The Marijuana Controversy Essay Example | Topics and Well Written Essays - 500 words

The Marijuana Controversy - Essay Example Another influencing factor in this regard is increased risk of accidents and criminal activity associated with marijuana. The proponents of legalization of marijuana, mainly the left wing activists and the Libertarians argue that the war pertaining to the drug is a failing one because; those imprisoned in regard to the drug are not cured of their addiction despite being in jail. Hence it would be more appropriate to legalize marijuana and control its transactions pertaining to purity, taxing and trafficking, like alcohol and tobacco. Legalization allows more control of the drug trafficking and safer and also more responsible use of the substance. The advocates of legalization also opined that crimes associated with marijuana would decrease in case it was legalized (Rawson, n.p). In about 14 states, mainly in the West, marijuana is allowed for medical purposes and several thousands of patients are seeking relief from many ailments through marijuana (Edmund, 5).

Modern Society Essay Example for Free

Modern Society Essay Modern society which is very complex and often contradictory has its origin in the ancient times as far back as 4000 years ago. Deeply rooted in spirituality, yet having equal attraction towards materialism, sometimes leading to unethical behaviour, inclination and commitment towards science, logic and reason, yet superstitious practices are rampant. Untouchability has been constitutionally abolished and caste and community based discrimination banned, its practice is common and it is a major tool of vote-bank politics in India. Thus, Indian society presents a contradictory picture and can be seen in the perspective of a society in the process of continued change or flux. Social change is a broader term which implies change in infrastructure, facilities and their distribution, change in thought, attitude and behaviour of the people, change in faith, culture, tradition and living styles, etc. Change is a natural inevitable process which continues in every age and will continue to happen even in future. Social infrastructure, cultural, attitudinal and behavioural changes do not remain static. They continuously change with the passage of time. It is the result of this natural process of change that life underwent sea change from the Stone Age to the Computer Age. Social change basically constitutes a transformation at all level of thought, behaviour and action that does not presuppose either a strict positive or negative impact. In fact, the impact cannot be confined to one direction only. Indeed the change has both positive and negative impact which may lead the society towards progress or regression. Social change is not a sudden process. It is a gradual process which takes lots of time to happen. Neither is it the result of any single factor. It is the result of so many factors which include demographic, technological, political, economic, cultural and legal. Generally, social conflict, growth and expansion and knowledge and scientific and technological advancement lead to social change. Indeed, the research and advancement in the field of science and technology bring about a change in the outlook of society. Besides, the demographic factors also contribute to social change. Rising population, rampant illiteracy, housing and health problems, large-scale migration, etc. all have a bearing on social climate. Rapid industrialisation resulting in economic development and urbanisation has brought about the growth of slums in urban areas as well as a great disparity in the standard of living. After independence, the country with the help of fundamental rights tried to bridge the social gap by providing right to equality to all its citizens and abolished untouchability. No doubt, it has a positive effect on society. It has brought about a decline in social discrimination and reduced the exploitation of the poor. Cultural factors like Sanskritisation, i. e. the process explaining the upward mobility of a sub-caste group in a caste hierarchy, traditional attitudes and customs of the people. Law is also an important tool to bring about social change. In the post-independence era, the Indian Government has taken numerous measures that concern society. The Constitution refuses to recognise the distinctions of religion, sect, caste, sex, etc. in the matter of the opportunities of civil life. It has largely mitigated a number of social evils resulting from the pluralisitc nature of Indian society with regard to religion and caste. Freedom of belief as a Fundamental Right has made religion a personal choice rather than its earlier compulsive and all- pervasive nature for a family or a group. Endogamous nature of casteism is now on the wane as intermarriage, and even inter- religious ones have been legalised. Reservations in jobs and freedom in the choice of vocations have encouraged vertical mobility of many families, irrespective of their caste and class affiliations. In short, laws play prominent role in social changes. Family, which has been almost universally considered the ideal and perfect living arrangement, and the backbone of social structure has undergone a transformation under the impact of industrialisation, urbanisation, spread of education, large-scale migration and other changes taking place in different spheres of life. Nuclear families have taken the place of joint family system. Common residence and property are being substituted by functional joint families, who fulfil their social obligations towards each other and come to help each other in their hours of need. Now old age is perceived with fear. This is rather recent phenomena. The old are now taken as a liability. Old age is viewed as an unavoidable, undesirable and problem-ridden phase of life. This is one of the gifts of modern life. In recent times, economic development and technological advancements have been rapid. They have an inevitable impact on social attitudes and values. This progress has led to the loss of cherished values. With enhanced earning, power and growing consumerism, the parents and children have altered their response to family life. The nature of parenting nd role of spouses have undergone sea change. Family bonds are eroding fast in society, it is particularly frequent in urban society where youngsters, in large numbers, migrate for studies or jobs, their parents, left alone, are faced with the problem of emotional loss and a fear of future. Economic independence has brought in its wake, individualism. In an economically independent society everybody wants to asse rt himself. A man wants his prominence in various spheres of life. He no longer likes to be ignored or undervalued. It has tremendously affected the woman. Now she wants her role in family and society as well. This is, in fact, a challenge to the traditional view of society that women as a class are inferior to men. However, her role in decision-making is assuming significance. Modern women are quite aware of their rights and privileges. At the same time social attitude towards women is also changing, though the process is slow. Today’s society is one of freedom and inquiry. In this age of individualism, authority is no longer unquestionably accepted by children. In this age of Information Technology, children are often more informal and aware than their parents. They no longer stand in awe of parents or any elderly persons. Human values and ethics have taken a backseat. Relations today are increasingly based on mercenary considerations. As a consequence, warmth and obligations have been lost in society. This, in a way, leads to conflict and confusion, adversely affecting family bonds or ties. Age old values of tolerance, hospitality, warmth of attachments, politeness and patience are fast fading out. However, some changes in society are pleasant and encouraging. Technological innovations have changed even the common people’s way of life. This change can be felt even at the village levels. The prevalence of superstitions and evil practices are no longer as frequent and common in society as they were during the pre-independence era. The accessibility of mass media has changed the village life also. The thinking behaviour and lifestyle of the villagers have tremendously changed. This exposure, though not always beneficial, has served to open Indian minds to receive new ideas and views. As a whole, the change on the mental level, has been slow, however, it is encouraging. Thus, at every level and in every sphere, Indian society is experiencing changes. The changes are more pronounced and noticeable in terms of dress, behaviour and egalitarianism while traditional beliefs, even if they are outdated and redundant, are practised and refuse to give up their hold on Indian society. Thus, the contradictory situations create confusion and sometimes lead to conflict. The prevailing anger and frustration arising out of inequality in development, loss of values accompanied by a greedy, grasping mercenary attitude, growing corruption on the part of authorities and the ‘elite’ find expression in the form of violent responses from the oppressed and the downtrodden. Several secessionist movements in different parts of the country are attributed to this retrogressive changes taking place in society. The change is inevitable in a dynamic society but it must be guided by some principles so as to ensure a better future and a progressive society in which everybody can enjoy his share in peace and prosperity. Besides people must be educated and enlightened enough to take its positive impact while ignoring the negatives for the betterment of individual as well as society.

Importance Of Energy Conservation Planning Construction Essay

Importance Of Energy Conservation Planning Construction Essay Background of the Problem In recent years, the number of buildings constructed using energy-saving designs hasincreased due to the increasing awareness of the benefits of energy conservation, both economic and environment. The recent rapid advances in computer technology have facilitated the development of energy-saving building designs by allowing detailed simulations, involving the incorporation of many energy-saving building techniques and features, to be conducted in the design stage. These techniques have been widely studied in terms of their design potential, however, there are very few studies concerning the actual post-construction performance of the design features and whether the overall building design does in fact provide significant energy savings. Energy conservation has been the utmost importance focus of agencies. It is the goal of this plan to reduce energy consumption to a minimum of 5-7% in all the borough facilities. The general approach presented in this draft depends on the cooperation and active participation of borough staff in the creation and implementation of a conservation strategy for two reasons: 1) staff have the knowledge and experience with specific facilities/operations to propose effective solutions and 2) staff support is essential for successful implementation. The plan would require a close working relationship and cooperation of borough staff. Time and resource demands on staff should be kept to a minimum and should not interfere with normal duties. Conservation plan should include an initial education component to inform staff of the existing energy use and trends for each facility and to describe the conservation plan and goals. Staff will be asked to help identify conservation strategies that can achieve that goal without unduly impairing existing operations and efficiencies. One or more meetings will be necessary to discuss staff ideas and agree on one or more conservation strategies. The coordinator and/or commission may be able to help implement strategies. Finally, energy usage should be documented to provide regular feedback to staff of each facility to judge success and allow adjustments. Energy conservation is considered a worthwhile goal because it conserves natural resources. The examples of CSDOC and Hyperion suggest that reductions in energy use can also lead to increased ability to comply with air emissions regulations. Carbon dioxide is a greenhouse gas which is released by all wastewater treatment and bio-solids management processes. Converting bio-solids to fuel achieves. Substantial benefit from the wastes before carbon dioxide is ultimately released. In addition, non-renewable energy sources are replaced by renewable energy from wastewater. Goals of the Plan The initial aim of this plan is to have 1% savings in energy consumption in all of the office buildings (until such time when these buildings can conduct an energy conservation feasibility study to indicate more precise benchmarks/metrics). To support energy efficiencies at this location, energy conservation groups have partnered with the owners of these buildings. To this end, the owners shall adapt the goal of a 1% savings in energy until such time as an energy conservation feasibility study can be completed. In the meantime, energy conservation groups will conduct periodic utility awareness sessions with staff. As a minimum, these sessions will encourage the following actions, when practical: à ¢Ã¢â€š ¬Ã‚ ¢ Turn off lights when leaving the office, à ¢Ã¢â€š ¬Ã‚ ¢ Turn off outside lights during the day, à ¢Ã¢â€š ¬Ã‚ ¢ Turn off computers/monitors and office equipment at the end of the day, à ¢Ã¢â€š ¬Ã‚ ¢ Have TBPC set thermostats at 75-76 degrees in warm weather and 68-69 degrees in cool weather, à ¢Ã¢â€š ¬Ã‚ ¢ Keep blinds/curtains closed during hot summer days and open on sunny winter days, à ¢Ã¢â€š ¬Ã‚ ¢ Ensure heating and air conditioning vents are not blocked, à ¢Ã¢â€š ¬Ã‚ ¢ Ensure water faucets are completely closed, à ¢Ã¢â€š ¬Ã‚ ¢ Report water leaks immediately, à ¢Ã¢â€š ¬Ã‚ ¢ Use standby function on copiers, à ¢Ã¢â€š ¬Ã‚ ¢ Recycle paper. These sessions shall run for the first quarter of the year. At the end of each fiscal quarter, the Agency Energy Conservation Manager will coordinate with the representatives of each organization to compile and review the utility rates and costs for the buildings fair share portion of the said area for the previous quarter. The Agency Energy Conservation Manager will review the usage and expenditures incurred to determine if they vary abnormally. If so, a review will be conducted immediately to determine the cause. Another goal of this plan is to have a 2% increase in average fuel mileage for the fleet of three agency vehicles. The agencys goal for reducing vehicle fuel costs will be centered on miles per gallon (MPG) efficiency. In MPG Efficiency, our goal is to increase the fleet average mpg efficiency by 2% over the FY 2005 average of 6.25. This will be accomplished by emphasizing the agency vehicle preventive maintenance program and by increasing awareness of fuel efficient driving habits. To increase driver awareness of fuel efficient driving habits, each vehicle will have a copy of the fuel efficiency goals which include the following common sense guidelines: do not leave vehicle idling while stopped, no rapid acceleration from a standstill, maintain adequate tire pressures at all times, maintain engine tune-up and filter replacement recommended by manufacturer, make sure that transmission overdrive is working properly, Drive at 10% below the posted speed limit on major thoroughfares. Further, the energy conservation group will encourage staff to consolidate trips, when practical, to reduce overall fleet mileage by scheduling routine pickups/deliveries well in advance. Evaluation Evaluating a facility for energy efficiencies and adopting an energy conservation plan often result in increased treatment efficiency, along with the potential for increased treatment capacity, an increased ability to meet effluent limitations, reduced OM requirements, and reduced energy costs. The main requirement on the part of the tenants of these buildings is a commitment to spend the initial time needed to evaluate the system, to follow through with the development of an energy conservation plan, and to implement the plans recommendations. A number of U.S. facilities, including the Washington Suburban Sanitary Commission (WSSC) and the East Bay Municipal Utility District (EBMUD) in the San Francisco Bay area, have developed and implemented energy conservation and management plans (Taylor 2005, Cohn 2005). These plans typically have the goal of reducing energy costs by a specified percentage. The key components of an effective energy management plan are: à ¢Ã¢â€š ¬Ã‚ ¢ Creating a system to track energy usage and costs à ¢Ã¢â€š ¬Ã‚ ¢ Performing energy audits of major operations à ¢Ã¢â€š ¬Ã‚ ¢ Upgrading equipment, systems, and controls, including facility and collection system improvements to increase energy efficiency à ¢Ã¢â€š ¬Ã‚ ¢ Developing a cost-effective electric supply purchasing strategy à ¢Ã¢â€š ¬Ã‚ ¢ Optimizing load profiles by shifting operations where possible à ¢Ã¢â€š ¬Ã‚ ¢ Developing in-house energy management training for operators Action Items Action Steps Timeline Creating a system to track energy usage and costs Gaining an understanding of where the energy is being used. Month 1 Performing Energy Audits of Major Operation Periodic Checking of Energy allocation Month 1 Upgrade of Equipments, Facilities, etc. Installing high-efficiency influent and effluent pumps, high-efficiency motors, and variable-frequency drives Discontinuing second-stage activated-sludge mixing Months 2-4 Upgrade of Equipments, Facilities, etc. Adding plastic balls to prevent heat loss and evaporation losses in the oxygen production vaporizer pit Tying in pipes on gas recirculation blowers to allow one blower to service two mixing tanks Months 2-4 There is still significant energy-saving potential in the public sector. For example, energy consumption by municipalities and institutions varies widely. The Government is insisting on the need for public administration to be cost-effective so that public money is used prudently. As a major procurer of energy-efficient products and as a large building administrator, the public sector can help to develop and promote the markets for energy-efficient products and solutions, including through the procurement of energy services. A recent study shows that there are a number of barriers to energy savings in the municipal sector. These have to do with economic management and organisation, lack of knowledge, and behaviour, among other factors. The municipal reform can help to break down these barriers. The new requirements for energy labelling of buildings will include a requirement for regular labelling of all public buildings, regardless of size. The energy labels of public buildings must be accessible to the public. Energy consumption be must regularly published on the Internet so that it is possible to conduct benchmarking between institutions. At the same time, suppliers of energy-efficient equipment and providers of energy services will have access to up-to-date information on market opportunities, which in turn will support the realisation of the savings potential. Although significant efforts have been made in recent years to increase the use of energy-efficient appliances, electricity consumption for appliances, etc. is still increasing as a result of more devices and more equipment being used. There are still large potentials for energy savings, and there is a need to expand and develop the initiative with regards to apparatus categories and effective interventions. Most appliances have a relatively short lifetime. Significant savings can therefore be achieved quickly if energy-efficient appliances are chosen when old ones are replaced. Such appliances are usually not much more expensive, but can result in significant energy savings and hence economic gains. Well-functioning markets for energy savings and energy-efficient products require easy access to relevant information. Transparency is therefore a keyword in the future energy-conservation drive. Information on energy consumption and on possible savings must be readily accessible to citizens and enterprises. It is also essential that the information initiative is coordinated and that there is consistency between general and more targeted information and campaign activities. At the same time, as part of the on-going energy conservation effort, general information and behaviour modification must be provided on energy conservation, for instance through educational programs for schools, etc. Although the primary objective with price-sensitive electricity consumption is not to achieve electricity savings, it nevertheless contributes to supply security in the short term and to the evening out of peak loads in electricity consumption. An initiative for price-sensitive electricity consumption has aspects in common with an initiative for increased energy efficiency. Intelligent appliances that react to prices will also be more energy efficient. Advanced meters are necessary for price-sensitive electricity consumption, as well as for providing information on the composition of the electricity consumption with a view to energy efficiency. Energy efficiency and price-sensitive electricity consumption should therefore be more closely linked, with respect to both consultancy and to the technological design of meters and appliances. It is essential that the promotion of energy conservation be well-organised and that the funds available be used as efficiently as possible. The point of departure for organising future initiatives is the desire for balanced and yet effective action that pays back in the short term. The target is that enterprises and energy consumers experience that energy saving results in economic gains and a reasonable return on investment that would not otherwise be achieved. The Government considers it essential that the organisation of the energy conservation drive reflect the priorities set for energy saving. The organisation must support the market-oriented strategy and the initiatives described in the action plan. It is important that the funds made available result in the highest possible profitable savings. Conclusion Energy conservation and emission reduction is essential to suitable development and economic development in harmony with the environment. Building the government management mechanism of energy conservation and emission reduction has become an important task of government reforms. Study the retraining factors of energy conservation and emission reduction, and propose legal guarantees, management innovation, technology innovation, service system construction and upgrading of industrial structure are the critical factors to energy conservation and emission reduction management mechanisms performance. Then discuss the critical factors deeply. Improve the special legislation; department law linkage and strengthening law enforcement supervision are essential to providing legal guarantees for energy conservation and emission reduction; comprehensive evaluation system and strict control system are essential to management innovation; policy guide and comprehensive utilization is essential to technology innovation; positive policy guide for development of consultation industry is the main task of energy conservation and emission reduction service system construction; high and new technology industries, elimination of outdated production capacity and development of recycling economy are useful for upgrading of industrial structure. Construction and consummation of energy conservation and emission reduction relevant law could provide measures for government to solve the problem of energy dissipation and environment pollution. The construction and consummation of law related to energy conservation and emission reduction is system engineering. All of the work must be based on the present laws and regulations. Then refine these further. And the refining works must be in connection with the actual need and based on thorough investigation. If necessary, new laws and regulations could come into existence. The construction and consummation must follow in proper sequence, and then could provide a solid legal security foundation. Today, our government have more than twenty law related to environment and resources protection. For example, Law on Prevention and Control of Water Pollution, Air Pollution Control Law, Law on the Pretension and Control of Noise Pollution, Law on the Pretension and Control of Solid Waste Pollution, Cleaner Production Promotion Law , Law of Environmental Impact Assessment and so on. But these laws and regulations couldnt meet the need of energy conservation and emission legal security. Although there is an energy conservation and emission reduction legal security framework, there arent special laws and regulations related relevant industry and special type of enterprises energy conservation and emission reduction control. And there arent effective legal means to closely restraint on enterprises disposal of pollutants and energy consumption. So, it is necessary to set some corresponding laws and regulations for special industry and enterprises in aspect of saving energy, recycling eco nomic and pollution prevention. For example, the British has many special laws and regulations, Alkali Act, Industry development Environment Act, Clean Air Amendment, Fume Emission Act, Environmental Protection Act, Water Act, and Water Industry Act and so on. Reinforce the supervision and control measures, then the energy conservation and emission reduction works could carry on effectively and orderly. Determine the responsibility of the establishment units according to the energy conservation and emission reduction plan and tasks. Strictly examine the achievement of there goals. And during the above process, the comprehensive utilizations of resources should be the focus. At last, its useful and essential to collect the suggestions of various establishment units. And optimize the energy conservation and emission reduction management system according to the suggestions and the feedback information of management systems control activities. So the innovation of energy conservation and emission reduction management system would go forward for ever.

Intuitions :: Philosophy Judgement Papers

Intuitions This paper examines two attempts to justify the way in which intuitions about specific cases are used as evidence for and against philosophical theories. According to the concept model, intuitions about cases are trustworthy applications of one’s typically tacit grasp of certain concepts. We argue that regardless of whether externalist or internalist accounts of conceptual content are correct, the concept model flounders. The second justification rests on the less familiar belief model, which has it that intuitions in philosophy derive from one’s (often tacit) beliefs. Although more promising than the concept model, the belief model fails to justify traditional philosophical use of intuitions because it is not clear a priori that the beliefs at issue are true. The latter model may, however, legitimize a less a prioristic approach to intuitions. If anything unifies different philosophical methodologies it's some sort of reliance on intuitions. It's remarkable, therefore, how rarely we attempt to justify their employment in philosophy. The intuitions philosophers care about are typically judgements about whether specific (hypothetical or actual) cases are cases of a certain kind. Some philosophical topic such as reference, knowledge or personal identity is under investigation. A theory is proposed and is then tested against our intuitions about specific cases that bear on the topic. In general, if our intuitions contradict what a theory implies about whether, say, S refers to x, or knows that p, or is identical to T, this counts against the theory. If on the other hand, our intuitions match what a theory tells us about particular cases, this usually counts in favor of the theory. All procedures of this sort rest on a principle like I: I Intuitions about specific cases can be used as evidence for and against philosophical theories. This paper is about whether I can be justified. We examine two models, the Concepts Model (CM) and the Belief Model (BM). In our view, neither of them provides a solid foundation for I as it is traditionally applied in philosophy. CM CM has four components: 1. A concept, C, determines what it takes for something to fall under that concept (what it takes for something to be a C). 2. Someone who possesses or grasps a concept, C, doesn't always know explicitly what it takes to be a C because some (maybe most) concepts are understood by us in part tacitly. 3. Intuitions about whether specific cases fall under C are reliably guided by, or generally "match" one's understanding, tacit or otherwise, of C.

Advantages and Disadvantages of A Single Sex Education

Why would anyone want to go to an all girls' school? This is a question I have often pondered. Can you imagine school without the obnoxious comments from boys, football games, and gossiping about boys? This doesn't sound like a lot of fun, does it? You girls may think about this and decide there are no advantages to an all girls' school, but in reality, all girls' schools have many. Believe it or not, having boys around is not the most important factor in our education. In fact, boys in the classroom are actually a setback. All girls' schools are more advantageous than coeducational schools because there are fewer distractions, you will have a higher self esteem socially and academically, and you will be more successful academically. Let's face it, we are obsessed with boys. We act and dress with only a boy's opinion in mind. Boys not only preoccupy our minds in a social setting, but in the classroom as well. We know that we know the answers to the questions in school, but we often avoid raising our hand in class. Why? We are afraid that the answer might be wrong, and the boys will laugh at us. Even worse, we might be right, and then they will think we are nerds! We also must confess that we tend to space out during lessons and daydream about the star quarterback two seats over. These distractions could be eliminated if boys are removed from the setting. Without them, we could focus on education rather than what they think of us. Self-esteem is another issue that will improve with the absence of the male species in the classroom. In high school, there is an extreme amount of pressure to fit in. Some may not fit in, and some prey on others in order to fit in and increase their own self esteem. Usually it is the boys who will tease us, whether it's because they like us or they want to get a laugh out of their friends. This teasing can crush our confidence and cause us to become very self-conscious. Without boys, we can confidently walk down the hallway without dodging annoying boys who relentlessly torture us. Some may say, â€Å"What about other girls? † Girls can definitely be cruel and catty, but usually this bitterness towards another girl sprouts from a boy, whether she stole your boyfriend or he likes her better. How many times have you found yourself gossiping with your friends about how you are much prettier than the girl your crush likes? Girls would get along better if there were no boys around to fight about. Boys will not get in the way of friendships, which are far more important than relationships, making the high school experience much better for a girl. A single sex atmosphere will also increase our self-esteem academically. Studies prove that women do better in single sex schools and have higher self-esteems (Cooner, Knight, and Wiseman 90). In coed classrooms, boys receive more attention, whether it is criticism or praise, than we do (Cooner, Knight, and Wiseman 91). How often does a teacher stop a class to yell at a typically obnoxious boy? We therefore feel ignored by our teachers. This has a dramatic effect on our confidence in the classroom. In an all girls' school we can receive our teacher's attention more frequently and ask questions without feeling embarrassed. More attention means more praise, which we clearly deserve. The increase in attention from our teachers will help to increase our academic self-esteem. The most important advantage of an all girls' school, however, is academic success. Did you know that coed schools are structured around the development of male students? Writing, reading, and math concepts, such as long division, are introduced to us when a boy's mind is ready to process and understand the information (Cooner, Knight, and Wiseman, 90). The fact that we were developmentally ready to understand this information a few years ago is ignored. I find that completely unfair and I'm sure that you can agree. Girls develop math and verbal skills faster than boys do, so we rarely experience any challenges in the classroom. No wonder we are so bored! Our boredom can negatively affect our achievement. I reiterate the fact that the teachers often ignore female students, even high achieving females. This discourages us from exerting ourselves in their schoolwork. Why bother pulling an all-nighter preparing for a presentation when a boy is going to receive more attention for his presentation anyway? An all girls' school is structured around our development, which poses an academic challenge to us. We will then strive to succeed and in turn receive praise from our teachers. Our increased interest in our schoolwork improves our attitudes as well as our grades, which will help us in the future. Better grades will increase our opportunities to attend good colleges and get good jobs. Our increase in confidence will prepare us for these jobs that we will be able to get with a good education. You still may not be convinced that an all girls' school is better than a coeducational school because you are wondering how it's possible to meet boys if they are not in school. Don't worry girls! There are tons of places to meet boys. There are boys everywhere (except in all girls' schools of course) including the mall and your neighborhood. Let's consider another fact. If an all girls' school exists in your town or nearby, chances are an all boys' school is not far off. If not, where would all of the boys go? Trust me, the boys are looking for us girls as much as we are looking for them. Clearly, this issue is not an obstacle in your social life. Life without boys? It sounds worse than it really is. You can now see that having boys in the classroom is a setback for us girls. Without them around, we can focus on our valuable education. We will have all attention focused on our work and our needs, which is very beneficial to receiving an effective education. We can also focus on forming friendships with other girls in the school without worrying about them stealing our boyfriends. Catty gossip can be eliminated from everyday school life, allowing us to fully concentrate on our education. Our education should be our first priority in life, and an all girls school in turn makes us their first priority, improving the quality of our education.

Levels of Life Worksheet Essay

Complete all three parts of this worksheet. Part I: Atomic Structure – Fill in the missing information on atomic structure and organic compounds. Atomic Structure Subatomic Particle Charge Location in an Atom Proton Positive Nucleus Neutron Neutral Nucleus Electron Negative Spherical (outer-shell) Organic Compounds Large Biological Molecule Atoms it Contains Monomer(s) Function(s) in Living Organisms Carbohydrates C, H, and O Monosaccharides Source of energy Lipid C, H, and O Glycerol and fatty acids Cushion and insulate organs; builds cell membranes Protein C, H, O, N, and S Amino Acids Helps chemical reactions, provides support and structure, provides transport within bodies and provides movement of body Nucleic acids C, H, O, N, and P Necleotides Stores and transmits genetic information Part II: Characteristics of Living Organisms – Seven characteristics distinguish an object or thing from an actual living organism. All seven characteristics must be present simultaneously for something to be considered living. Fill in the remaining characteristics in the following table. Characteristics of a Living Organism 1. Order – exhibit complex but ordered organization. 2. Regulation- the environment outside of an organism can change but the organism is able to internally adjust to maintain or regulate appropriate levels for survival 3. Growth and development- the information provided by genetics which determines the growth and development patterns of an organism. 4. Energy utilization- the energy an organism takes in to use in preforming life activities. 5. Response to the environment- the response of a living organism to its environment. 6. Reproduction. Organisms reproduce their own kind. 7. Evolution. Reproduction underlies the capacity of populations to change (evolve) over time. Part III: Write a 200- to 300-word explanation of how atoms make up organic compounds, which make up all living organisms, addressing all three domains. According to Campbell Essential Biology with Physiology, (2010) how atoms make up organic compounds, which make up all living organisms, by  addressing all three domains, are that atoms unite with carbon elements. For an example the elements could be hydrogen, oxygen, and nitrogen. These three elements bond with atoms, and create carbon and hydrogen atoms. Then the three elements then become a linked chain, the chain produces three domains that the body and all living organisms need to function. They are considered as large biological molecules. Carbohydrates, proteins, and nucleic acids are the three domains of the atom chain. The small molecules are what link the large biological molecules together. Carbohydrates are created by carbon, oxygen, hydrogen linking together which form polysaccharides. The chain is called a polymer, which is a small molecule. Carbon, oxygen, hydrogen, and nitrogen unite and form amino acids. The Amino acids then produce proteins. Also when carbon, oxygen, hydrogen, and nitrogen unite combined with sugars it becomes nucleotide molecule. The nucleotide molecule then produces DNA and RNA. Carbon, oxygen, and hydrogen united together then form fatty acids. The fatty acids produce glycerol, and this is how lipids are formed. All three domains of that create an atom are living organisms that bond with each other to create organic compounds that produce the chains that release the carbohydrates, proteins, and nucleic acids. All three of these basic atoms are needed to grow food, and digest food that make up all living organisms including humans, animals, and natural gases. Reference Eric J. Simon, Jane B. Reece, and Jean L. Dickey. (2010). Campbell Essential Biology with Physiology,. Retrieved from Eric J. Simon, Jane B. Reece, and Jean L. Dickey, SCI/230 website.

About Richard Morris Hunt, Architect of the Biltmore

About Richard Morris Hunt, Architect of the Biltmore American architect Richard Morris Hunt (born October 31, 1827 in Brattleboro, Vermont) became famous for designing elaborate homes for the very wealthy. He worked on many different types of buildings, however, including libraries, civic buildings, apartment buildings, and art museums- providing the same elegant architecture for Americas growing middle class as he was designing for Americas nouveau riche. Within the architecture community, Hunt is credited with making architecture a profession by being a founding father of the American Institute of Architects (AIA). Early Years Richard Morris Hunt was born into a wealthy and prominent New England family. His grandfather had been Lieutenant Governor and a founding father of Vermont, and his father, Jonathan Hunt, was a United States Congressman. A decade after his fathers 1832 death, the Hunts moved to Europe for an extended stay. The young Hunt traveled throughout Europe and studied for a time in Geneva, Switzerland. Hunts older brother, William Morris Hunt, also studied in Europe and became a well-known portrait painter after returning to New England. The trajectory of the younger Hunts life changed in 1846 when he became the first American to study at the esteemed École des Beaux-Arts in Paris, France. Hunt graduated from the school of fine arts and stayed on to become an assistant at the École in 1854. Under the mentorship of French architect Hector Lefuel, Richard Morris Hunt remained in Paris to work on expanding the great Louvre museum. Professional Years When Hunt returned to the United States in 1855, he settled in New York, confident in introducing the country to what he had learned in France and had seen throughout his worldly travels. The 19th century mix of styles and ideas he brought to America is sometimes call  Renaissance Revival, an expression of excitement for reviving historic forms. Hunt incorporated Western European designs, including the French Beaux Arts, into his own works. One of his first commissions in 1858 wasthe Tenth Street Studio Building at 51 West 10th Street in the area of New York City known as Greenwich Village. The design for artists studios grouped around a skylighted communal gallery space was apropos to the buildings function but thought to be too specific to be repurposed in the 20th century; the historic structure was torn down in 1956. New York City was Hunts laboratory for new American architecture. In 1870 he built Stuyvesant Apartments, one of the first French-style, Mansard-roofed apartment houses for the American middle class. He experimented with cast-iron facades in the 1874 Roosevelt Building at 480 Broadway. The 1875 New York Tribune Building was not only one of the first NYC skyscrapers but also one of the first commercial buildings to use elevators. If all of these iconic buildings are not enough, Hunt also was called upon to design the pedestal for the Statue of Liberty, finished in 1886. Gilded Age Dwellings Hunts first Newport, Rhode Island residence was wooden and more sedate than the stone Newport mansions yet to be built. Taking chalet detailings from his time in Switzerland and the half-timbering he observed in his European travels, Hunt developed a modern Gothic or Gothic Revival home for John and Jane Griswold in 1864. Hunts design of the Griswold House became known as Stick Style. Today the Griswold House is the Newport Art Museum. The 19th century was a time in American history when many businessmen became rich, amassed huge fortunes, and built opulent mansions gilt with gold.   Several architects, including Richard Morris Hunt, became known as Gilded Age architects for designing palatial homes with lavish interiors. Working with artists and craftspeople, Hunt designed lavish interiors with paintings, sculptures, murals, and interior architectural details modeled after those found in European castles and palaces. His most famous grand mansions were for the Vanderbilts, sons of William Henry Vanderbilt and the grandsons of Cornelius Vanderbilt, known as the Commodore. Marble House (1892) In 1883 Hunt completed a New York City mansion called the Petite Chateau for William Kissam Vanderbilt (1849-1920) and his wife Alva. Hunt brought France to Fifth Avenue in New York City in an architectural expression that became known as Chà ¢teauesque. Their summer cottage in Newport, Rhode Island was a short hop from New York. Designed in a more Beaux Arts style, Marble House was designed as a temple and remains one of Americas grand mansions. The Breakers (1893-1895) Not to be outdone by his brother, Cornelius Vanderbilt II (1843-1899) hired Richard Morris Hunt to replace a run-down wooden Newport structure with what became known as the Breakers. With its massive Corinthian columns, the solid-stone Breakers is supported with steel trusses and is as fire-resistant as possible for its day. Resembling a 16th-century Italian seaside palace, the mansion incorporates Beaux Arts and Victorian elements, including gilt cornices, rare marble, wedding cake painted ceilings, and prominent chimneys. Hunt modeled the Great Hall after the Renaissance-era Italian palazzos he encountered in Turin and Genoa, yet the Breakers is one of the first private residences to have electric lights and a private elevator. Architect Richard Morris Hunt gave Breakers Mansion grand spaces for entertaining. The mansion has a 45-foot high central Great Hall, arcades, many levels, and a covered, central courtyard. Many of the rooms and other architectural elements, decorations in French and Italian styles, were designed and constructed simultaneously and then shipped to the U.S.to be reassembled in the house. Hunt called this way of building a Critical Path Method, which allowed the complicated mansion to be completed in 27 months. Biltmore Estate (1889-1895) George Washington Vanderbilt II (1862-1914) hired Richard Morris Hunt to build the most elegant and largest private residence in America. In the hills of Asheville, North Carolina, Biltmore Estate is Americas 250-room French Renaissance chateau- a symbol of both the industrial wealth of the Vanderbilt family and the culmination of Richard Morris Hunts training as an architect. The estate is a dynamic example of   formal elegance surrounded by natural landscaping- Frederick Law Olmsted, known as the father of landscape architecture, designed the grounds. At the end of their careers, Hunt and Olmsted together designed not only Biltmore Estates but also nearby Biltmore Village, a community to house the many servants and caretakers employed by the Vanderbilts. Both the estate and the village are open to the public, and most people concur that the experience is not to be missed. The Dean of American Architecture Hunt was instrumental in establishing architecture as a profession in the U.S. He is often called the Dean of American architecture. Based on his own studies at École des Beaux-Arts, Hunt advocated the notion that American architects should be formally trained in history and the fine arts. He started the first American studio for architect training- right in his own studio as the Tenth Street Studio Building in New York City. Most importantly, Richard Morris Hunt helped found the American Institute of Architects in 1857 and served as the professional organizations president from 1888 until 1891. He was a mentor to two titans of American architecture, Philadelphia architect Frank Furness (1839-1912) and New York City-born George B. Post (1837-1913). Later in life, even after designing the Statue of Libertys pedestal, Hunt continued to design high-profile civic projects. Hunt was the architect of two buildings at the United States Military Academy at West Point, the 1893 Gymnasium and an 1895 academic building. Some say Hunts overall masterpiece, however, may have been the 1893 Columbian Exposition Administration Building, for a worlds fair whose buildings are long since gone from Jackson Park in Chicago, Illinois. At the time of his death on July 31, 1895 in Newport, Rhode Island, Hunt was working on the entrance to the Metropolitan Museum in New York City. Art and architecture were in Hunts blood. Sources Richard Morris Hunt by Paul R. Baker, Master Builders, Wiley, 1985, pp. 88-91The Tenth Street Studio Building and a Walk to the Hudson River by Teri Tynes, August 29, 2009 at walkingoffthebigapple.blogspot.com/2009/08/tenth-street-studio-building-and-walk.html [accessed August 20, 2017]The History of Griswold House, Newport Art Museum [accessed August 20, 2017]The Breakers, National Historic Landmark Nomination, The Preservation Society of Newport County, February 22, 1994 [accessed August 16, 2017]

The Significance of the Middle Class Essay Example

The Significance of the Middle Class Essay Example The Significance of the Middle Class Essay The Significance of the Middle Class Essay The fact that a loosely defined middle class has grown quite rapidly in the last fifteen to twenty years is reason enough to focus more attention on it. But more importantly it is the implication of this trend which makes it a significant topic for research. In the absence of such research it is, of course, difficult to say what those implications might be. But one area in which the new middle class has made a significant impact is in the market for consumer goods. Not surprisingly the advertising industry has discovered the middle class before the academics. In this regard a report of the findings of market researchers commissioned by The New Straits Times is illuminating. The firm in question. Survey Research Malaysia, employed an apparently novel approach to research based on identifying what they call psycho-graphic segmentation in the consumer market, to divide the population according to what might be called different consumer cultures or subcultures. 1 Surprisingly, the major subdivisions identified by this research were not ethnically-determined, but bear a greater resemblance to classes. And among these/ a very significant class is composed of the NQTs or Not Quite Theres. To quote selectively from the article: NQTs appear to be halfway up the ladder of success but, as the name suggests, they are not quite there. This group is particularly introverted, spending-oriented, neurotic, unadventurous, traditional and lacking in confidence. They are also ambitious, family-oriented, religious and nationalistic. And, after discussing the consumer preferences of the NQTs, the article goes on to say: The NQTs have a lower average income than the Upper Echelons. While the proportion of White Collar Workers is high, they tend to be in the middle and lower levels of the group. The impact of the emergence of the NQTs on Malaysias consumer culture is there for all to see in the proliferation of shopping malls, western-owned or western-style fast food outlets and, increasingly, middle range restaurants; and in the expanding demand for a wide range of consumer goods ranging from clothing, electrical and electronic goods, and cars, to tourist locales, and theme parks all of which cater to the demand for fashions of distinction which will serve to distinguish the middle classes from the other urban (and rural) classes.

A Research Study On Stem Cell Research Essays -- Stem cell, Embryonic st

Stem cell research is an extremely hot topic issue that is being discussed in the world for the present day. Many churches and people who are defined by the term rationalists tend to be very against the use of stem cells for research. There are two main types of stem cells that are prevalent in the science world right now which include both adult stem cells and embryonic stem cells. Religious groups tend to lean more towards the use of adult stem cells for research because of the moral issue behind the use of embryonic stem cells. In order to use an embryonic stem cell for research you must first destroy the embryo. In many religions, life begins at conception so the development of that embryo is considered to be life. Thus, the destruction of that embryo would be conside erg believes that science should play an important role in the advancement of society no matter where it falls in the issue of morality. Heisenberg says in this passage that modern science could make it easie r for people to believe if they saw it firsthand rather than just believing the bible. In conclusion, stem cell research is a very important issue that is being debated in the world during the modern day. Throughout recent years many intelligent minds have debated the morality of the use of embryonic cells over the use of adult stem cells. Over the course of history there have been a wide variety of people including Galileo and Heisenberg whom I believe would have had a very strong personal opinion on this subject. Although each author is from a different time period I believe that both would agree stem cell research on embryonic stem cells should be done.

Philosophy Functionalism Essay Example | Topics and Well Written Essays - 750 words

Philosophy Functionalism - Essay Example Its core idea is that mental states can be accounted for without taking into consideration the underlying physical medium (the neurons), but instead attending to higher-level functions such as beliefs, desires, and emotions. For (an avowedly simplistic) example, a functionalist theory might characterize pain as a state that tends to be caused by bodily injury, to produce the belief that something is wrong with the body and the desire to be out of that state, to produce anxiety, and, in the absence of any stronger, conflicting desires, to cause wincing or moaning. According to this theory, all and only creatures with internal states that meet these conditions, or play these roles, are capable of being in pain. Suppose that, in humans, there is some distinctive kind of neural activity (C-fiber stimulation, for example) that meets these conditions. If so, then according to this functionalist theory, humans can be in pain simply by undergoing C-fiber stimulation. But the theory permits creatures with very different physical constitutions to have mental states as well: if there are silicon-based states of hypothetical Martians or inorganic states of hypothetical androids that also meet these conditions, then these creatures, too, can be in pain. ... satisfy the descriptions - then it's also logically possible for non-physical states to play the relevant roles, and thus realize mental states, in some systems as well. So functionalism is compatible with the sort of dualism that takes mental states to cause, and be caused by, physical states. Still, though functionalism is officially neutral between materialism and dualism, it has been particularly attractive to materialists, since many materialists believe (Lewis, 1966) that it is overwhelmingly likely that any states capable of playing the roles in question will be physical states. If so, then functionalism can stand as a materialistic alternative to the Psycho-Physical Identity Thesis, the thesis that each type of mental state is identical with a particular type of neural state. This thesis, once considered the dominant materialistic theory of the mind, entails that no creatures with brains unlike ours can share our sensations, beliefs, and desires, no matter how similar their behavior and internal organization may be to our own. This is a consequence that many regard as implausible. Thus functionalism, with its claim that mental states can be multiply realized, is widely regarded as providing a more inclusive, less "(species-) chauvinistic" (Block, 1980) - and thus mo re plausible - theory that is (at least arguably) compatible with materialism. Within this broad characterization of functionalism, however, a number of distinctions can be made. Functionalism has three distinct sources. First, Putnam and Fodor saw mental states in terms of an empirical computational theory of the mind. Second, Smart's "topic neutral" analyses led Armstrong and Lewis to a functionalist analysis of mental concepts. Third, Wittgenstein's idea of meaning as use led to a version of

Google's company acquisition and partnership Essay

Google's company acquisition and partnership - Essay Example Google Company has also licensed the platform that has helped limit control over activities that hardware makers do with android. Due to this control, the company has been able to produce androids with unique functions and features that satisfy customer needs (Lee, 2012). Partnership is a legal relationship by which companies formed through signing of an agreement carry on business as co-owners. Samsung and Google signed a ten-year partnership to license each other’s current patients and those filed in the future. As a result, Samsung will now be able to access the patents Google garnered as part of its $12.5 billion acquisition of Motorola in the year 2011 (Glasby & Dickinson, 2014). There are various reasons as to why Google is in android takeover. Firstly, it is their growth strategy. Android demand has been increasing and due to this, Google Company will be in a position to develop their business by meeting needs of customers. Therefore, making profits that will enable them expand the business (MCmorris, 2005). Secondly, their acquisition will help them diversify their risks. The addition also helps in meeting customer needs by producing androids with unique features and functions. Android phones have also been on demand to replace iPhones. The replacement of this product would mean increasing sales of androids hence increasing profits. The result will help in the development of the firm and expansion of the company, as well as assist in familiarizing the company products with the consumers. The other primary reason for the acquisition is helping Google advertises their company. Since androids are globally used, adding Google apps may assist the organization to make product promotion feasible. Another crucial reason is the talented engineers in Android Company and their great technology. Google wanted the engineers to help in

Parent training gender norm during through youth age Research Paper

Parent training gender norm during through youth age - Research Paper Example Gender norms are the creation of society as a whole, with the unconscious notions of normal behaviors for the genders begun through the influence of a child’s parental role models. Gender norms begin through the actions of parents to the children. Reactions define how the child will see themselves as either a boy or a girl. Through the purchase of toys, the tone of speech, and even their own role modeling, parents insert their ideas about gender norms into the behaviors of their children. Newman and Newman (2012) discuss the complexity of influences that parents have on their children concerning norms. They state that â€Å"the experience to which they expose them (their children), and the activities in which they encourage their children’s participation all reflect dimensions of the parents’ gender role standards† (Newman & Newman, 2012, p. 245). When children get to school age they have had discipline for gender inappropriate behavior and encouraged to adopt the social standards of behavior that are expected. Gender is an issue of social construction. Although there are many debates on how children are socialized to enact their gender, whether it is biological or strictly psychological, the development of social roles for the genders as a topic has shown that men and women are taught to act different than each other in society. Gender roles are developed through the creation of norms, behaviors, and beliefs about the abilities of a gender to act within society. Social expectations tend to refine those beliefs so that roles can be filled (Munez, 2013). Acculturation occurs within a family where examples and teaching provide young males and females with information about how their gender identifies them within a community. Through the continuation of these beliefs throughout a community, gender norms are created. The use of gender norms as a way in which to calculate behaviors provides the researcher with a

Luxury fashion industry E-Commerce Essay Example | Topics and Well Written Essays - 750 words

Luxury fashion industry E-Commerce - Essay Example The use of colour is usually considered to be an essential component of visual merchandising (Iqbal et al., 2011). Choice of the colour, therefore, determines the attention it attracts to consumers. Use of vibrant colours like red, brown or orange at the entrance and addition of designs gives an appealing look to attract many customers. Colour also, can create an emotional impact on consumers that can portray good meaning about the product. E-commerce employs the use of signage that acts as a salesperson. This increases the efficiency as customers easily reach their destinations by just following the displays in it. Also, use of signage increases customer service since it reduces the waiting time that is a desirable factor to customers. Maintenance of proper lighting to focus on key products improves the appealing effect of the products. Those consumers who use online applications and sites require pictures of products with good lighting to allow them make right choices and save on time. Lastly, the use of unique window display of products serves as an attraction to more sells. Showing items correctly will give consumers idea of how they would look like and these is more likely to influence them to buy the items (Iqbal, et al., 2011). In order to maintain consistency from the real visual merchandise shop and online, e-commerce have to employ some factors. The use of a simple web design with a good user interface where the customers can easily navigate through and make their purchases with ease. Pictures and videos of the items in the store are displayed in high quality and in simple layouts where one can access a number of items at a go. These pictures and videos usually contain a specified description of quality, make and prices. With the Omni-channel strategy, the integration of the real store and online stores has enabled the merchandisers maintain consistency and promote their

Immanuel Kant's critique of happiness as an ethical principle Term Paper

Immanuel Kant's critique of happiness as an ethical principle - Term Paper Example Immanuel Kant's critique of happiness as an ethical principle In his deontological theory, which is based on duty, he emphasized on the pre-eminence of reason that lead to the actions. He indicates that it is a person’s duty to act morally by obeying the moral law. He mentions, â€Å"Everyone must admit that if a law is to have a moral force, that is, to be a basis of an obligation, it must carry with it absolute necessity† (Kant, 1785, p.51) ii. Kant defines duty as practical and unconditional necessity of action which holds true for all rational beings. (Kant, 1785, p. 26) Kant describes happiness as a natural purpose of life. He quotes, â€Å"All rational beings that are dependent; and thus one purpose that they not only can have but that we can assume they all do have as a matter of natural necessity. This purpose is happiness† (Kant, 1785, p. 20). Kant, however, finds happiness as an ambiguous feeling. He says, â€Å"The concept of happiness is so indefinite that, although each person wishes to attain it, he can never give a definite and self-consistent account of what it is that he wishes and wills under the heading of wanting happiness† (Kant, 1785, p. 21). A person’s perception of happiness is dependent on his experiences in life. A person might feel that wealth will give him happiness; someone else may want knowledge while those who feel that life itself gives pleasure may wish to have long life. However, they may not know with wealth comes anxiety in them and envy and maneuverings of others; which make the person unhappy. Knowledge may show a person the dreadfulness of evils which he was ignorant of and hence scare him. Long life accompanied with continuous illness is a burden more than a boon. Hence they may not feel as happy as the imagined on their achievement. Additionally, if a person pursues happiness, he can only get bits and pieces of advice which may be frugality, diet, restraints etc. and not detailed guiding principles as we have in case of moral laws. To explain the path of actual happiness, Kant (1785) mentions, â€Å"the completed idea of happiness requires the thought of an absolute whole—the thought of a maximum of well-being in my present and in every future condition† (p. 21). Kant (1785) adds, â€Å"There couldn’t be an imperative that in the strict sense commanded us to do what makes for happiness, because happiness is an ideal not of reason but of imagination, depending only on empirical grounds. (p. 22). Thus, a person will achieve what he imagines as happiness, depends on several factors that can impact his future states and that there is not even remote possibility that he will take up a single action that can deviate him from his mission of complete happiness. In any scenario, it is not possible for a human being to have the kind of foresight and capability to plan and achieve his sources of happiness in such a manner. Hence he can never be happy as understood in a common man’s language. Kant has expla ined that an action based on impulse to satisfy one’s feelings cannot always be right. Such an action that is motivated by some sort of inclination can never be based on moral laws. Also, what makes a person happy can be cause of other person’s unhappiness. It cannot be ethical to make another human being unhappy. Thus Kant has explained the meaning of happiness in a manner that it does not play any role in the ethical system. Alternatively he has chosen to define happiness as the end purpose of any human being’s life and not an ethic. He says: Humanity might survive even if

Parent training gender norm during through youth age Research Paper

Parent training gender norm during through youth age - Research Paper Example Gender norms are the creation of society as a whole, with the unconscious notions of normal behaviors for the genders begun through the influence of a child’s parental role models. Gender norms begin through the actions of parents to the children. Reactions define how the child will see themselves as either a boy or a girl. Through the purchase of toys, the tone of speech, and even their own role modeling, parents insert their ideas about gender norms into the behaviors of their children. Newman and Newman (2012) discuss the complexity of influences that parents have on their children concerning norms. They state that â€Å"the experience to which they expose them (their children), and the activities in which they encourage their children’s participation all reflect dimensions of the parents’ gender role standards† (Newman & Newman, 2012, p. 245). When children get to school age they have had discipline for gender inappropriate behavior and encouraged to adopt the social standards of behavior that are expected. Gender is an issue of social construction. Although there are many debates on how children are socialized to enact their gender, whether it is biological or strictly psychological, the development of social roles for the genders as a topic has shown that men and women are taught to act different than each other in society. Gender roles are developed through the creation of norms, behaviors, and beliefs about the abilities of a gender to act within society. Social expectations tend to refine those beliefs so that roles can be filled (Munez, 2013). Acculturation occurs within a family where examples and teaching provide young males and females with information about how their gender identifies them within a community. Through the continuation of these beliefs throughout a community, gender norms are created. The use of gender norms as a way in which to calculate behaviors provides the researcher with a

Immanuel Kant's critique of happiness as an ethical principle Term Paper

Immanuel Kant's critique of happiness as an ethical principle - Term Paper Example Immanuel Kant's critique of happiness as an ethical principle In his deontological theory, which is based on duty, he emphasized on the pre-eminence of reason that lead to the actions. He indicates that it is a person’s duty to act morally by obeying the moral law. He mentions, â€Å"Everyone must admit that if a law is to have a moral force, that is, to be a basis of an obligation, it must carry with it absolute necessity† (Kant, 1785, p.51) ii. Kant defines duty as practical and unconditional necessity of action which holds true for all rational beings. (Kant, 1785, p. 26) Kant describes happiness as a natural purpose of life. He quotes, â€Å"All rational beings that are dependent; and thus one purpose that they not only can have but that we can assume they all do have as a matter of natural necessity. This purpose is happiness† (Kant, 1785, p. 20). Kant, however, finds happiness as an ambiguous feeling. He says, â€Å"The concept of happiness is so indefinite that, although each person wishes to attain it, he can never give a definite and self-consistent account of what it is that he wishes and wills under the heading of wanting happiness† (Kant, 1785, p. 21). A person’s perception of happiness is dependent on his experiences in life. A person might feel that wealth will give him happiness; someone else may want knowledge while those who feel that life itself gives pleasure may wish to have long life. However, they may not know with wealth comes anxiety in them and envy and maneuverings of others; which make the person unhappy. Knowledge may show a person the dreadfulness of evils which he was ignorant of and hence scare him. Long life accompanied with continuous illness is a burden more than a boon. Hence they may not feel as happy as the imagined on their achievement. Additionally, if a person pursues happiness, he can only get bits and pieces of advice which may be frugality, diet, restraints etc. and not detailed guiding principles as we have in case of moral laws. To explain the path of actual happiness, Kant (1785) mentions, â€Å"the completed idea of happiness requires the thought of an absolute whole—the thought of a maximum of well-being in my present and in every future condition† (p. 21). Kant (1785) adds, â€Å"There couldn’t be an imperative that in the strict sense commanded us to do what makes for happiness, because happiness is an ideal not of reason but of imagination, depending only on empirical grounds. (p. 22). Thus, a person will achieve what he imagines as happiness, depends on several factors that can impact his future states and that there is not even remote possibility that he will take up a single action that can deviate him from his mission of complete happiness. In any scenario, it is not possible for a human being to have the kind of foresight and capability to plan and achieve his sources of happiness in such a manner. Hence he can never be happy as understood in a common man’s language. Kant has expla ined that an action based on impulse to satisfy one’s feelings cannot always be right. Such an action that is motivated by some sort of inclination can never be based on moral laws. Also, what makes a person happy can be cause of other person’s unhappiness. It cannot be ethical to make another human being unhappy. Thus Kant has explained the meaning of happiness in a manner that it does not play any role in the ethical system. Alternatively he has chosen to define happiness as the end purpose of any human being’s life and not an ethic. He says: Humanity might survive even if

Mexican War and the Spanish American War Essay Example for Free

Mexican War and the Spanish American War Essay Both the Mexican War and the Spanish War were a result of unfair treatment against weaker nations. The origins of the Mexican War lay with the United States and its expansionistic policies. Most Americans believed they had a divine right to bring their culture among others, because they were superior. This belief was put forth by Manifest Destiny, which had been circulating around the United States for a long time. The ignorance possessed by the Americans show no courtesy toward the Mexicans. Under the administration of President Polk, America adopted an aggressive expansion policy that often ignored many inferior countries. In 1492, it was Spain whom sailed across the Ocean and colonized the Amerindian nations of the Western Hemisphere. At its greatest extent, the empire that resulted from this exploration extended from Virginia on the eastern coast of the United States south to Tierra del Fuego at the tip of South America excluding Brazil and westward to California and Alaska. The ambitious United States paid no attention to Spain and aggressively sought more territory and influence in Cuba, the Philippines, and Puerto Rico. The war started when the United States declared war on Spain after the sinking of an American vessel (Battleship Main) in Havana harbor on February 15, 1898. They war ended on December 10, 1898 after the unfair Treaty of Paris, in which Spain lost all of its overseas possessions including Cuba, Puerto Rico, the Philippine Islands, Guam, and many others. Both the Mexican War and the Spanish American War were a direct result in the abusive ways of superior power and influence. Manifest Destiny was more encouraged when Polk became President. He was elected president because of his strong support in bringing Oregon and Texas into the Union. President Polk was clearly the antagonist when he sent troops under General Zachary Taylor into land that Mexico held sovereignty, sparking a war. Polk now drafted a message to Congress: Mexico had passed the boundary of the United States, had invaded our territory and shed American blood on American soil. Whether the Mexicans had fired the first shot or the Americans, whether the armies were on Mexican territory or American territory, Polk got his war. Despite the plea of innocence, Mexico cannot escape blame for the war. Mexico never had a strong centralized government to negotiate with a foreign state. Mexico was never even  successful in governing themselves for the time being. Mexico was on the verge of bankruptcy and their army was inadequately trained and equipped. The country was awash with political turmoil throughout the war, indeed, throughout the century, making it near impossible for them to ever conduct a sound defense of the country. Nevertheless, the United States, as a superior nation under Polks Presidency assumed an aggressive war like attitude toward Mexico without consideration of the Mexican stance. The conflict between the Spanish and Americans grew dramatically when General Valeriano Weyler began implementing a policy of Reconcentration that moved the population into central locations guarded by Spanish troops and placed the entire country of Cuba under martial law in February 1896. The American government was once again looking to exploit their defenseless neighbors and gain more influence in the countries. The main targets were Cuba, Puerto Rico, and the Philippines. Cuba was the first to initiate its own struggle for independence from Spain. America, being the closest superior power intervened in Cubas affairs. The Philippines were also growing intolerable to Spanish rule, and the United States took interest in the Philippines. Following its declaration of war against Spain issued on April 25, 1898, the United States added the Teller Amendment asserting that it would not attempt to exercise hegemony over Cuba. Under Commodore George Dewy at the Battle of Manila Bay on May 1st, the Spanish fleet under Rear Admiral Patricio Montojo was destroyed. The most disrespect followed the signing of the Treaty of Paris when Spain lost all of its overseas possessions. The superior powers, such as the United States, are always looking to profit themselves. During the Mexican war and the Spanish-American War, the dominance and ethnocentric ideals that America held flourished in many un-called-for, disrespectful disputes. The aggressive stance the troops held under Zachary Taylor under the orders of President Polk did not give room for negotiation. If the United States did not get what they wanted, they would insist by force, not by allowing the inferior nation in their eyes to make suggestions that regard their country and dignity. Both the Mexican War and the Spanish-American War resulted because of the unfair and unjust treatment that the United States held in their so-called foreign policy. Hispanic Division Library of Congress http://lcweb.loc.gov/rr/hispanic/1898/intro.html A People A Nation 6th Edition The Mexican American War Memorial Homepage -from UMAN The Mexican American War Memorial Homepage -from UMAN Hispanic Division Library of Congress http://lcweb.loc.gov/rr/hispanic/1898/intro.html Hispanic Division Library of Congress http://lcweb.loc.gov/rr/hispanic/1898/intro.html

Impact of imaginative play on young children

Impact of imaginative play on young children Play is a fundamental aspect of early childhood. Through play, young children can begin to explore and understand the world around them from an early age, whilst simultaneously gaining a sense of enjoyment from what they are saying and doing. Piaget (1962), cited in Ariel (2002), identified four general developmental stages of play; these increase in complexity as the child matures. These stages are, in chronological order: functional play, constructive play, imaginative play and games with rules. Therefore, it can be argued that imaginative play, as part of a sequence, builds on the skills learnt and nurtured through constructive play, and prepares children for play situations involving rules and other constraints. Bodrova (2008), however, disagrees with this notion by arguing that rules must be an integral part of imaginative play. These rules are not determined by the children themselves, but by the constraints of the imaginary roles that they are playing. It is therefore possible that, in many cases, imaginative play overlaps into other types of play and incorporates more advanced and regulated thought processes than may be superficially apparent when observing what happens during imaginative play. What happens during imaginative play? Vygotsky (1986), cited in Bodrova (2008), emphasises that three elements need to be present for a play situation to be defined as imaginative: an imaginary situation, the playing of roles and the formulation of rules intrinsic to each assigned role. Singer (1994) echoes this sentiment by stressing the point that one or more children playing roles does not, in itself, constitute imaginative play: this is a misconception held by many people, including early years educators. The use of the word imaginary is, however, misleading to a certain extent. According to observations by Dockett (1998), the majority of make-believe situations do not take place in fantasy worlds with fairies and monsters; rather, they are situations drawn from the childs own memories and experiences. These can be, but are not restricted to, examples of what they have seen and heard at home and school. Another view of what constitutes imaginative play is held by Ariel (2002), who regards it as a kind of mental activity rather than a genre of external behaviour. More emphasis is placed on the thought processes required to create an imaginary situation than the words and actions involved during its enactment. These involve a child bringing mental images to life and identifying how they are being represented in real life, but also acknowledging that they are doing it for fun. It is the simultaneous combination of these thought processes that differentiate imaginative play from other types of play such as functional and constructive play. It can therefore be argued that the child must have reached a certain level of cognitive functionality to be able to think in such an ambivalent way about the way they are playing. However, no specific mention of the manipulation of and interaction with objects is made in either of these definitions. Although the use of objects is not a prerequisite of imaginative play, they can play a major part in the visualisation and representation of a fantasy (Tsao, 2002). Such objects could include, but are by no means limited to: toys, movable objects such as chairs and boxes, immovable objects such as tables and beds, and costumes. Smith (1995) discusses the way that, in imaginative play, objects can be transformed into other things to perpetuate the fantasy. However, no recognition is made of the way in which objects, once transformed, can assume different properties, such as size and shape, depending on both the imaginary situation and the type of imaginative play taking place. What types of imaginative play are there? Imaginative play is one of the general developmental stages of play. However, there are substages within this level that are dependent upon the childs mental development. Ariel (2002) identifies three stages: firstly, solitary play, where the child enacts everyday experiences; secondly, parallel play, where the child starts to introduce other characters to their experiences (although the child always plays the central role); and thirdly, sociodramatic play, which is much more structured and less self-centred. Each of these substages is assigned to different years of the childs life, although it must be stressed that these are approximations based on Ariels view of how well developed the average child should be at each stage. Furthermore, these stages appear to be discrete; it is not made clear how one level develops into the next, and what internal or external factors cause this development. In contrast, Dockett (1998) states that there are only two types of imaginative play: simple and complex. According to his observations, there must be six distinct elements present for it to be considered complex play: imitative role-play; make-believe with objects; make-believe with actions and situations; persistence; interaction; and verbal communication. There are no classifications made between these two extremes; from this, it can be concluded that, if one or more elements cannot be observed, then it is simple play. Another important point to consider is that, unlike Ariels stages of imaginative play, no clear timescale is given regarding the age and developmental stage of the child with relation to these two stages of imaginative play. However, the two elements of interaction and verbal communication suggest that more developmentally advanced forms of imaginative play can only take place when a child is involved with other children, rather than playing independently. Imaginative play can take place with or without objects or props (Singer, 1994). Singer argues that non-toy objects, such as chairs and cardboard boxes, are used more frequently in all types of imaginative play than objects defined as toys, such as dolls and model cars. The reason for this is that toys are often limited in the number of functions they can serve in the childs imagination due to their close link with reality. Taking the aforementioned model car as an example, it looks like a real car (but is obviously considerably smaller). It would be difficult to transform it into any other object or creation. Similarly, it is limited in its functionality; it can be pushed or pulled around on different surfaces, but it cannot effectively interact with other objects in general. Conversely, the simple cardboard box provides a range of possibilities for transformation and interaction, as illustrated by an observation by Singer (1994): upon seeing the box, a child calls another to say, I ts the best toy ever! Its a fort and a space shuttle, a bus, a pirate ship, a sled, a clubhouse, and a castle. What is not clarified, however, is the authors opinion on whether or not the use of toys is beneficial, both to imaginative play itself, and to developing young childrens skills and attributes. What skills and attributes can be developed as a result of imaginative play? During the early years of childrens lives, it is important that they develop a range of skills and attributes that will further their development both in and out of school. Broadly speaking, these skills and attributes fall into three categories: social, emotional and cognitive. According to Tsao (2002), childrens participation in imaginative play can facilitate their integration into peer groups through the elements of collaboration and interaction, which are in turn underpinned by verbal and non-verbal communication. This benefit is, however, dependent on the child being at the stage where they choose to play with others rather than independently. Ariel (2002) builds on this concept of collaboration in particular by arguing that children often transfer conflicts to the realm of imagination. This involves resolving personal differences that may arise during imaginative play without breaking character or leaving the confines of the imaginary situation. By doing this, the children are able to continue playing together without the risk of altercation in reality. It can be argued that this type of interaction can initiate the development of rudimentary diplomacy and empathy skills, even at a relatively early age. A different view is held by Bodrova (2008), who believes that such forms of social development, whilst important in their own right, cannot be realised without the prior building blocks of emotional development. She argues that self-esteem and self-confidence are the two emotions that benefit the most through imaginative play, and the best way to start this process is to play independently with objects and toys rather than with others. However, no distinct link is made between the stages of individual and shared play: it is unclear how these emotions, particularly self-confidence, can be developed without some form of initial interaction. Singer (1994), on the other hand, takes the view that the most important aspect of imaginative play is the way in which it brings both pleasure and a large degree of emotional satisfaction to the child or children participating in it. This serves to highlight the issue that, above all, imaginative play should be fun. Through this sense of enjoyment, children will benefit emotionally without being aware of it. It can therefore be argued that the childs need for emotional fulfilment can be a reason for, as well as a consequence of, imaginative play. Opinions are divided regarding the most significant benefit to childrens cognitive development through imaginative play. Smith (1995) and Tsao (2002) emphasise the strong link between imaginative play and creativity. Although it could be argued that this connection is self-evident, due to the intrinsically creative nature of imaginative play, it is nevertheless important to acknowledge its existence. Another important point to note is the fact that children can also develop creativity outside the medium of play by, for example, writing stories and drawing pictures. Imaginative play, while important in its own right, is simply one part of the whole process of developing creativity in children. Conversely, Singer (1994) and Ariel (2002), whilst accepting the potential benefits to childrens creative skills, believe that the development of academically related skills is a more significant consequence of imaginative play. These include, but are by no means limited to, the enhancement of vocabulary by practising new words (Singer, 1994) and the advancement of basic decision-making skills (Ariel, 2002). In imaginative play, children need to identify what objects are (especially if they have been transformed to suit the imaginary situation), what different places and characters are called, and so on. These words will be used repeatedly throughout the play episode; therefore, it is not only good practice for children to say and hear them, but it also facilitates effective verbal communication and keeps the imaginary situation going. In addition, situations frequently arise where children, whilst playing a role, need to make choices regarding, for example, how to react to something someone else has said or done, what object to use, or where to go next. As before, this decision-making process, which is often quick and well improvised, according to observations by Ariel (2002), is another essential way to keep the imaginary situation going. These skills, along with many others, can be beneficial to the childrens holistic development, not only in an imaginative play situation, but also in other areas of their lives. Are these skills and attributes transferable to other areas of the childrens lives? The skills and attributes developed in imaginative play can also be beneficial both to the development of the childs state of mind and their behaviour, particularly with regard to what is required of them as they advance through the education system. Singer (1994) holds the belief that children can sustain themselves in periods of stress with the hope generated from such imagined explorations. This stress could be caused by any of a number of contributory factors, such as an increased academic workload or an unsettled home life. However, imaginative play allows children to detach themselves from reality, albeit on a temporary basis. According to research by Ariel (2002), this time out can have a calming effect on the child, by pacifying them and providing them with ways out of their emotional entanglements. What is unclear, however, is how long this calming effect continues. The question remains of whether the use of imaginative play for this purpose of emotional detachment is a long -term solution to stress-related issues, or merely a short-term fix. Revisiting an earlier theme, Bodrova (2008) states that rules, determined by the roles played by the children, are an integral part of imaginative play. She extends this point by arguing that this following of rules can contribute to a childs readiness for formal schooling, where they will have to abide by sets of class and school rules. During their participation in imaginative play, the child has to promote their intentional behaviours and follow the directions of others so that the imaginary situation can progress. According to research by Blair (2002), cited in Bodrova (2008), the practice of this self-regulation of behaviour by playing by the rules in imaginative play often transfers itself to non-play contexts where predetermined sets of rules exist, such as formal classroom settings. The child will be more inclined to follow these new sets of rules, and their behaviour will improve as a consequence. One other important behavioural aspect, particularly with regard to younger children, is paying attention and the ability to concentrate. Generally speaking, younger children have a much shorter attention span than older children (Dockett, 1998). It is important for children to be attentive and focused when they are faced with formalised situations later on in their schooling, such as assemblies and tests. According to research by Smith (1995), participation in imaginative play focuses childrens minds on the situation in hand, and they become totally immersed in the roles they are playing. One observation by Smith (1995) was of a group of children playing castles. One child was allocated the task of sentry duty: this involved keeping watch from the top of the castle while some other children played soldiers going about their daily business inside the castle. The sentrys role was to warn the soldiers if the enemy (played by three other children) was approaching. The child playing the sentry role considered his task to be highly important, and was able to maintain a high level of concentration throughout, pretending to look in all directions and scanning the imaginary horizon. Smith (1995) argues that these higher concentration and attention levels in imaginative play will permeate into non-play contexts. However, it can be argued that this will not necessarily happen in the case of all children, because acting in an imaginary role is one matter; behaving in real-life situations is another matter entirely. Much depends on the character and personality of the child, and the behaviour expected of the child by the adults in their life. What roles can early years practitioners, parents and other adults take in imaginative play? Imaginative play can happen in any setting, both in childrens school and home lives. According to the evidence gathered so far, the same opinion is shared: it is important for adults to play some sort of role in childrens imaginative play. However, opinion is divided on the issue in two key respects: the level and timing of intervention, and the purpose of intervention. With regard to the level and timing of intervention, Singer (1994) believes that parents and practitioners should initiate imaginative play and then step back and allow the children to play on their own. In effect, the adults give the children an initial idea, and the imaginative play stems from this stimulus. This is not necessary in all cases, however, as many children will formulate their own ideas independently. Conversely, Bodrova (2008) takes the view that all children, regardless of the development of their play skills, require higher levels of adult mediation if they are to benefit from imaginative play in any social, emotional or cognitive way. As a reasonable proportion of imaginary situations are drawn from the childs past personal experiences (Dockett, 1998), one possible way to address this issue is to take an active approach by introducing the children to new experiences (Bodrova, 2008). These can include field trips to suitable locations, and child-friendly books and v ideos that relate to suitable, interesting topics. This will give children a greater knowledge base from which to draw their imaginary situations and characters, thus increasing the variety of their imaginative play. With regard to the purpose of intervention, children can be advised, if necessary, on how to construct imaginary situations and enact imaginary roles. This often takes the form of the modelling of play skills (Ariel, 2002; Tsao, 2002), such as co-operation and the invention of characters. This is particularly important if the child has shown themselves to be less advanced in these areas. This is not necessary in all cases; sometimes, childrens play skills may have developed independently and instinctively. In contrast, Smith (1995) believes that the most important reason for adult involvement in imaginative play is to facilitate the achievement of particular educational and instructional goals. He argues that imaginative play has a better chance of nurturing key life skills if the adults in the childrens lives encourage it and participate in it whenever possible. One active way for adults to participate in this developmental process is to take the child out for walks in order to teac h them about the world around them, highlighting points of interest along the way, and answering any questions the child may have about what they can see, hear and so on. This will assist in the development of key life skills such as confidence and the awareness of ones surroundings. In addition, this helps to expand the childs knowledge base through questions and simple explanations. All of these qualities will be important in the childs home and school life in the future. Further research questions In what kinds of ways can objects in imaginative play contexts assume different properties? At what age or stage of development do children engage in simple and complex play? Is it preferable to use toys and other objects in imaginative play? If so, why? If not, why not? How effective is the participation in imaginative play as a long-term solution to stress-related issues? Do any theorists believe that imaginative play should have minimal or no adult mediation or involvement? If so, who and why?

Systemic Lupus Essay -- Health, Diseases

Systemic lupus erythematosus (SLE) is a fairly common disease identified as episodes of inflammation and damage to joints, tendons, and various organs. The most effected organs are the heart, lungs, brain, kidneys, blood vessels, and skin. Lupus affects each individual differently and the effects could be mild to severe depending on the individual. SLE is an autoimmune disease where the body’s immune system attacks the healthy cells and tissues in the body (Ohio State, 2009). The main cause of lupus is unknown, but there are believed to be many factors that could contribute to lupus. Lupus is believed to be genetic for many individuals (Ohio State, 2009). If a mother has SLE, her daughter has a 1:40 chance of developing lupus, whereas, her son has a 1:250 chance (Leber, 2009). Environmental issues could be present where the cause in the environment is unknown. SLE can also be caused by some medications. The disease may be present while taking the medication, but disappear when the individual stops taking the medication. The majority of people who have lupus are women between late teens to forty-five. Females are affected three to ten times more likely than males (Ohio State, 2009). African American women are more likely to develop lupus than Caucasian women (Leber, 2009). Human leukocyte antigens are a group of genes on chromosome six. The human leukocyte antigens (HLA) associated with lupus is called DR2 and DR3. A person who has these antigens is very likely to develop lupus, but individuals with different antigens may also develop SLE (Ohio State, 2009). There are many symptoms of SLE and will vary from individual to individual with the disease. Some common symptoms are inflammation of the joints, Raynaud’s phenomenon1, m... ...ttempt to treat physical symptoms of SLE as well as the psychological symptoms. HRQoL, disease activity, and disease damage are three different components of lupus and should be measured separately for the most accurate results. Measuring the patient’s quality of life will assist in keeping the patient informed about how the disease is affecting them in their daily lives. HRQoL will vary significantly with each individual and is very important to measure patient’s responses to lupus. Fatigue is a widely influential factor in lupus patients and should be included in quality of life studies (McElhone, 2006). Studies found a role of defensins in the pathogenesis of SLE (Froy, 2009). Although, when SLE involves major organ, the disease can be put into remission with corticosteroids and immunosuppressive therapy, these treatments can cause toxic results (Ntali, 2009).

Comparing the Two Pictures of London, Illustrated by Wordsworth and Bla

Comparing the Two Pictures of London, Illustrated by Wordsworth and Blake in Their Two Poems The two poems depicting London by Wordsworth and Blake are in some ways similar and yet have many differences. Both observations of London are depicted through the poets' personal perspectives of London using individual experiences. We can tell that both poems are from the person's interpretations and experiences as they are said in the first person: 'Ne'er saw Ià ¢Ã¢â€š ¬Ã‚ ¦' in Wordswoths' poem and: 'I wonder through each chartered streetà ¢Ã¢â€š ¬Ã‚ ¦' in Blakes'. Both poems are well structured and use emphatic language. 'Upon Westminster Bridge' is a Petrachran sonnet which expresses strong emotion. It depicts his joy and awe of a beautiful city that is sleeping. It comes across as very optimistic with only positive things to say. The elation is built up through the sonnet using rhyme and emphatic language '... a calm so deep!' and similes are used that portray an underlying theme 'This city now doth, like a garment, wear.' I think this is where the first look at the poem is not enough to fully grasp Wordsworth's meaning. Blake's poem at first glance is very much the opposite: it too uses emphatic language and builds up the feeling through the quatrains which allow his thoughts to progress yet the feeling and emotional outbursts are of a completely different nature. This poem seems pessimistic and has only gloom and negative points mentioned.' In every cry of every man' is different to Wordsworths' depiction of serenity, beauty and calm: 'A sight so touching in its majesty'. The River Thames is used in both poems but is illustrated differently. ... ...hat people are trapped in their social status but it is only in the mind and thoughts can be changed it isn't yet a physical state. This leaves us with optimism of change. Wordsworth although his poem is very optimistic the irony is that it is only captured in one moment. His depiction is not typical. He talks about London being this beautiful thing but he is talking form the panoramic view above it all and more than that he is talking whilst London is asleep leaving us to believe that it will be different, more like Blake's poem once London re-awakens. He talks from a moment in the revolution where ' This city now doth, like a garment, wearà ¢Ã¢â€š ¬Ã‚ ¦' implying it is superficial and normally the city isn't like that. So when looking deeper in to both poems there is an ironic ulterior meaning there which connect the two.