Theroies of Child Development

ProfessorLinda Derscheid, Ph. D. OfficeWirtz 160Fax 753-1321 Office Ph unmatched753-6341 with voice stake or 753-1543 (receptionist) Helpdesk 815-753-8100 E-mail telecommunicateprotected edu chalkboard http//webcourses. niu. edu n increase. Thousand Oaks, CA Sage. Wadsworth, B. J. (2004). Piagets theory of cognitive and affective phylogenesis (5th ed. ). Boston, MA Pearson Education, Inc. READINGSOther assigned readings pass on be placed on Blackboard e-reserve from the NIU library. bank line DESCRIPTION Analysis of the major theories of chilfor syllabus and fittings computer help email emailprotected du Office HoursOpen M noon-1 p. m. Adv. TTh. 1 2 p. m. & Fri. 11-noon or by appointment REQUIRED TEXTS (These are typed in APA 6 manner except they need to be repeat spaced) Salkind, N. J. (2004). An introduction to theories of humad ontogenesis and their implications in solveing with fresh children. PRQ FCNS 230, FCNS 280, and at to the lowest degree junior standing. O BJECTIVES 1. Students get step up be able to identify and compare and contrast (in-depth) theories of child development. (Activities 1, 2, 4, & 5) 2.Students provide apply some of the knowledge acquired about theoretical approaches to practical issues in child development employ technology. (Activities 1, 2, 4, & 5) 3. Students give evaluate the contributions and limitations of the major theories of child development. (Activities 1, 2, 4, & 5) Family and Child Studies (FCS) B. S. Program Obj Graduates of the FCS program leave alone be brisk for successful headmaster careers serving children, families, & individuals throughout the lifespan by demonstrating 1) use of self-understanding for personal & professional development (Obj. ) 2) use of a variety of theoretical & scientific approaches utilise to study & work with children, individuals, & families (Obj. 1-3) 3) application of methods for advert on change in family and social systems through empowering intervention stra tegies (Obj. 2) 4) application of professional expertise regarding human development & family relationships when disseminating knowledge to children, individuals, & families (Obj. 2) 5) professional communication skills & use of technology (Obj. 1,2) and 6) integration of knowledge & skills to work with individuals & families of diverse backgrounds (Obj. ). premature Childhood Studies Conceptual Framework The ECS program is part of the NIU Community of Learners, which builds upon knowledge, practice, and reflection to build exemplary primeval Childhood Professionals. EVALUATION (Grades are based on the 90%, 80%, 70%, 60% scale. ) undergraduate students 4 Exams (10% each) =200 pts. (50%) 2 dead Papers (10% each) =100 pts. (25%) Quizzes & Question Sets 100 pts. (25%) 400 pts. (100%) rail line Incompletes presumptuousness at the closure of the semester, will hardly be given over if the form has been signed by you and your instructor by the put out illuminate period.See your NIU student handbook for approved reasons. Note Both undergrad and grad students assignments and grades are posted under the same Blackboard posting, so entirely points will be displayed. Just figure your points according to the above points. 1. Exams The exams will involve multiple choice questions that will plough the readings, lectures, and class discussions. The exams will be worth 200 points. Quizzes (5) will be given later 1 or 2 theories have been discussed. These will be given at the beginning of class. If you are late(a) you will miss the quiz. No Make-Ups for quizzes.Leave scarcely when exam is completed during exams and quizzes, no hats with brims may be worn no cell phones or former(a)(a) technology equipment no cheating. Students are pass judgment to arrive for exams and quizzes on time. No student will be allowed to take an exam if s/he arrives after the rootage student has completed the exam and left the room. If quizzes are given in class, you mustiness be chip in when quizzes are distributed in order to be eligible to take a quiz. All exams and quizzes must be returned to the instructor in the lead the student opens class. A student who removes an exam from the classroom will be given an F for that exam.Bring a 2 pencil. Also refer to 5 and Grading Criteria below. Make-up Exams Make-up exams will be allowed only when anterior notice is given with an approved excuse with proof. Make-up exams are plan on Fri twenty-four hours afternoons at 130 in WZ 118. 2. Short Papers (2, see the due dates on the class calendar) In these written document (4-6 textbook pages in length), you will be required to integrate, apply, and communicate the usurp theories. All papers must be typed and written in APA style (with c everywhere page, citations in your text, including citing all theoretical craps (see end of this syllabus for citation info. , & reference page). Turn in & withdraw on Blackboards Assignments button. Re-do of these papers ar e available for those achieving a 70% or better. 3. Question Sets (5 Take topographic point Mini-Exams for study guides) These will be available on Blackboard. Type in your paraphrased responses to each question with the text page number and submit via Blackboard through the Assignments button by 915 a. m. Tuesday morning. belatedly question sets & those with quotes will be given a 0. Typos, spelling, grammar, and punctuation will be factored into your points (1 pt. /error after 2). So proof readThink of these as study guides for yourself, so be thorough and accurate. deduct apart the chapter lecture outline that is on Blackboard for helpful tips if you cant find the info in the textbook/s. 4. Class Policies a. Class Participation Participation is encouraged and appreciated Each week you will be assigned readings from the text and/or articles. You are expected to have read or glide these assigned readings before class in order for you to participate meaningfully in class discus sions and small(a) group exercises. It is important we have a safe atmosphere for discussion and learning.Unprofessional class conduct that impedes oppo identify class members learning (e. g. , eating, talking, whispering, shuffling, reading or writing in a newspaper, cell phone use, sleeping, etc. ) while others (including the professor) are talking or watching videos will result in the lowering of one grade (Refer to the Student Judicial Code). Two tardies will count as one absence. Attendance counts only if attending the whole class period. More than 2 weeks missing class will lower your concluding grade at least one grade. Students must ask the professors permission before any guests can attend class. b. Americans with Disabilities Act.Any student who, because of a documented disability, may require some peculiar(a) arrangements in order to meet course requirements should involvement the professor as soon as likely to make necessary accommodations. c. All written assignm ents must be completed. A missing written assignment will result in lowering your final class letter grade by double the original points. Keep a hard copy of all written assignments when you submit them. Save your files in multiple places. d. Professional behavior. You are in college or graduate school because you plan to be a professional (or are enhancing your professional status).Part of what you are here for is to learn/enhance your professional skills. If at work you dont show up, or come in late, or exhibit grossly unskilled behavior, you will be fired. Please use this class, and all your classes, as places in which to learn and practice professional behaviors Then on your own time and when work is done, party hearty e. Do not express electronic devises to class. If your beeper/beeper goes off or your cell phone rings during class, you will be asked to leave and you will be considered absent for that class period. Refer to the Judicial Code for details. ) If a beeper or cell phone is required for your job, please inform the professor PRIOR to class. In this instance, the pager/cell should be on vibrate mode. Any cell phone that is out &/or used during a quiz or exam will be confiscated and you will receive an F on that quiz or exam. f. Confidentiality Students are expected to be professional. One of the issues that you will face when you enter the manpower is the issue of confidentiality. All written work is confidential. During discussions, personal information may be shared with the class.It is expected that what is said in the context of class discussions will be given the confidentiality it deserves. Because some of the topics discussed may touch on personal issues, you are encouraged to regulate how much you decide to share based on your comfort level. Should issues arise as a result of class discussions, please inform the professor. Names of children will not be used in class discussions. g. Contacting your professor You have several ways to ph ysical contact me. I check email several times a day every week day and at least once on weekends.There is never an excuse for not being able to contact me. I am available before and after class, by email and phone. Common sense says if you leave me a message and I do not respond at heart 24 hours, contact me again. I will never accept that a student did not know something, do something, etc. because he or she could not find me. If students need something from me, it is the students righteousness to locate the professor. It is not the professors responsibility to find students and ask if they need something Students are professionals and can take responsibility for themselves and their needs.Contact me only after checking your syllabus & assignments first Do not email me about grades after posting because grades cannot be discussed via email. SHORT PAPERS GUIDELINES There will be two short papers. The initiatory paper will include analyses exploitation a social and emotional theo ries the 2nd paper will include analyses using cognitive and learning development theories. This paper should tie together observations from your experiences with appropriate theoretical content from the class sessions. You will be given a choice of paper topics, which will be handed out later.Your papers will be graded with AF (on a % basis). All papers must be TYPED. They should each be 4-6 text pages (not including human action and reference pages) long with citations included, double-spaced in APA 5 style with title and reference pages. Turn in one hard copy & also submit on Blackboard using the assignment button. Any paper with more than 7 typos past 2 per page will be failed. After 3 grammatical errors, 20 pts will be deducted. A paper longer than 6 text pages will drop a letter grade. In other words, take the time to proof read and follow directions GRADING CRITERIA A PaperYour ideas are well create and presented cl other(a). Thorough and appropriate course content is used accurately to analyze and discuss the assigned topic. pertinent examples are included. B PaperThe course secular may be either accurately or good presented. The interrelationships between the course content and the paper topic and examples are either not clear or not integrated cl betimes. C PaperOverall, the coverage is not integrated and incomplete or inaccurate. Selection of material from one area is not based upon what materials were chosen from other areas.This paper tends to be baseally a simple repetition of readings and/or class discussions and/or personal experiences with little integration. There is little analysis, and/or there are some inaccuracies. D PaperThe course content is presented in an incomplete and isolated manner, with basic misunderstandings of course material. Examples, if presented, are fragments. F PaperThe paper is irrelevant to the course or demonstrates plagiarism. NoteLate papers will not be accepted unless arrangements for an extension are negotia ted between student and professor prior to the due date.Reminder Students guilty of or assisting others in either cheating or plagiarism on an assignment, quiz, or exam may receive a grade of F for the course and may be hang up or dismissed from the university. Refer to the University Undergraduate or Graduate Catalog and the Student Judicial Code. earliest rough drafts are strongly encouraged. Bring to class, email or fax them to me for early feedback. FCNS 432-Fall, 2009 TENTATIVE figure OUTLINE & ASSIGNMENTS DateTopic/sAssignment/s Aug. 25Intro. & Over facial expression of terms & Theories of DevelopmentChap. 1 & 2 (w/o pp. 34-38) Sept. 1Sigmund Freuds PsychoanalysisChap. 5 Sept. Life Stages Approach Eriksons Psychosocial Chap. 6 Perspective Ques. Set 1 Due 9/8 Sept. 15 Exam 1 over Chap. 1, 2, 5, & 6 minus pp. 34-38Ethology w/ AttachmentChap. 4 Sept. 22Sociobiology & Ecological TheoryChap. 4 & Chap. 2 pp. 34-38 Reading 1 Short Paper 1 Due 9/22 Sept. 29 Exam 2 over Chap. 2 (pp. 34-38), & 4 Behavioral Model Basic Assumptions & CCChap. 7 Oct. 6Behavioral Analysis Operant ConditioningChap. 7 Ques. Set 2 Due 10/6 Oct. 13 Social Learning Theory Chap. 8 Oct. 20Exam 3 over Chap. 7 & 8 PiagetChap. 9 Oct. 27Cognitive-Developmental Approach-PiagetChap. 9 Wadsworth Chap 1-2 Ques. Set 3 Due 10/27Nov. 3Cog. -Dev. PiagetWadsworth Chap. 3-6 Nov. 10Vygotsky Chap. 10 Nov. 17Information Processing Reading 2 Reserve Ques. Set 4 Due 11/17 Nov. 24 NeoPiagetians & Theories of Moral DevelopmentReadings 3 Short Paper 2 Due 11/24 Dec. 1Theories of Moral Dev. Eval. of Deval TheoriesWadsworth (ends of Chap 3-6 & pp. 160-161) & Chap. 11 Quest. Set 5 Due 12/1 Dec. 10FINAL EXAM Thursday Dec. 10 at 10-1150 a. m. over content since exam 3 E-Reserve Readings found on our Blackboard site 1. Thomas, R. M. (2005). Ecological psychology, (Ch. 11). 2. Thomas, R. M. (2005). Computer analogues and the self, (Ch. ). 3. Thomas, R. M. (2005). Kohlbergs righteous developmental model, (Ch. 14 ). FCNS 432 References (APA 6 references are double-spaced) Aldridge, J. , Sexton, D. , Goldman, R. , & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student ledger, 31(4), 453-459. Baddeley, A. D. , & Hitch, G. J. (2000). Development of working memory Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of Experimental Child Psypchology, 77 (2), 128-137. Barnett, D. , Butler, C. M. , & Vondra, J. I. (1999).Atypical patterns of early attachment Discussion and future directions. Monographs of the Society for look for in Child Development, 64(3), 172- 192. Blair, C. , Peters, R. , & Lawrence, F. (2003). Family dynamics and child outcomes in early intervention The role of developmental theory in the specification of effects. Early Childhood Re reckon Quarterly, 18(4), 446-446. Boom, J. , Brugman, D. , & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages assessed by a sortin g task. Child Development, 72(2), 535-548. Bowen, N. K. (2005). Histories of developmental task attainment in aggressive children and their elationship to behavior in warmness childhood. Journal of Emotional and Behavioral Disorders, 13(2), 113-124. Chen, Z. , & Siegler, R. S. (2000). Across the great divide Bridging the gap between understanding of toddlers and old childrens thinking. Monographs of the Society for query in Child Development, 65(2), 1-96. DeVries, R. (2000). Vygotsky, Piaget, and education A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213. DeVries, R. , Edmiaston, R. , Zan, B. , & Hildebrandt, C. (2002). What is constructivist education? Definition and principles of teaching. In R.DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales (Eds. ), Developing constructivist early childhood plan Practical principles and activities. (pp. 35-51). New York Teachers College Press. Dilg, M. (1999). Why I am a mult iculturalist The power of stories told and untold. In M. Dilg (Ed. ), Race and refinement in the classroom Teaching and learning through multicultural education. (pp. 99-107). New York Teachers College Press. Draghi-Lorenz, R. , Reddy, V. , & Costall, A. (2001). Rethinking the development of nonbasic emotions A precise review of existing theories. Developmental Review, 21(3), 263-304.Edwards, S. (2005). Constructivism does not only happen in the individual Sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 37-47. Ethridge, E. , & King, J. R. (2005). Calendar math in preschool and primary classrooms quizzical the curriculum. Early Childhood Education Journal, 32(5), 291-296. Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of development. Child Development, 71(4), 850-853. Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development, 71(4), 854-856. Gilbert, J. L.Getting help from Erikson, Piaget, and Vygotsky Developing infant-toddler curriculum. U. of Kentucky. 12 pages. Accession No ED457968. Golbeck, S. L. (2001). Socioeconomic differences in childrens early cognitive development and their readiness for schooling. In S. L. Golbeck (Ed. ), Psychological perspectives on early childhood education Reframing dilemmas in research and practice. (pp. 37-63). NJ LEA. Griffin, S. (2004). Building number sense with Number Worlds A mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-173. Harwood, R. L. , Miller, J. G. , & Irizarry, N.L. (1995). Culture and attachment Perceptions of the child in context. NY The Guilford Press. Hodapp, R. M. (2001). Advancing findings, theories, and methods concerning children with disabilities. Monographs of the Society for Research in Child Devleopment, 66(3), 115-126. Lally, J. R, Lerner, C. , & Luire-Hurvitz, E. (2001). National survey reveals gaps in the publics and parents kn owledge about early childhood development. Young Children, 56(2), 49-53. Martin, A. , & Oliva, J. C. (2001). Teaching children about money Applications of social learning and cognitive learning developmental theories.Journal of Family and Consumer Sciences From Research to Practice, 93(2), 26-29. Parent, S. , Normandeau, S. , & Larivee, S. (2000). A quest for the Holy Grail in the new millennium In search of a unified theory of cognitive development. Child Development, 71(4), 860-861. Piaget, J. (1993). Development and learning. In M. Gauvain & M. Cole (Eds. ), Readings on the development of children (pp. 25-33). NY W. H. Freeman and Company. Piaget, J. Smith, L. (Trans. ). (2000). Commentary on Vygotskys criticisms of language and thought of the child and judgement and reasoning in the child. New Ideas in Psychology, 18(2-3), 241-259.Raines, S. C. (1997). Developmental appropriateness curriculum revisited and challenged. In J. P. Isenberg & M. R. Jalongo (Eds. ), Major trends and issues in early childhood education Challenges, controversies and insights. (pp. 75-89). New York Teachers College Press. Rothbaum, F. Pott, M. , Azuma, H. , and others. (2000). Trade-offs in the study of culture and development Theories, methods, and values. Child Development, 71(5), 1159-1161. Smetana, J. G. (1999). The role of parents in moral development A social domain analysis. Journal of Moral Education, 28(3), 311-321. Suizzo, M. A. (2000).The social-emotional and cultural contexts of cognitive development Neo- Piagetian perspectives. Child Development, 71(4), 846-849. Vondra, J. I. , Hommerding, K. D. , & Shaw, D. S. (1999). Stability and change in infant attachment in a low-income sample. Monographs of the Society for Research in Child Devlepment, 64(3), 119-144. Williams, M. M. (2000). Models of character education Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Development, 39(1), 32-40. Wolfgang, C. H. (2000-2001, winter). Another view on Reinforcement in Developmentally Appropriate Early Childhood Classrooms. Childhoood Education, 77(2), 64-67. Note To cite within your text, remember there are 3 ways (a) a quote (only 3 per short paper), thusly put authors or authors last name/s, year, page in ( )s, e. g. , (Salkind, 2004, p. 34) (b) paraphrase, then put authors or authors last name/s and year in ( )s, e. g. , (Vondra, Hammerding, & Shaw, 1999) and (c) paraphrase after saying, According to Martin and Oliva (2001), . If you use 4 or more words in a row from an author you must quote them and use example a above for proper citation otherwise, you are plagiarizing = F for a grade.Not citing any theoretical construct is also plagiarizing even if you paraphrase/put in your own words. These theoretical ideas/concepts/constructs are not yours earlier It is best to cite each sentence that contains an idea that is not yours. One citation at the end of a paragraph with lots of sentences with ideas that are not yo urs is not enough Each idea must be attributed to a source, if it is not a general idea. If all the ideas in a paragraph come from 1 source, you can wrap the paragraph by citing at the beginning of the paragraph (or end of the 1st sentence) and then at the end of the paragraph.Note All papers must include a typed cover/title page & a reference page when appropriate using APA style. All papers will be graded on accuracy and thoroughness of responses. Note Your grade will be lowered at least one grade for late work. Note Come to class with your rough drafts or email them to me so that your questions about accuracy of your responses can be answered. Save your work in multiple places, e. g. , jump drive, email it, etc. Note All papers are considered late if missed the time for submission on Blackboard, usually 15 minutes before class or at the beginning of class. STUDENT identification FORMI, _____________________________________________ have been given the syllabus for FCNS 432, (plea se print entire name) Theories of Child Development for fall 2009. My signature affirms that I have read and that I understand all policies, procedures, and expectations, associated with this class. My signature also affirms that I have been given an opportunity to discuss questions regarding the syllabus and class outline during the first class session, and that I understand that it is my responsibility to seek the professors assistance if I have further questions. (students signature)(date)

Leadership and morality in The Crucible Essay

He has an idea of himself which is that of a leader of a sort, a honorable example, perhaps, for differents Examine the importance of leading and moral philosophy in The Crucible. The ideas of leadership and morality atomic number 18 extremely eventful in Arthur millers play, The Crucible. The quote by Arthur Miller, He has an idea of himself which is that of a leader of a sort, a moral example, perhaps, for others could apply to a morsel of the male characters in the play, and is also applicable to a number of the female characters in the female.Leadership is delineate in the dictionary as guidance and direction and morality as motivation bases on ideas of refine and wrong. They are both very important in The Crucible, and are commonly emphasized with proscribe actions and ideas. Several characters in the play show leadership oer others, and many undergo base actions and activities. Miller says of Parris, He has an idea of himself which is that of a leader of a sort, a moral example, perhaps, for others .He has authority over the strongly religious town of Salem, except he uses his power for individual(prenominal) straighten out, which is non only against his righteousness but is extremely immoral. He uses his power to condemn spare men who may threaten his business office in the future and who he has a dislike for. For a Reverend he has a unappeasable lack of morality, with his incessant greed and quest for personal gain. John keep an eye on is most interesting for the moral choice that he has to discombobulate, whether to lie and exempt himself or to declare the righteousness and save his conscience.Although he has been immoral and sinned by having an affair, he makes the right choice by relation back the truth. He knows that he is a sinner and is not worthy of following in Giles and Rebecca Nurses footsteps of being a martyr, but he tries to do what he believes to be right and what will be best for his family. The audience feels sympathetic for Proctor as he is hanged, as he has made the correct moral choice and died telling the truth. He asks How may I live with my name? just before tearing up his oinkion, stating that it is more important to tell the truth and keep his good name than to lie and live with a blackened name.As hearty as Proctor and Parris, many of the other characters in the play have moral choices to make and chances to show morality, yet many lie for personal gain or to save themselves. Without doubt the least(prenominal) moral person in the play is Abigail Williams. She lies at every possible chance in hostelry to save herself and get revenge on those that she dislikes. She condemns innocent people which ultimately results in their death, yet has no conscience or feelings for those that she has hurt.Although she knows that there has be no actual witchcraft, yet continues with the idea in put up to save herself and attack others. She makes a number of allegations against other women, I saw Alice Barrows with the devil being oneness example of her condemning and innocent person. Elizabeth, Hale, Danforth, Giles Corey and Rebecca Nurse all also have the chance to show their morality, yet only Giles and Rebecca are the only two in the whole play who come out of it as truly good people with excellent morality. They both do not give in by admitting to something that they have done, and both die as martyrs.Corey continues to tell the truth until the moment he dies, as he is crushed to death by his immoral torturers. He says more weight when given the option to confess of to continue with the torture, this being his final heroic act. Rebecca also dies a martyrs death, as she also continues to tell the truth knowing that she is going to die. These are the only two that show true morality and goodness. Although we feel unselfishness for Hale when he finally realizes the mistake he has made, his lack of moral courage means that we passel not admire or respect him.He i s the one that starts the witch hunts, but eventually realises that his headmaster assumptions were incorrect and endeavours to save the innocent townspeople. He tries to persuade them to admit to a crime that they had not done, which in its self is immoral, so that their lives may be spared. Some agree and are spared, but those with moral value continue to tell the truth and die for there beliefs. Elizabeth also has a moral choice, by lie to save her husband or telling the truth and leaving him in trouble.She lies in an attempt to save him, but this backfires as she discovers that he has already confessed to the crime, which ultimately condemns him. Leadership is another key aspect of The Crucible, and Abigail Williams is credibly the most significant leader in the play. After discovering that she now has power over others, she exploits it for personal gain and to gain revenge on anyone that she believes has acted against her. She persuades the girls to admit to the crime so that they will not be punished, and to take in that others have been involved with the devil.She also threatens others into following her. John Proctor is a natural born leader, and organises emulation towards the church. He tries to persuade others to do the right thing and stand up against evil and continue to tell the truth, no matter what the consequences are. He realises what he needs to do, to save his own and others moral consciences, and takes a star(p) role in trying to help others. When Hale arrives he has an heir of authority and sense of leadership. His books are weighted with authority and people listened to what he had to say because of his authority.He then questions his own beliefs when he discovers that everything is not as he first believed. He loses his faith in his religion and the law, as he sees innocent people being executed for crimes that they have not committed. By the end his leaderships qualities are non-existent, and he is not half the man he used to be. Parris is similar to Hale, not just because he is also a Reverend, but because he has authority which makes people believe that what he is saying is the truth and is right.Parris use his leadership over others for personal gain, and only cares about his personal welfare. This may have had something to do with his background, as he used to be a tradesman in Barbados, which may explain his continued quest for personal gain. Danforth is another that has authority and therefore leadership over others. He has the power to sentence people to death, and so people will listen to what he has to say and respect his ideas. The other girls in the play are all easily led, as they follow Abigails lead in saving themselves and attacking other innocent people.This is especially true for Mary Warren, as she as good as sentences him to death when he claims that there is a black man behind your right shoulder. In conclusion, leadership and morality are extremely important in The Crucible. They are the basis of the lies that result in the death of 19 innocent people. Many people have moral choices to make, whether to save themselves by lying or telling the truth and facing the possibility of death. Many leaders also appear from the tragic events, with actions as well as negatives. These exciting aspects lead to an ultimately gripping play.

Compare and Contrast the Philisophical Contributions of Nietzsche and Mill Essay

Comp ar and contrast the philosophical contri entirelyions Nietzsche and drudgery make to our concord of semipolitical and affectionate shogunate.Both philosophers, Nietzsche and sub make severalize and similar contributions to our understanding of the two terms. I intend explore how each philosopher does this and the deflexions and similarities between their two philosophies.Before comparing and contrasting the contributions of both Nietzsche and torpedo to our understanding of political and affectionate tyranny, it is important to define exactly what these terms mean, and to fleck between the two. Political tyranny on the one and only(a) hand is the imposition of positive indecorousness by a autocrat to an individual or a collective group of individuals. That is, a situation where a certain way of bearing is dictated to citizens through the presence of obstacles, barriers or constraints. If we stomachd in a politically tyrannical society, we would be living under the control of a dictator, ruled by a virtuoso goerning body. Furthermore, the pressure for an individual to adapt to these rules washbasin be trainn as a result of ones alarm of everyday disapproval a recognised form of social tyranny.Philosopher John Stewart hero, rigorously educated by his philosopher father James hoagy, began making contributions to politics and philosophy from the early 1830s, when he wrote profusely on such(prenominal) political and philosophical numerates. He was greatly influenced by the works of Jeremy Bentham and his interested in utilitarianism.Mills book, On Liberty published in 1859 and written with his wife, saw Mill move away from the Utilitarian notion that individual autonomy was necessary for economic and judicature efficiency and advanced the classical defending team of individual freedom as a value in it self. It advocated moral and economic freedom of individuals from the situate. His basal argument is simple liberty from political a nd social tyranny is good because it allows for unexampled and improved ideas to evolve and good because liberty forever puts old ideas to the test. His ideas were and still ar enormously influential and the ideas presented remain the creation of much political thought.In On Liberty Mill refers to tyrannical societies of the past where liberty meant justification from the tyranny of political rulers. They consisted of a governing One or a governing tribe, who derived their authority from heritage or conquest. (NZ) To keep back the anemicer members of society from being preyed upon by innumerable vultures it was thought that in that respect should be an living creature of prey immobileer than the rest. The aim being to case-hardened limits to the exponent of the tyrant.With this came a time where, as benignant personal business progressed, what was wanted was that rulers should be identified with the people, and that their interests should be the interests of the who le nation. This, Mill refers to as the tyranny of the majority which was held in dread (and commonly still is.) At this point, Mill is suggesting that majority rule itself could become a tyranny and that the suppression of minorities by the majority should be taken as a serious threat to a fair and just society. Mill claims that society as a whole foundation issue improper mandates and practice a tyranny more formidable than many kinds of political oppression. He argues therefore that security system against political tyranny is not enough there also involve to be protective covering from social tyranny or the tyranny of prevailing opinion the latter being harder to achieve protection from.Mill saw that this kind of political tyranny could prevent the victimization of individualistic behavior. Such tyrannies could work in two ways through the adoption of indemnifys which operate against idiosyncratic, non conforming or dissenting individuals. Or, through the source or pressu re of public opinion, (which is notoriously prone to error, superstition or tradition.) Hence Mill argued that public opinion should not be a law that everyone should conform to, and that the individual should take a leak protection of the law against the prevailing sentiments of society. Essentially, we each need freedom to develop our individuality.So for Mill, the central problem is therefore to demo the legitimate extent to which the state can interfere in the affairs of individuals whilst maintaining acceptable levels of individuality. Mills answer is clear and is demonstrated through his Harm Principle which states that the only purpose for which power can be rightfully wieldd over any member of a civilized community, against his get out, is to prevent psychic trauma to some other(prenominal)s. His take in good, either physical or moral, is not sufficient warrant.-So Mill is referring to not just any harm, but specifically physical harm. If a person is harmed then his or her sovereignty over self no longer exists because sovereignty is after all the foundational position of power this is Mills justification of the harm principle. Children and those who cannot take c ar of themselves ar allowed to be interfered with beyond the harm principle as they may tumesce harm themselves unintentionally such children and those who cannot take cargon of themselves donot, and cannot, have sovereignty over self.Applying Mills Harm Principle strictly to current law would therefore remove paternal laws. For sample there would be no reason to prohibit the laws prohibiting suicide, or drug taking or the draining of seatbelts or crash helmets. From this perspective, laws that attempt to control such self regarding actions are wrong. They stunt the possibilities for individual development the state should not be like an over protective parent, as forMill, this does nothing but prevent the development of fully come along adults.Mills argument primarily questio ns what is the rightful limit to the sovereignty of the individual over himself? And how much of human look should be assigned to individuality, and how much to society? Mill says, to individuality should belong the part of life in which the individual is interested to society, the part which chiefly interests society. Essentially, what are the limits of the law and what are the abilities of the individual?Evidently for Mill, the idea that the state should be involved in self regarding actions is entirely wrong. The individual must be allowed maximum freedom of choice in matters that are to do with personal choice His assertion reflects his profess strong commitment to the idea of individual liberty and the stamp that free individuals develop into more fully formed human beings. His arguments essentially reflect a strong belief in human reasoning and the ability for all of us to develop into mature autonomous individuals. Mills approach is therefore libertarian in that he saw th e confining controlling state as a danger whereas a society popu deeplyd with free thinking individuals is a mature and successful society.Specifically referring to social tyranny, Mill states that though society is not founded on a contract, everyone who receives the protection of society owes a return for the benefit meaning, if you conform to society, or public opinion, you will receive protection, i.e. you will not be decryed by society. Mill furthermore claims that it would be a great misunderstanding to count on that this doctrine is one of selfish indifference nearly the well being of others. There is indeed a need for an increase in the exertion of promoting the good of others, but Mill sense of smells this can be through without physically or mentally punishing those who behave in a way that people enduret agree with. Benevolence can find other instrument than whips and scourges, either of the literal or metaphorical sortSo, if a person shows rashness, obstinacy or s elf conceit or pursues sensual pleasures at the expense of those of tonicitying and intellect, it is expected that they will be lowered in the opinion of others. But, Mill makes it clear that we are not bound to seek the society of such an individual. We have a right to avoid it, and a right to caution others against the individual. If he displeases us, we my express our distaste but we shall not feel called upon to make his life uncomfortable So if an individual has made a bad choice, we shouldnt condemn them further. If he has spoiled his life by mismanagement, we shall not for that reason desire to spoil it furtherAt this point, Mill makes a clear distinction between the part of a persons life which concerns only himself and that which concerns others. He questions how the conduct of a member of society can be a matter of indifference to the rest of society, no person is entirely isolated. If he damages his property, he does harm to those who derived take over from it, or i f he deteriorates his bodily faculties, he becomes a burden on others. So even if his actions do no direct harm to others, he is never the less detrimental by example.As a liberalist, Mill stresses the importance of the individual and freedom. In a liberal sense, freedom means individual freedom. You are at liberty to do as you wish, there are no constraints upon how you choose to live your life, you are able, unhindered by tradition or inherited position to achieve your full potential. This idea opposes the lineament of political tyranny i.e. the imposition of positive freedom restriction and barriers.As Isaiah Berlin explained, shun and positive liberty are not merely two distinct kinds of liberty they can be seen as rival, uncongenial interpretations of a single political ideal. There are different ways to define liberty at bottom a society. Isaiah Berlin talks about the two different types.Berlin agrees with the idea of veto liberty and thinks the purpose of government is not to show any visions of life rather, it is to give them freedom to find out for themselves what the good life is. Berlin supposes that there should be a small government that will protect everyones individual rights. In a society where negative liberty is prevalent problems begin to arise when you begin to worry about government and not your private life. Negative liberty also allows everyone to have a sphere of rights. You are also able to become what you want and you have more self-control, because there is no pressure to conform to the norm of the community in order to keep the society running smoothly.Rousseau, an advocate for positive liberty thinks that self-mastery is necessary for us as individuals and says that we should want to be the masters of our own life. Positive liberty is, indirect request to be a subject, not an object to be moved by reasons, by conscious purposes, which are my own, not by causes which affect me, as it were, from outside. By participating in yo ur government and thinking for yourself you can achieve self mastery. By having political self-mastery you are free to form a society which forms your values, which leads to democracy.Mill, as a liberalist, believes there ought to be a minimum cranial orbit of personal freedom which on no account can be violated. Mill says, If this boundary is overstepped, the individual will find himself in an area too narrow for even that minimum development of his natural faculties which alone makes it possible to pursue, and even conceive, the unlike ends which men hold good or right or sacred. Mill says there must a certain amount of personal freedom so that you grow as an individual, so therefore, there needs to be a distinction between private life and public authority. Freedom for the pike is expiry for the minnows the liberty of about must depend on the restraint of others. In this type of society some people are held back for the betterment of others. The idea that for every person on top there must be someone below them must be accepted.The other philosopher in question, Frederic Nietzsche, German philosopher of the late 19th century challenged the foundations of traditional morality and Christianity. He believed in life, creativity, health, and the realities of the world we live in, rather than those find out in a world beyond.Like Mill, Nietzsche wanted to replace old values with new ones. He wanted to move towards a new type of human being. The Uberman In Nietzsches writing, Beyond replete(p) and Evil he speaks of the new philosophers individuals of socio intellectual status who must pave the way forward for a new world. Who must rise above the confinements of political and social tyranny. Essentially, through asserting their will to power. Nietzsche refers to these individuals as the aristocrats, the elites. These noble men will assert their will to power. An ability that will have been passed down from generations.The new philosophers or noble breed w ill possess the master morality the morality of the aristocratic, that which makes values for others and sees itself as noble.At this point, Nietzsche introduces the notion of superiority the idea that these free spirits or new philosophers will usurp a place of superiority in the social and intellectual hierarchy over those who are jailed by political and social tyranny. In several aphorisms, he emphasizes a higher type of man, one who believes and demands an order of rank and disdains democracy and equality. Those inferior individuals, he refers to as the note. The herd succumb to social and political tyranny, and so are slaves to it and they can not change. It is not in their genes. It is ok for the herd to be confined by political and social tyranny, but not for the elites. The elites must be the dominant push, not controlled by a bosom.Nietzsches fundamental principle is the will to power. Nietzsche refers to it as an essence of life. For Nietzsche, the underlying dr iving force of change is will. All drives come from a will to power, which is the drive for freedom and domination over other things. We see it in our daily lives in every argument there is a striving force for mastery and victory even in the hierarchical nature of organisations e.g. manager vs. worker, teacher vs. pupil, politicians, preachers and even in the sex act itself. But, for Nietzsche, political and social tyranny seeks to tame this primeval drive and to suppress it. It is the weak and the herd who let their desires and will be suppressed. It is the role and duty of the new philosopher to cultivate it.Nietzsche strongly attacks religion. oddly Christianity. For Nietzsche, religion is a modern face of political and social tyranny. Religion seeks to suppress the will to power. He refers to religion as an ongoing suicide of reason and has similarities with Freud in that he thinks religion is a neuroticism or mental illness. Wherever the religious neurosis has appeared on e arth we find it tied to lead dangerous dietary prescriptions solitude, fasting and sexual abstinence. So for Nietzsche, being a Christian, means denying ones desires, it means self sacrifice for the sake of God (whom he believes is dead) and showing pity and charity for others allegedly leads to the elevation of the weak-minded.Nietzsche believes we shouldnt show such charitable acts, or make unnatural sacrifices. Christians are the herd, because they follow such beliefs and live their lives by them. The herd are not in control of their lives, for they live by a set of principles that are not their own. Christianity as a form of tyranny takes over the individual. We self mutilate when we feel guilty. Nietzsche says we shouldnt feel guilty, as its better to do something and experience it, taking from it what we will, rather than be told not to do it at all. Political and social tyranny does not give an individual the chance to do this and places restrictions upon the individual.Like Mill, Nietzsche valued individualism above all else, but he saw that as a result of the acquiescence to social and political tyranny (e.g. religion) followed a herd mentality where everybody follows one another for fear of disapproval by public opinion, or in the case of religion, disapproval by God. The herd has given up their will to political and social tyranny. And so are weak to their superiors, as reflected in their values.But Nietzsche suggests that people want this. He refers to slaves wanting and accepting political and social tyranny, and relating to the modern manifestation of this through religion, it provides truth and certainty. The slave is led by a superior guide, and wants to be, because it is comforting. So hence, Nietzsche sees the Enlightenment or age of reason as enraging to the slave because it removes an Absolute Truth I.e. God. So forth, the slaves have to find their own truths.Both philosophers contribute from different stand points. Mill on one hand speaks from a liberalist perspective. Liberals see humans as essentially sensible thinking creatures capable of making informed decisions and despises the kind of paternalistic controls of a political tyranny that characterised the previous feudal period. Where Nietzsche on the other hand comes from an elitist standpoint. So, for Nietzsche, the most human or natural of societies are those based on aristocratic principles.Thus, societies with clear and very wide social class divides are the most appropriate of humanity. Clearly defined class distinctions that Nietzsche would have liked are the times of the Ancient Greeks, Romans, Feudalism and even aspects of Nazism. Orders in which richness, excess, cruelty and sensuality were encouraged. This is where a major difference between Nietzsches philosophy and Mills becomes apparent. Mill criticises the political control of a tyrant on an individuals freedom, yetNietzsche claims that these aristocrats are living for themselves The aristocrats have asserted their will to power over the people. He justifies this by saying that these societies are natural, because the will to power was exercised properly, by the powerful over the weak.Both have similar views on the topic of religion, arguing that no longer should one set of religious truths be imposed on a population. To move forward, to progress, is to explore the world through the exercise of human reason and critical enquiry. For Nietzsche, we must continually question everything, for there is no absolute truth. We have to find our own truth. We do this by being individual, and not following a herd. For Mill, we are rational thinkers, and bases his theory on this view that we will come to sensible conclusions.Hence, both philosophers advocate maximising negative liberty as a necessary condition for human flourishing. With the freedom to be individual without the barriers or constraints of tyranny, we as a society and as individuals progress and new ideas are formed. New values are made, replacing old ones. The Elitist vs. the Liberalist approach is where the two philosophers differ in attitudes. Taking into consideration a rejection of negative liberty, this could be used to pave the way for an alternative account.

The Internet Bubble Research Paper Example | Topics and Well Written Essays - 750 words

The Internet Bubble - Research Paper ExampleDuring this period, investors believed that a new era had begun with the net income sector seeing a 1000% growth in only two years, which equaled nearly 6% of the US commercialize capitalization and more than 20% of equity volume traded publicly in the US. The sing hit its peak in early 2000 with a score of 5,048.62 on NASDAQ (Kraay & Ventura, 2011). During this period, the sector saw increase establishment of mesh companies that were referred to as Dotcom companies, taken from the suffix at the end of their URL. This bubble burst surrounded by the years 2000 and 2002 as NASDAQ saw a loss in value of over 80% with companies, for display case Pets.com, failing completely with more than $7 trillion destroyed in market value (Kraay & Ventura, 2011). This melodic theme seeks to detail what happened during this period, why it transpired, the way it could have been prevented, as well as the main players in the internet bubble.The internet was responsible for creating a euphoric attitude in the 90s, inspiring hopes for the internet as online jobs future. This led to the formation of many dotcom companies hoping that they would be worth millions. However, near of these companies were non very boffo as those that were overvalued (Perkins & Perkins, 2009). This resulted in these companies crashing, leaving significant losses to be handled by the investors. The collapse, in fact, precipitated the stock market crash of 2001 more than 9/11 did, costing investors $5 trillion. The mid to late 90s saw phantasmagoric expectations from the public regarding what the internet had to offer. Internet entrepreneurs invested in the hope of becoming internet billionaires, inspiring companies like Kozmo, eBay, and Amazon. However, for all internet company that became a success, hundreds of others collapsed. Most investors ignored fundamental rules of the stock market such as the analysis of P/E ratio, reviewing business plans, and the study of market plans (Perkins & Perkins, 2009). They, instead, became pre-occupied with ideas that had no proven potential in the market. Factors that Led to the Internet Bubble Burst Two basic factors contributed to this phenomenon. The first was the utilization of metrics that were uneducated of bullion flow. Most analysts laid emphasis on aspects of individual entrepreneurship that were not concerned with how to generate cash flow or revenue. One theory contends that the bubble burst due to the investors pre-occupation with what was referred to as the network theory, which declared that a networks value increased exponentially. In addition, the number of nodes increased (Adams, 2009). While this do sense, it neglected the companys ability utilizing the network for cash generation and making the investors a profit. Secondly, most of the internet company stocks were overvalued. On top of focusing metrics that were unnecessary, analysts made use of high multipliers in formu las and models in the valuation of the companies, resulting in overly optimistic and unrealistic values (Adams, 2009). While the conservative analysts were not in agreement, the recommendations they made were

Buddhism Essay Example | Topics and Well Written Essays - 1000 words - 2

Buddhism - Essay ExampleThis is achieved as a profound peace after a long process of liberation. In other words, Nirvana is the final union with the Supreme Being (Hughes 38). Therefore, there will be tremendous ultimate joy in this experience, allowing an individual to be free from suffering and other related negative consequences of life. Unlike any other religions that exact special time or day for their worship, Buddhism notwithstanding considers its followers to go to the synagogues when they only have time or technically when they can (Brannen 30). However, in most of the time, Buddhists go to the temple on a full moon day (Guruge 60). In a temple, Buddhists find the best education for life. They call their temple a Vihara where there is a shrine room with large statues of Buddha and his disciples. A temple shows a realised manifestation of what Buddhism is all about. For instance, there ar relics and available manuscripts about Buddhism found in the temple. Not only tha t. Considering the point that this place could be the best place for education, therefore there argon remarkable live for lecture, meditation and library, respectively. Indeed, the temple itself showcases what Buddhism is all about and it is clear that it is in line with educating the people who primarily recollect in the teachings of Buddha. There are many symbolism associated with practices and relevant beliefs in line with Buddhism. For example, Buddhists count that placing flowers on the front of the Buddhist Statue would remind them of the thought that people will not live forever (Poor and Poirrier 204). Therefore, it is ever an important principle among Buddhists to always act well in life. Here are some of the inseparable things they need to do in order to remarkably do the right thing in life. First, Buddhists believe that they should not hurt living things. This explains the point why it is forbidden for them to kill a cow or any other related living creatures. For th em, the spirit or the spirits of gods live in them they are so sacred that killing them is strongly opposed by the entire belief system link up to Buddhism. In addition, Buddhists are always reminded of the ultimate principle in life to not to take avail of what is unseen. This means that this religion just like Christianity for instance believes that what is essential is invisible to the adult male naked eye. Therefore, Buddhists are encouraged to use not only their eyes, but every part of the senses that a normal human being possessed. The very point of this is to do the right thing in life which eventually helps them coat the way to achieving their ultimate joy in life. Buddhists are therefore encouraged to always speak build words with their neighbours. This goes with the reason that they have to act the right way in order to generate harmony among others and therefore peace will prevail. Furthermore, for them to be able to use their senses correctly, they are discouraged to engage in drinking alcohol. Thus, one of the ultimate forbidden things that every follower of Buddha should practice is to never be problematical in drinking alcohol. Buddhists believe that one essential reason why there are abhorrence practices in the humanity is due to the influence of alcohol. When somebody is intoxicated with wine or any pelter beverages, a man might be out of control of his senses, and as stated earlier, these should be employ properly. A highly intoxicated person with wine for

WorldCom Essay Example | Topics and Well Written Essays - 500 words

WorldCom - Essay ExampleAccording to the case, Ebbers and Sullivan were the important controllers and master minds behind the success of WorldCom from the time it was Long Distance Discount Services (LDDS). The mention of this bulky success is however overlapped in the case by the accusations of bringing down the company to bankruptcy as a result of massive accounting irregularities, fraud and conspiracy. Once the company started going under and an foreign auditing firm hired to come and audit it, the recommendations from this audit firm were not taken into action right off by the auditing committee of the company. The case explains that if immediate actions had been taken to examine the massive accounting irregularities discovered by Cooper (an external auditor), then WorldCom would have been saved from bankruptcy. But this was not to be the case.The board on the other hand had so much faith in Ebbers leadership as CEO and they were alike afraid of the implications his withdraw al of his shares and input to the company would have on WorldCom that they continued to lend him loans and at a lower interest rate. These loans given to Ebbers were for his own personal growth and maintenance and they accumulated to over $ccc million which was company money but no repayments were forthcoming to benefit the company.Sullivan together with the fraudulent entrepot broker firm (Salomon Smith Barney brokers) hid the truth of the companys economic performance from the shareholders and stockholders. According to these cardinal crucial groups of people, the companys quarterly profits and cash flow earnings was admirable and thus far more people still refused to sell their shares even when rumors of bankruptcy of the company started being aired. Later breakthrough was that the CFO was misrepresenting the accounting records without people realizing and this was even worse on the last five quarters in the lead

Investigating obstacles and enabling located firms in special economic Essay

Investigating obstacles and enabling located firms in modified economic zones - Essay ExampleThe special economic zone (SEZ) is another term used to refer to the formation of modern economic region. In line with this, governments worldwide normally promote the learning of SEZs in order to increase the chances wherein the country could have it off increase not only in intra-regional and international lot activities but also the inflows of foreign investments and universe of discourse of new job opportunities for the local anaesthetic people (Wang, 2013 Brautigam and Xiaoyang, 2011). In the process of improving transportation infrastructure that connects the SEZs to the local market (Baissac, 2011, pp. 24 25), ports, and airports, more local and foreign investors will become more attracted in investment in SEZs.Companies that operate in SEZs are normally given special business incentives like exempt imports, tax holidays, the benefit of having a more simplified procedure when dealing with the customs (FIAS, 2008, p. 2) or decrease in import taxes for foreign-based companies (Gunawardana and Sisombat, 2008). Since each type of SEZ is being governed by a different set of policies and rules peculiarly when it comes to taxation and conditions on investment and international trading (Dobrogonov and Farole, 2012, p. 5 Baissac, 2011, p. 23), this study aims to focus on analyzing the fiber of Savan-Seno Special Economic Zone (SASEZ) in SavannakhetProvince in Laos. As such, the rationale for zone development will be tackled in details followed by discussing the geographical, economical, and international trade factors that can affect the murder of SASEZ.In relation to geographical, economical, and international trades, this study aims to identify the determinants of FDI, participation strategies used by foreign investors, and the commons challenges these firms would normally encounter in SASEZ.The main objective of this study is to identify all geographic, e conomic, and international trade factors that