretive as well as materialistic practice which may resolve explain various unresolved issue of the modern world. It also emphasize on the various significant factors, which can greatly influence the structure of the research design like some fundamental search strategy, identify the main idea of a research project, relevant literature search as well as comprehensive understanding of the rationale, recognition of the significant unknown along with the research question. After that main part of the research design is came into the scenario like aim as well as objectives of the disaster recovery plan.The next step is the, develop the hypothesis as well as testing of the hypothesis, determined the main deliverables, identify the main resources (New Zealand - Ministry of Health to offer support service for former sawmill workers exposed to PCP. 2010). Another significant criterion, which grea tly regulating the total research design of the main hypothesis, is the proper timeframe for the specific research. So, determine the proper time-frame of the research design is the fundamental consideration, in order to develop a systematic research process. After the development of the timeframe, the next significant step of the research design is the, development of a appropriate workflow model, depend upon which the whole research strategy will be on progress. Another associated significant issue of the recovery plan relating to the various potential disaster, is the various risk factor and the potential adverse effect of the risk, which may occur during numerous application of the hypothesis. References Croskerry, P., Abbass, A., Wu, A. (2010). Emotional Influences in Patient Safety. Journal Of Patient Safety, 6(4), 199-205. doi:10.1097/pts.0b013e3181f6c01a Denham, C. (2010). Greenlight Issues for the CFO. Journal Of Patient Safety, 6(1), 52-56. doi:10.1097/pts.0b013e3181c72c9e Donaldson, L., Noble, D. (2010). The Need for Risk Profiling in Patient Safety. Journal Of Patient Safety, 6(3), 125-127. doi:10.1097/pts.0b013e3181ed73a3 Jordan - Ministry to evaluate integration of mental health services. (2012). International J Health Care QA, 25(2). doi:10.1108/ijhcqa.2012.06225baa.011 Marie, M. (2010). Do You Have a Disaster Recovery Plan?. Information Security Journal: A Global Perspective, 19(1), 1-3. doi:10.1080/19393550903317088 New Zealand - Ministry of Health to offer support service for former sawmill workers exposed to PCP. (2010). International J Health Care QA, 23(8). doi:10.1108/ijhcqa.2010.06223hab.007

Heidegger Essay Research Paper Heideggers Conceptual EssencesHeideggers free essay sample

Heidegger Essay, Research Paper Martin heideggers Conceptual Kernels Martin heideggers Conceptual Kernels: Being and the Nothing, Humanism, and Technology Being and the Nothing are the same. The ancient philosopher Lao-tzu believed that the universe entertains no separations and that opposites do non really exist. His foundation for this apparently absurd proposition lies in the fact that because alleged antonyms depend on one another and their definitions rely on their differences, they can non perchance be without each other. Therefore, they are non really opposites. The simple and uncomplex natured concluding behind this hideous statement is utile when seeking to understand and depict Martin Heideggers profoundly leveled doctrine of Bing and the nil. Lao-tzus unsophisticated principle used in saying that supposed antonyms create each other, so they can non be opposite, is non unlike Heideggers description of the similarity between the antonyms Being and the nil. Unlike Lao-tzu, Heidegger does non claim that no antonyms exist. He does nevertheless state that two evidently opposite constructs are the same, and in this manner, the two doctrines are similar. He believes that the separation of existences from Bing creates the nil between them. Without the nil, Being would discontinue to be. If there were non the nil, there could non be anything, because this separation between existences and Being is necessary. Heidegger even goes so far as to state that Bing itself really becomes the nil via its indispensable finity. This statement implies a synonymy between the relation of life to decease and the relation of Being to nothingness. To Heidegger, the lone terminal is decease. It is wholly absolute, so it is a gateway into the nil. This proposition makes Being and the nil the two halves of the whole. Both of their functions are every bit of import and necessary in the rhythm of life and decease. Each single life necessarily ends in decease, but without this decease, Life would be allowed no patterned advance: The nil does non simply serve as the counterconcept of existences ; instead, it originally belongs to their indispensable flowering as such. Similarly, decease can non happen without finite life. In harmony with the statement that the nil separates existences from Being, the thought that decease leads to the nil implies that decease is merely the loss of the theoretical sandwich # 8217 ; s staff of life pieces, go forthing nil for the remainder of of all time. The being of decease, hence, is much more of import in the whole because it magnifies the nil into virtually everything. The magnification of the nil serves as an equaliser between Being and nil because Being is so robust and obvious that it magnifies itself. In this instance, the antonyms are wholly reliant on each other, non merely conceptually but physically. Heidegger gives new intending to Lao-tzus doctrine that opposites define each other when he tries to bring out the true kernel and significance of Being, and he reveals another degree of intertwination between the nil and Being. In order to specify Being, it is compulsory to step outside of it, into the nil because: Everything we talk about, mean, and are related to in such and such a manner is in Being. What and how we are ourselves are is besides in Being. Being is found in thatness and whatness, world, the being at manus of things [ Vorhandenheit ] , subsistence, cogency, being [ Dasein ] , and in the there is [ es gibt ] . Heidegger is really inexorable on the importance of indifferent judgements and definitions, and how could he perchance cipher the exact significance of Being while sing it from a province of Being? Thus it is necessary to step out into the nil to to the full grok Being. For this ground, human existences are the lone existences capable of chew overing the kernel of being and nonentity. Dasein are the merely creatures capable because they are held out into the nil: Being and the nil make belong together. . . because Bing itself is basically finite and reveals itself merely in the transcendency of Dasein which is held out into the nil. The highest findings of the kernel of adult male in humanitarianism still make non recognize the proper self-respect of adult male. When Heidegger rejects the rubric humanist, it is non because he is anti-humanity or even pessimistic about the destiny of the human race. Rather, he rejects the class because he justly sees humanitarianism as defined with adult male at the centre, which is a point of position he really strongly culls. Possibly in some other epoch, Heidegger could appropriately be called a humanist ; nevertheless, he believes that the word humanitarianism # 8230 ; has lost its significance. The modern intension of humanitarianism is non suited for Heidegger chiefly because in relation to the universe, other existences, and even life itself, Heidegger believes that adult male is basically out of control. Alternatively of Heideggers doctrine go arounding about mankind, it is centered on the inquiry of Being. Dasein is frequently the chief character of Heideggers amplification, but non because he is the centre. Alternatively, it is because he is the mechanism through which the nil and hence the reply to Being can be discovered: If the reply to the inquiry of Bing therefore becomes the steering directive for research, so it is sufficiently given merely if the specific manner of being of old ontology # 8211 ; the vicissitudes of its inquiring, its findings, and its failures # 8211 ; becomes seeable as necessary to the really character of Dasein. Because of their trancendence and ensuing nexus to Being and the nil, they are the best path to the reply of Being. Even his focal point on Dasein, nevertheless, leaves no hint of humanistic qualities: he doesnt even maintain the rubric homo: The analysis of Dasein therefore understood is entirely oriented toward the steering undertaking of working out the inquiry of Bing. When Heidegger does talk of humanitys goodness, he does non integrate the full species in his statements. Merely a per centum of the race is included in his vision of humanity. This is because he sees humanity as a end for world. If he were reffering to all of humanity, wouldnt he merely utilize the word world? Heidegger believes that portion of adult males kernel is the ability to step out of his kernel. This ability he calls ekstaticism, and it means that there is no inquiry as to whether or non adult male is at the centre. The reply is no because adult male is really outside of what humanity claims revolves around work forces. This transcendency is frequently unrecognised to the point of doing adult male non to understand or to the full measure his envi ronment, which merely reiterates that he is non in control: Because adult male as the 1 who ek-sists comes to stand in this relation that Being destines for itself, in that he # 8230 ; takes it upon himself, he at foremost fails to acknowledge the nearest and attaches himself to the following nearest. He even thinks that this is nearest. Paradoxically, this eksistence feature of Dasein, which gives him the ability to exceed and make a degree of humanity besides can do inhumane Acts of the Apostless. In this manner, the possibilities of eksistence threaten its ends: the inhumaneness that world is capable of endangering the really construct of humanity. If adult male were at the centre, he would be granted control. His control would be indicated by his induction, acknowledgment, and determination. But he is non the beginning or the terminal, and neither does he understand them. From the point of position of Heidegger, control is something work forces evidently deficiency. Man is non even in control of his ain being. He does non make up ones mind to be given life. Being is given to adult male, but adult male does non command it ; adult male occurs basically in such a manner that he is the there # 8230 ; that is, the glade of Being. Man through thought takes over this gift, but does non have it. Man does non even have his ideas. Bing does non revolve around adult male. Man is thrown into his eksistence ; Da-sein itself occurs basically as thrown. Man revolves around Being, and serves as one of Beings looks. Humanity believes that because adult male is the centre, it is his topographic point to govern over all other life signifiers on the planet. Heidegger strongly refutes this impression. He recognizes the simple facet to the logic applied in the claim that because work forces are more intelligent than animate beings, they are better. First of all, work forces are non mere animate beings. They exist otherwise because of their ability to step out of their kernel and into the nil. Peoples and animate beings are different, so they are non comparable. The simple construct that adult male is an animate being better than other animate beings implies prejudice against less rational individuals. Technologys kernel, relationship with adult male, and hereafter are at the custodies of Being, non humanity. Heidegger # 8217 ; s positions of engineering and its relation to moralss are complicated and hard, non unlike his positions on about everything else. He saw the journey of engineering as an inevitable procedure that began easy but quickened via its vicissitudes. He sees the procedure as a agency to an terminal. However, this # 8220 ; means to an terminal # 8221 ; is different from most # 8220 ; means to an terminal # 8221 ; because its # 8220 ; stop # 8221 ; is more # 8220 ; agencies, # 8221 ; so it necessarily progresses faster and faster. In other words, the consequence of engineering is more and more engineering in larger and larger sums. Besides, he believed that its patterned advance is out of our control. Technology is inarguably the consequence of believing. Heidegger claims that no idea is original in that the mind does non really conjure it. Rather, the idea reveals itself to the mind, even if he is the first individual to of all time think of it. So, human existences are non the Godheads of engineering even if they created it because the mind merely respond [ s ] to what reference [ Es ] itself to him. In this manner, engineering existed even before some prehistoric ape scraped some bugs out of a piece of bark with a branchlet. This means that there must be some other cause for engineering besides adult male. Heidegger says, believing, propriated by Being, belongs to Being. At the same clip thought is of Bing insofar as thought, belonging to Being, listens to Being. As the belonging to Being that listens, believing is what it is harmonizing to its indispensable beginning. The combonation of these two quotation marks means that Bing really created engineering with thought as its courier to humanity. The handing over of the innovation of engineering to Bing intensely complicates things. Now happening engineering kernel becomes about as hard as finding Beings definition. Of class, it was necessary for Heidegger to understand the kernel of engineering. The importance is due to the fact that adult male can non addition control or apprehension of engineering without cognizing its kernel and achieving a free relationship with it. By free, he means free of bondage, subjectiveness, and bondage. One can non objectively cipher the deductions of engineering while edge to it by life style, opinionated about it, or reliant on it to the point of bondage. This freedom is granted by looking at the large image, manner back before engineering in the modern sense existed, even with the apes. This allows one to see engineering with indifferent eyes. Then, the will to command becomes all the more pressing the more tecchnology threatens to steal from human control. The lone control humanity has over engineering is in internal will that leads to apprehension of the kernel and finally to mastery. Technology # 8217 ; s kernel has two equal conceptual divisions which are reliant on each other: Technology as instrumental and as a human activity. Its agencies that lead to more agencies besides have two characters: that of disclosure and that of self-creation. Thus, engineering is an instrumental human activity that self-creates its disclosure with vicissitude. It can non be controlled unless the complexness of these constructs are understood. All phenomenologists follow Husserl in trying to utilize pure description. Therefore, they all subscribe to Husserl # 8217 ; s slogan? To the things themselves. ? They differ among themselves, nevertheless, as to whether the phenomenological decrease can be performed, and as to what is manifest to the philosopher giving a pure description of experience. The German philosopher Martin Heidegger, Husserl # 8217 ; s co-worker and most superb critic, claimed that phenomenology should do manifest what is hidden in ordinary, mundane experience. He therefore attempted in Being and Time ( 1927 ; trans. 1962 ) to depict what he called the construction of commonness, or being-in-the-world, which he found to be an interrelated system of equipment, societal functions, and intents. Because, for Heidegger, one is what one does in the universe, a phenomenological decrease to one # 8217 ; s ain private experience is impossible ; and because human action consists of a direct appreciation of objects, it is non necessary to situate a particular mental entity called a significance to account for intentionality. For Heidegger, being thrown into the universe among things in the act of recognizing undertakings is a more cardinal sort of intentionality than that revealed in simply gazing at or believing about objects, and it is this more cardinal intentionality that makes possible the straightness 319

Learning Styles and Pedagogy

Introduction As an individual within the teaching profession, I realise how it is often important to examine myself to determine the effectiveness of my performance. It is an aspect of critical reflection that questions my actual performance, thereby helping me in finding answers to some of the most pressing questions.Advertising We will write a custom critical writing sample on Learning Styles and Pedagogy specifically for you for only $16.05 $11/page Learn More The critical reflection helps in developing the profession because it acts as a building block, enabling the strengthening of weaker areas and enhancing performance even further in best performed areas (Leung Kember, 2003, p. 61). Learning and teaching processes or activities, although conducted differently, are similar in many important aspects (Roxà ¥, Mà ¥rtensson Alveteg, 2011, p. 99). I consider the manner in which I learn fundamentally to have a direct bearing on the way I eventually t each my students. It is impossible to be a teacher without having undergone learning because the two are mutual. This paper draws from the principles of career reflection to reflect on my career as a teacher. The paper explores the learning and teaching processes as a whole. The paper then delves deeper into the numerous factors that are involved before critically reflecting on some of the principle concepts that are involved in both processes. Learning Process and the Factors Involved Learning is a demanding process that evidently depends on the responsibility of the individual to a large extent (Bhusry Ranjan, 2012, p. 313). Unless an individual feels that he strongly owns and is directly responsible for the entire process, learning may never be achieved regardless of how much effort is involved. I practically discovered this during my days as a trainee in graduate school. Although I had very little thought initially about my exact style of learning, I eventually determined my pr ecedence when I gradually appreciated the fact that the entire process depended on my own responsibility and resolve. As a trainee in graduate school, I discovered that three critical approaches of learning were effective in my studies. They involved group discussions and learning, practical presentations and activity, as well as continually tackling assignments (Moores, Change Smith, 2004, p. 77).Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The results of this experience were manifest in me because my main strategy of learning had initially relied heavily on reading class work and other related texts. There was a clear change in my performance and overall grasp immediately I switched strategies. This assessment has increased my ability to make a substantive and intellectual conclusion regarding my way of learning. I specifically understand what my strengths are and, consequently, rea lise some of the weaknesses that I face. I have a clear knowledge on some of the ways that can help in increasing opportunities for my career growth, including methods and techniques for addressing weaknesses. Nevertheless, as Tomlinson et al. (2003) rightly assert, individuals differ in their learning ways and styles that directly affect their performance. While my strategies of learning paid off substantially, I realised that quite a number of my colleagues had their own suitable methods of learning that did not necessarily resemble one another’s. Some trainees complained that learning in groups affected their concentration so much that there was little learning achieved in the end. They preferred doing studies on their own within very quiet and secluded environments. The process of learning only becomes successful when it transforms an individual in terms of his understanding and knowledge. The basic principle of learning for any student is to begin with accepting and cons idering the need for change (Bellas, 2004, p. 19). This happens from an individual’s point of view where a learner must accept the knowledge acquired to transform him. I have my main conception of learning as a process that leads to the acquisition of facts and procedures needed to achieve an objective. As a learner, I often test the extent to which I have undergone transformation by attempting sample questions and applying the algorithms, skills, and formulae that I have studied before. I use the resultant score to these self-administered tests and sample assessment questions to determine the extent of the transformation undergone.Advertising We will write a custom critical writing sample on Learning Styles and Pedagogy specifically for you for only $16.05 $11/page Learn More Teaching Process and the factors Involved Gurney (2007, p. 89) describes teaching as an educational process that should focus on creating nourishing experiences to enable t he learning process to be natural and inevitable. Teaching should concisely refer to practical actions of expediting learning for the students, instead of focusing on any other related aspect. Quality teaching entails ten basic characteristics that include focusing on the achievement of students, performing pedagogical practices that result in caring, and all-inclusive and unified learning communities. It must create effective links with the school’s cultural context, be responsive to the learning processes of the students, as well as offer sufficient learning opportunities (Gurney, 2007, p. 90). Other quality aspects of teaching include compound tasks and contexts, which help in supporting learning cycles, effectively aligning curriculum goals, and a practice that insists on issuing students with feedback about their task engagement. As Gurney (2007, p. 90) further records, teachers and students must often engage in coming up with goal-oriented assessment and formulate a sys tem that promotes learning orientations, metacognitive strategies, student self-regulation, as well as a thoughtful student discourse. My teaching methodologies have greatly been influenced by my learning styles. I have a greater feeling that encouraging students to study in groups can enhance their academic performance a great deal. However, I also appreciate the fact that students are not all the same. Just like some of my colleagues in college did not approve of group discussion as the best way of studying, I realise that some of my students may also be finding it an ineffective method of studying, depending on their own understanding and belief. Regarding Gurney’s quality methods of teaching (2007, p. 90), I have picked on engaging with my students constructively in order to carry out a comprehensive goal-oriented assessment.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More I use such sessions to allow the students to determine the kind of difficulties they face in their studies, as well as evaluate their areas of strength. It eventually gives me the leverage to establish the best teaching techniques that suit each of the students, thus avoiding the mistake of using a uniform strategy for the entire class. Teacher knowledge, enthusiasm, as well as responsibility for learning are yet other critical aspects that determine teaching as a process (Eisner, 2002). Because teaching entails passing of knowledge, it will depend with the quality of knowledge that I have as a teacher for a student to learn fully as anticipated. I often go through my prepared notes in advance before I go to class to teach the students. This gives me confidence because it assures me of whatever I am teaching, unlike entering a class without having previously prepared on the subject to be taught. My Personal Learning Style I am an extroverted individual with a strong sensing percepti on. I rely on intuition and feelings to make decisions. My attitude toward the outside world is mainly formed out of my own judgement as opposed to the perceptions that I have. Based on the Myers-Briggs Type Indicator, I am an extroverted, sensing, thinking, and judgement person (ENFJ) (Sample, 2004, p. 67). My extroversion explains why I prefer group work as the best methodology for my studies. During my teacher training session as an undergraduate, my studying was done mostly during the day to allow for long discussion sessions with my colleagues. After realising the fact that I performed well in study groups, we organised ourselves together in a study group of five people comprising of individuals with the same personality types. Learning mainly took place between 8 am and 4 pm, where we took turns in doing short presentations to enforce the transformation process of knowledge. Most of the personal studies in my room in the evenings only lasted for a maximum of two hours as they only entailed tackling of assignments and sample questions. The tackling of self-administered assignments and questions offered me the opportunity to evaluate myself concerning knowledge transformation. My general perception, which is ‘intuition’ as described by Myers-Briggs, had a strong bearing on my learning (Cools Van, 2007, p. 359). This continues to affect my learning process even at present concerning the general life phenomenon. I am fast at learning and gaining general knowledge. I do not necessarily rely on value facts and data to enhance my learning. While attending the study group in college, I would focus all my presentation of ideas and facts that I studied to support myself. Equally, I would challenge other members whenever they made their presentations to support their positions with determined ideas and facts and show the extent to which they had understood a concept. Another critical aspect of my ‘intuitive’ perception that has been criti cal in my learning is a routine application of the facts and skills learned. I insisted on using the exact terms and methodologies used in class by my instructor to enhance my grasping of the knowledge. Honey and Mumford Test As a teacher who has developed great interest in teaching and learning, I have done a Honey and Mumford test to understand my learning style. I have determined that I am an activist from the results. I have personally learned by doing things. I involve myself directly in executing the concepts and ideas as they are established. This gives me first-hand experience to explore on what the knowledge or learning process involves. I am open-minded in my approach to learning. I accept new challenges in learning. My preferred learning activities include brainstorming, where I prefer coming up with new ideas and thinking. I like involving myself in problem solving activities and encounters and participating actively in group discussion. I also prefer taking up roles tha t strengthen my learning by putting studied theories into action. Competitions and puzzles also influence my learning because they offer a basis upon which I can compare with others and evaluate myself. Howard Gardner’s Test I have used Gardner’s multiple intelligence tests to further ascertain my personality and how it influences my learning style. The results underscore a low spatial-visual kind of intelligence, with a score of 5. It implies I am poor when it comes to making interpretations of visual images and pictorial imagination. Thus, pictures, shapes, and images are not the best learning tools and materials that I can rely on. I have also scored poorly in physical and aural intelligence areas, meaning that the use of music, rhythm, sounds, touch, feel, and physical experience are not the best learning styles for me. My verbal, social, solitary, and logical intelligences, however, are higher. I scored 16, 15, 14, and 11, in these categories respectively. It impl ies that I have a higher mastery of language and words used in communication, while my ability to socialise and relate with others is also high. On these two accounts, my most preferred learning style is by use of language and words, as well as through human contact, teamwork, and cooperation. The high score in solitary or self-awareness implies that I am aware of my personal objectives and able to understand myself clearly. It also influences my relationship with others and the way I relate to the world. Self-reflection and self-discovery are, therefore, two of my most critical aspects of learning. Additionally, a higher score in mathematical or logical intelligence implies that I am good in mathematical calculations, scientific reasoning, and general analysis of problems. Numbers and logic are my best learning styles because I am comfortable with them and I can easily make interpretations. Piaget and Vygotsky Influence Piaget and Vygotsky have contributed towards the subject of le arning and education by establishing the cognitive development theory. According to the theory, the learning processes and capabilities of mental growth in children influence the way they learn (Pass, 2004, p. 18). Understanding cognitive development, therefore, is crucial for teachers because it provides them with the advantage of treating each child in a unique way. In turn, it provides all the children with the opportunity to acquire knowledge in the best possible way without being hindered by their own integral limitations and barriers. The cognitive-development theory holds that the learning process is affected by the attitudes and beliefs of the learner, as well as the context under which teaching is taking place. How this knowledge influences my teaching style I have learned that the quality of my teaching, which is directly reflected by the individual performance of my students, depends on the efforts I expend with a view of improving performance. Teaching is a process that entails many other factors including my personality and emotions, with the actual interaction with the students in a classroom environment only representing the final stage of the process. Thus, I must build a personality type that will, in turn, sustain learning for my students. I often work on my moods and emotion, particularly when I am feeling low, because I realise this has a negative effect on my teaching. The physical environment, equally, must be made in a way that supports teaching. The presence of features that distract concentration during learning need to be removed and a favourable environment created for the benefit of the teacher. In the school where I teach, I ensure the walls in the classrooms have reading material that students can look at and continuously get the reminder that it is a learning environment. I have also integrated student feedback mechanism into my teaching style. This is something I previously never considered to be important. I discovered that som e students are not bold enough to disclose to me as their teacher some of the issues that are affecting their learning (Alton-Lee, 2003). However, with the use of an elaborate feedback mechanism, such students are confident enough to share some of the issues that they encounter during their learning. They mostly prefer written feedback, instead of direct physical talk that I preferred. I have consequently combined the two systems together such that I employ them depending on the preference of the students. Feedback information gives me a lot of insight into the whole teaching practise. It is almost impossible to succeed in this work without depending on it. It is a two-way system of both communication and evaluation, where I am able to appraise my teaching performance by analysing the feedback I get from the students. On the other hand, I also inform the students of my actual expectation of their performance and point out the exact areas that I expect them to add more effort. Critic al Reflection on the Key Concepts The assessment strategy plays a critical role in the learning process as it helps in the enhancement of skills development. By using assessment, students are continually reminded about the need for them to grasp facts and concepts and be able to apply them correctly whenever the need arises. However, there is also danger in over relying on this strategy. It may easily force students to resort to cramming as a way of learning, thereby defeating the whole logic and intent of the process. As a teacher, I am only impressed when the students I teach learn and understand whatever is taught without appearing to do it for the sake of excelling in their examinations. Although, examinations provide the means for evaluating students and the extent of their learning, they may sometimes provide an erroneous picture about the whole scenario. Critical thinking in learning, on the other hand, is only possible where the learners are transformed through education. Le arning, therefore, represents the extent to which the individual is transformed in the way of his thinking and reasoning. It is possible for a student to attend school, but still fail to achieve transformation. Such a student may score highly on examinations and assignments, but still fail to undergo any form of transformation. It is, therefore, important for other evaluation mechanisms, such as practical execution of tasks and concepts taught, to be used in evaluating students in combination with assignments and examinations. Conclusion Teaching and learning make part of a complementary process that can never succeed without going hand in hand. My teaching style mainly reflects the way of learning that I preferred most while still attending graduate school. I am an extrovert who mainly feels comfortable dealing and working with others. My most preferred style of learning entails using discussion groups to make presentations and exchange ideas with others. I have, however, realised as a teacher that not all students prefer this method as the best for learning. In essence, I use a mixed approach for my student depending on what they consider most appealing for themselves. The feedback mechanism is a critical mechanism for me as a teacher because it provides me with the ability to evaluate the responses of my students, as well as get their appraisal of my teaching. List of References Alton-Lee, A 2003, Quality teaching for diverse students in schooling: Best evidence synthesis, Ministry of Education, Wellington Bellas, MD 2004, How transformational learning experiences develop leadership capacity, Royal Roads University (Canada), Victoria, BC Bhusry, M Ranjan, J 2012, ‘Enhancing the teaching-learning process: a knowledge management approach’, The International Journal of Educational Management, vol. 26, no. 3, pp. 313-329. Cools, E Van, dB 2007, ‘Development and validation of the cognitive style indicator’, The Journal of Psychology, vol. 141, no. 4, pp. 359-87 Eisner, EW 2002, ‘The kind of schools we need’, Phi Delta Kappan, vol. 83, pp.576-583. Gurney, P 2007, ‘Five factors for effective teaching’, New Zealand Journal of Teachers’ Work, vol. 4, no. 2, pp. 89-98 Leung, DYP Kember, D 2003, ‘The relationship between approaches to learning and reflection upon practice’, Educational Psychology, vol. 23, no. 1, pp. 61-71 Moores, TT, Jerry Cha-Jan Change Smith, DK 2004, ‘Learning style and performance: a field study of is students in an analysis and design course’, The Journal of Computer Information Systems, vol. 45, no. 1, pp. 77-85 Pass, S 2004, Parallel paths to constructivism: Jean Piaget and Lev Vygotsky, Information Age Publishing Inc, New York, NY Roxà ¥, T, Mà ¥rtensson, K Alveteg, M 2011, ‘Understanding and influencing teaching and learning cultures at university: a network approach’, Higher Education, vol. 62, no. 1, pp. 99-111. S ample, J 2004, ‘The Myers-Briggs Type Indicator and OD: Implication for practice from research’, Organization Development Journal, vol. 22, no. 1, pp. 67-75. Tomlinson, CA, Brighton, C, Hertberg, H, Callahan, CM, Moon, TR, Brimijoin, K, Conover LA Reynoldsm T 2003, ‘Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature’, Journal for the Education of the Gifted, vol. 27, no.2/3, pp. 119-145 This critical writing on Learning Styles and Pedagogy was written and submitted by user L1l1ana to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

What Do You Need to Look For in English Essay Samples?

What Do You Need to Look For in English Essay Samples?While you are looking for some English essay samples, make sure that you know what kind of samples you need to find. There are lots of them but how do you determine which ones are good for your writing needs? Here are some guidelines that can help you out in choosing the right one.The type of essay is the first thing you should consider. There are several types of essays, but they are all based on two topics: a thesis statement and an argument. The essays can be about a subject that is very easy to discuss such as, 'The solution to this problem is that...' or it can be more difficult such as, 'Scientists have proven that...' or, 'For every solution, there is an equal and opposite problem.' This is the main reason why you should know which kind of essay you need before searching for it.Before you start looking for the English essay samples, you must first decide which topic you are going to write about. There are essay topics that can be just about anyone so you can choose from: history, language, psychology, geography, technology, and many others. If you are not sure, ask your professor or a tutor about what kinds of essays you can do to better prepare yourself for these.Once you have decided which type of essay you need, you can now start searching for the English essay samples. You can either search for them online or look for them in a book of sample essays. This will help you in making a list of potential essays so that you will have them in front of you when you are actually writing your paper.The next thing you need to look into when looking for English essay samples is how the samples are written. The essays usually have more than one format, such as paragraph-level structure, narrative structure, and paragraph breaks. You need to ensure that you look for the form that will best fit your paper.Also, make sure that you know how to write an outline. There are a lot of different kinds of outlines, but th ey all look the same so you need to make sure that you know how to write an outline that suits your paper. Do not forget to include the title of your paper, the main points that you want to make, and the purpose of your paper. This will be your outline.Finally, when you are looking for English essay samples, it is important that you keep in mind the most important thing. You need to write an essay that is well written and unique. It can be hard to put in your own ideas, because you need to know that they will come across properly. As long as you do not overdo it, then you should be fine.The hardest part about finding the right essays are finding the English essay samples. This is why it is important that you do the research that you need to do before you start. When you know what kind of essay you need, you will be able to find it easier.

A Look At Judaism Religion Essay Example

A Look At Judaism Religion Essay Example A Look At Judaism Religion Essay A Look At Judaism Religion Essay Hebraism is one of oldest faiths in being today. Judaism s resiliency is singular sing some of the struggles that they had to face. Judaism has evolved over clip and continues to to turn. The survey of Judaism can be split into three distinguishable stages: scriptural, rabbinical, and modern. The 2nd stage of Judaism is rabbinical Judaism. Judaism experienced many of import alterations during this stage. This stage began with the devastation of First Temple and the expatriate of a big portion of the Judaic population from Jerusalem to Babylonia ( Molloy 308 ) . Up until this point, the Judaic people had ever worshiped in a temple. While in expatriate, the Judaic people maintained their focal point on a strong community, but they adapted to their state of affairs in many ways. They began to concentrate on Bibles and created a Sabbath service where they worship. They realized that all of the facets of their faith needed to be recorded so that Judaism would digest the trial of clip ( Molloy 310 ) . The Judaic people were besides affected by Babylonian civilization. The common linguistic communication of the Judaic people changed from Hebrew to Aramaic ( Molloy 310 ) . The expatriate was a hard and drab test for the Judaic people. When the Persian imperium conquered Babylonia , they allowed the Judaic people to return to their fatherland ( Molloy 310 ) . After returning to their fatherland, the Judaic people constructed the Second Temple. The Judaic people had to contend to maintain the Second Temple sacred. The Seleucid swayer, Antiochus IV, took over the temple, but the a household of Judaic people rebelled and took back control ( Molloy 311 ) . There was tenseness between Jewish and Grecian civilization because of all of the rigorous Torahs that the Judaic people observed. Examples of this tenseness are the Circumcision of all Judaic males and the Sabbath ( Molloy 312 ) . The turning popularity and laterality of the Grecian civilization caused a division between the Judaic people. There were four chief groups that emerged because of this division. These groups were as follows: the Sadducees, the Pharisees, the Zealots, and the Essenes. The Sadducees were the most traditional group. Most of them lived in Jerusalem and focused on activities in the templ e ( Molloy 312 ) . The Pharisees were traditional, but they focused on spiritual Torahs and patterns ( Molloy 312 ) . The Zealots were the most violent group. They opposed any foreign influence and were hostile towards the Romans ( Molloy 312 ) . The Essenes were the most cryptic group. They were the smallest group and had many unusual rites. There is still controversy over the Dead Sea Scrolls which were believed to be written by the Essenes. Judaism began to travel off from centralized temple worship and concentrate on community worship. The communities studied the Bibles and followed the patterns of the Pharisees ( Molloy 313 ) . After the Romans took over most of Jerusalem, the Jews tried to arise, but they failed. As penalty, the Romans destroyed the Second Temple and some of Jerusalem ( Molloy 314 ) . The devastation of the Second Temple efficaciously ended the temple rites and priesthood of Judaism. Community worship became the most common signifier of Judaism. The abrasivene ss of the Romans besides caused many of the Jews to migrate to different states. This migration really helped Judaism to turn because the Judaic people were able to transport their Bibles with them. When the Bibles were wholly finished, the Judaic people began to compose the Talmud ( Molloy 314 ) . The Talmud is a aggregation of written readings of the Judaic Bibles. Rabbis and spiritual bookmans of different ages and backgrounds would construe each of the Bibles. The Kabbalah is another reading of the Judaic Bibles. It focuses the mysterious properties of God such as His angels and the miracles He performs. One of the most of import constructs that is presented in the Kabbalah is that some scriptural Bibles should be read symbolically non literally ( Molloy 316 ) . Modern Judaism can be split into two groups, the conservativists and the progressives. The two chief signifiers of conservative Judaism are Orthodox and Conservative. The two chief signifiers of broad Judaism are Reform and Reconstructionist. Orthodox Judaism is the most traditional signifier. There is a batch of division between Orthodox Jewish people. They disagree on community interaction, secular instruction, and support for the province of Israel ( Molloy 333 ) . Some illustrations of their spiritual patterns are as follows: Orthodox temples separate males and females ; services are conducted wholly in Hebrew and lead by male rabbis ; there are rigorous societal functions, work forces are the breadwinners while adult females run the family ( Molloy 333 ) . Conservative Hebraism is non every bit rigorous as Orthodox Judaism, but it is more rigorous than the broad signifiers of Judaism. Alterations to the spiritual patterns or rites are discussed exhaustively before they are chang ed. Reform Judaism was to a great extent influenced by the Enlightenment. Many of the traditions and patterns have been altered. Some of the patterns were changed to advance equality, and some of them were changed for convenience. Examples of these alterations are as follows: adult females and work forces can sit together for the spiritual services ; adult females can go rabbis ; the Bibles are read in in the native linguistic communications and in Hebrew ; and there is non a formal dress-code ( Molloy 335 ) . Reconstructionist Judaism is the most extremist signifier of Judaism. It encourages its followings to believe separately. Its followings view Judaism non merely as a faith but besides as an germinating cultural force. Hebraism is a complex and historic faith. It is difficult to hold on the existent consequence that Judaism has had on the universe. Throughout history, the Judaic people have been persecuted. They have been used as whipping boies for jobs they did non do. Their lands have been stolen from them for no ground. They have been tortured and exterminated merely for being born. They have endured the worst that the universe could set them through, but they are still here. What is even more amazing is that they continue to idolize their God. The committedness that they show to their God is more than admirable, it is amazing. No 1 knows precisely what the hereafter holds, but Judaism will decidedly be portion of that hereafter.