Definition on Love Essay

A definition article on adoration endeavors to characterize it as a feeling felt and showed by people, creatures, and every single living being in their own particular manner. It is a point that has been expounded on through the ages and has discovered its way into books on writing and religion. Love knows no limits and language is never an obstruction. Wars have been battled about it. Individuals have been are still impacted by the feeling of adoration. The absolute best scholarly works depend on adoration, and even film creators bank on it to prevail upon watchers and make a hit. Love can be communicated from numerous points of view. God has demonstrated his affection for us by offering us the feeling to impart to other people. Consequently, we love God for all the magnificent things he has given us. Our dedication towards God shows love as love. The adoration shaped out of regard is a similar love we have for our older folks, family, and individuals we gaze upward to. In an affection paper, you could expand on adoration that one has for his family. It could be associated with religion, regard, or unadulterated love not founded on any conditions. A Romeo and Juliet exposition is the perfect romantic tale among man and lady. The word â€Å"romance† has been utilized from various perspectives to show love and friendship among Romeo and Juliet. In present day society, individuals who are impractically pulled in display their adoration for one another with the assistance of cards, blessings, and uplifting statements. The manner in which love is communicated changes tangibly however the feeling continues as before. Couples discover love in sex, warmth for one another, and by speaking with one another all the more as often as possible. Truth be told, humanity has developed through adoration among Adam and Eve. At the point when you need to compose a definition article on adoration, expect to compose a dramatization exposition that joins love as its subject. It would produce enthusiasm among perusers, and you would discover numerous definition article guides to browse. The most ideal approach to compose such an exposition is look into discoursed from artistic works of well known creators like William Shakespeare. Exchanges are the genuine articulation of adoration that is shown through words. Best of all, you can allude to scholarly works composed through the ages and get motivation from the one you like the most. There are a few other definition paper subjects you can pick. It fundamentally relies upon the crowd you need to compose for. The themes could be on connections in the family. You could expound on the affection among siblings and sisters. How unique is a father’s love for his youngsters from a mother’s love? You should be mature enough to truly comprehend sentimental love between two individuals, which is close and sexual in nature. The point of your paper varies with age. Pick increasingly complex points on adoration as you become more seasoned. The feeling of affection is dynamic. You would be in a superior situation to expound on adoration in its different appearances when you by and by experience it. The definition exposition on adoration would really convey your own perspective, which obviously would make composing the article simple.

Novel “Asturias” Essay

How to miss deadlines at MIT

How to miss deadlines at MIT There is this class Im taking called 18.100B (Real Analysis) which I cant tell if I love or hate. I’ll be working on the problem sets and thinking like, man, this is amazing, I can feel myself getting smarter by the second! I feel like I’m finally starting to get math. But then, the workload is super intense, and my brain can only take so much abuse before whining at me like what the heck are you doing, you’ve been working on this for ten hours it’s 7 a.m. jesus christ, go to sleep, but I can’t cause it’s due the next day. Basically, finishing the problems feels amazing and rewarding, but doing them takes forever and routinely costs me sleep. Usually, I am fine with losing a nights sleep as long as I don’t have to do anything attention-demanding the next day and can can crash sometime early in the evening. If I force myself to stay up longer than that, though, I will start to feel less-fine and my internal monologue will gradually evolve into a running commentary on how terrible everything is, and then later into something more like a random assortment of wingdings characters (i.e., totally incomprehensible). I will have trouble saying a coherent English sentence, let alone writing a coherent Real Analysis proof, let alone finishing a whole pset. Sleep is important! Anyway, one day last week the day I had planned to grind out the near-entirety of my 18.100B pset I found myself lying in bed awake at 4 a.m. And then 5 a.m., 6, 7, until literally I had been lying awake in bed for 6 and a half hours without falling asleep, leaving me with a total of an hour and a half before I had to wake up again for a mandatory-attendance class. I don’t know if it was because I had coffee too late in the evening, or had slept in the day before, or just had too much random stuff to think about that night, but it was very upsetting! and I immediately started worrying about how I was going to be able to finish my pset that day with my sleep-deprived brain disintegrating into a sad, slow, whiny thing with compromised comprehension. I considered just punting the pset, then thought about going to S^3 to ask for an extension, and at some point figured I could nap and then over-caffeinate and force myself to stay up another night. Before coming to any decisions, thoug h, I scanned the syllabus to see if there was any leniency regarding late homework. Sure enough:   Ahh. Beautiful. *sleeps for 13 hours* So I ended up just doing the pset during the following week and finishing it alongside that week’s assignment. The extra time without penalty was a lifesaver, and allowed me to not have to choose between being nice to my brain and body and doing well on the assignment. In general, I find that professors are understanding of the importance of not having to make this trade-off, and they try to be flexible when a student is unable to make a deadline here and there. These kinds of built in policies for flexibility with late or missing assignments are extremely common, and a majority of the classes Ive taken so far have had some policy written into the syllabus to provide some leniency when Life happens. Judging from what Ive seen, I would say the most common of these policies is drop the lowest problem set score. So for example, if there are ten problem sets due for the class in total, your grade is calculated out of your 9 best problem set grades. This can serve as a nice grade-booster for those who complete every pset, or it can just be a free pass to throw an assignment out the window if you’re having a particularly difficult week. Some other policies that Ive seen: Drop the lowest score *out of psets that were handed in*. This is much more rare (and a bit less forgiving) than the policy without the stipulation. “You may turn in one problem set late without penalty.” For some classes, like 18.100B, this applies only up to a finite amount of lateness, which is probably paternalistically a good thing, because its better to make up work sooner than later. In a philosophy class I’m taking right now, we have a 500-word assignment due each Sunday at midnight. There are 13 of these, but we only have to turn in 10 of them for full credit. “Linear decay until the grades are posted, capped at a 20 percent penalty.” This means that you will lose about 3% from your grade on that assignment per day for work handed in late, up to a maximum of 20%. Which in my opinion is kind of amazing. X percent penalty per day for late work. Most classes in general dont accept late work, but some have a policy where the grade decays over time after the deadline, which is nice and makes taking an extra day seem like less of a big deal considering the penalty is too small (e.g. 15% off a problem set thats worth 3% of your grade) to have a significant impact on your overall performance in the class. For essays, Ive seen both 1/3rd of a letter grade penalty per day and 1/2 of a letter grade penalty per day for late submissions. I had a class last semester where for the final essay, there was a nominal deadline, but the policy was basically turn it in whenever you want without penalty, but trust us that it becomes much harder to write it the longer you procrastinate From the 6.004 (Computation Structures) syllabus: Late policy for lab submission and check-off: There is a 1-point/day late penalty for both submissions and check-offs after the posted deadlines. The penalty is waived for the first 7 late days, so if youre off campus, having a stressful week, or just need a break, you can use the free late days without having to get S^3 in the loop.This is a little bit like the policy for 18.100B, except the 7 late days can be divided up and used for different assignments, so you can take an extra week for a lab if you need, or you could (say) turn in 7 assignments each one day late. From the 18.102 (Functional Analysis) syllabus: How many marks you get for late homework is decided by me based on a secret, highly dubious, formula. (@_@)(apparently in practice this meant something like, Ill be forgiving if you usually turn in everything on time, and apply a penalty if youve been late before.) Grades will be computed by two methods the cumulative and the hope-springs-eternal method with the actual grade the greater of the two. First method: Homework 30, Tests 30, Final 40. Second method is based purely on the final.In other words, if youre having trouble handing in the problem sets or did poorly on the midterm, then you can choose the hope-springs-eternal option and keep your grade on the final as your grade for the whole class. Seems kind of risky, but maybe helpful, I dunno. Overall, I have found these policies to be super helpful in maintaining a balance between academics and everything else. But what happens in cases where one of your classes doesnt have any policy like this, or youve already used your late day(s), or youre facing some circumstance which actively prevents you from getting your work done? In these cases, you definitely shouldnt panic either! There are other options for you to explore before resigning to lose points on your grade. Here are some other things you can do when this happens. Talk to S^3: Student Support Services, or S^3 (pronounced S Cubed) is just wonderful.  You can visit them and talk to one of the S^3 deans if you need advice, need to talk to someone, or need extensions on your assignments. I have found that the deans there are extremely kind and genuinely care about students wellbeing, and its easy to make an appointment with them. I have gone a few times to get extensions for things like illness, too much stress, and too many converging deadlines. If you’re looking to get an extension, you can go into the office and talk to them about why you could use the extra time. They/you will then email your professor saying you talked to S^3 and they agreed to give you extra time on your work, and the professor will accept the assignment any time within this extended due date. Typically people get extra time for things like illnesses and difficult personal circumstances, but you can definitely also try to work something out if you’re feeling particularly overwhelmed or stressed (or sleep deprived) from having too much work. You shouldn’t really go in for things like not wanting to work or procrastinating too much, but if there is some external/physical/emotional reason you’re unable to work, then it’s totally worth dropping by to see what they can do. Talk to professors directly: If you email your professor directly and explain to them that you need extra time on an assignment, they will likely say “yeah sure, that’s fine, just get it in by [arbitrary upcoming day].” Alternatively, they might say “go to S^3 and get this approved first, then sure.” Or once I had a professor just say like “oh, check the syllabus, there’s a policy where you can drop the lowest pset, so just take care and don’t worry about it.” The willingness to be lenient obviously depends on the professor, but in my experience professors seem to be mostly understanding, so it can’t hurt to ask directly if you don’t feel like taking the time to make an appointment with S^3. ~~ Other than this I mean, missing a pset on occasion wont kill you, and some say it feels liberating once in a while to just look at a problem set and be like, nah. (Especially if youre a freshman on pass/no record.. ah, the good old days when grades *actually* didnt matter.) Still, it also feels really good to be able to occasionally miss deadlines without being penalized at all for it. Professors know that were smart and hardworking, but they also know that were human. So, when pitted against matters of health and wellbeing, sometimes those psets can wait.

Looking At Islamic Economics And Finance Finance Essay - Free Essay Example

Sample details Pages: 7 Words: 2230 Downloads: 3 Date added: 2017/06/26 Category Finance Essay Type Narrative essay Did you like this example? Meaning Islamic Economics and Finance: Islamic economics and finance has emerged as a discipline separate from the general science of economics and finance in the wake of islamisation of Islamic business industry. It is a system of finance that is bound by religious laws that prevent the taking of interest payments which in Arabic called Riba. Islamic economics and Finance is broader term which includes a banking system that isÂÂ  based onÂÂ  the principles of Shariah and guided by Islamic principles. Don’t waste time! Our writers will create an original "Looking At Islamic Economics And Finance Finance Essay" essay for you Create order Two basic principles behind Islamic bankingÂÂ  are sharing of profit and loss and, significantly,ÂÂ  the prohibition of the collection and payment of interest. Collection and payment of interest is strictly prohibited in Islam. If it is prohibited to take, it is also prohibited to give. Islamic Economics and Finance has many operational areas like Islamic banking, Islamic Investment, Islamic real estate, Takaful/Insurance, Asset Management etc. The elimination of interest from the economic system is meant to promote economically just, socially fair, and ethically correct dealings according to Islamic principles, foster the solidarity and cohesion of the Muslim ummah, harmonise trade, create powerful economic incentives, and bring about cooperation and co-participation in all walks of life. In formulating its fundamental principles, Islamic economics system seeks to fuse Islamic religion with economic science; that is, it tries to combine the study of economic pheno menon of ordinary business of life with religious beliefs, ethical norms, moral ideals, rules and laws, thus putatively believing that the social science of economics is a secular discipline which does not concern itself with value judgements, and that Islamic economics is a plausible alternative to modern economics since it is based on the values, norms and principles of Islam. History Islamic Economics and Finance: Islamic economics and finance is as old as Islam itself. Throughout the fourteen centuries of Islamic history, we find a continuity of works in which economic issues are discussed in the light of the Shariah. Most of these discussions lay buried, however, in the vast literature on the exegesis of the Quran (that is, Tafsir), commentaries on Hadith, principles of jurisprudence (usul al-fiqh), and law (fiqh). No effort has been made to dig out this material and present it systematically. There is another genre of works devoted exclusively to statecraft and social organization. These and the works on moral philosophy and historiography received some attention when the new born social sciences entered the curricula of universities in the Muslim world and scholars started looking for the Islamic heritage in these fields. Some orientalists have also paid special attention to the political and economic thought of early Muslim thinkers. But we do not have, till date, a single comprehensive book on the history of economic and finance in Islam. We do have, however, a number of papers, mostly written after the middle of this century, on the economic thinking of some eminent Islamic scholars in the past. Lets discuss a little about its journey so far. Even before the invention of money, people used to deposit valuables such as grain, cattle and agricultural implements and, at a later stage, precious metals such as gold for safekeeping with religious temples. Around the 5th century BC, the ancient Greeks started to include investments in their banking operations. Temples still offered safe-keeping, but other entities started to offer financial transactions including loans, deposits, exchange of currency and validation of coins. Financial services were typically offered against the payment of a flat fee or, for investments, against a share of the profit. The views of philosophers and theologians on interest have always ranged from an absolute prohibition to the prohi bition of usurious or excess interest only, with a bias towards the absolute prohibition of any form of interest. The first foreign exchange contract in 1156 AD was not just executed to facilitate the exchange of one currency for another at a forward date, but also because profits from time differences in a foreign exchange contract were not covered by canon laws against usury. In a time when financial contracts were largely governed by Christian beliefs prohibiting interest on the basis that it would be a sin to pay back more or less than what was lent, this was a major advantage. Islamic Banking: The first instance of Islamic banking came into the picture in Egypt in 1963. The pioneering efforts by Ahmad El Najjar brought this bank into existence, whose key principle was profit sharing (non-interest based philosophy of Shariah). By the end of 1976 there were 9 such banks in the country. These banks neither charged nor paid interest but their activities were mostly limited to trade and industries where these banks invested directly or as partners of depositors. Hence, functionally these banks were working more as financial institutions rather commercial banks. In 1971, Nazir Social Banks is known to be the first commercial bank in Egypt, though its charter never made references to Shariah. The first bank explicitly based on Shariah principles was established by the Organization of Islamic countries (OIC) in 1974, called Islamic Development Bank (IDB). This bank was primarily engaged in intergovernmental activities for providing funds for development projects running into mem ber countries. Its business model involved fees for financial services and profit sharing financial assistance for projects. The practice of Islamic banking did not start at the national level. Instead, individual Islamic banks were established in a number of countries during the second half of the Seventies. These individual Islamic banks had to operate within the economic and legal framework of their respective countries. They had also to face competition from interest-based banks, which were well-entrenched in the system. This environment provided no effective protection against the moral hazards attending upon a sharing-based system of financial intermediation. The low levels of honesty and trustworthiness in the market, the poor system of audits and accounts, lack of means for monitoring a business and, last but not least; failure of the judiciary to help the financing agencies in case of default by fund-users, were some of the factors inhibiting the practice of profit-shari ng by the newly established Islamic banks. We learned little about Islamic Economics and Finance and its history. We will discuss now about its relevance of Islamic Economics and Finance in todays life. To know the relevance of Islamic Economics and Finance, we should know the important elements of it. These are the elements which make it more effective in compare to the current conventional system. Conventional system doesnt address the following requirement of their people. However, Islamic Economics and Finance does: Disclosure of cost on transactions Islamic Finance is based on a set of simple truth that all businesses must abide by. For example, under Islamic Finance all financial transactions must disclose the cost and the profit to the buyer. And the determination of cost must include all of your cost. You are prohibited from hiding some of your cost. Full disclosure of pricing is critical to Islamic Finance and what constitutes a good free market. Existence of subject matter Another important principle of Islamic Finance is that all transactions must be supported by the physical existence of the subject of the trade. Contrast this to Wall Street which trades in commodities with no real existence of the commodity. It is now estimated that paper trading in gold is leveraged by more than 30 to 1 in terms of the actual physical gold that exists to support the trades. Constructive Possession Another important rule of Islamic Finance is constructive possession for every financial transaction. What this means is that you must have some ownership stake in what it is you are selling. You cannot sell something that you do not own. If you do, then you have introduced enormous risk and speculation into the marketplace. Under Islamic Economics and Finance this is disallowed and termed as Gharar. Existence of Value Islamic Finance also prohibits the selling of something that has no assigned value. For example, you cannot enter into a business transaction that someone can readily obtain for free or no-one in the marketplace has a use for. All objects of a transaction shall have some perceived value by someone within the marketplace. Things that have no use to anyone are not allowed under Islamic Finance. Trusteeship The idea of trusteeship has been central to all religious views of the economy. Islam reinforced the view that mans ownership of resources is held as a trust, the real owner being God, the Creator, to whom the trustee is accountable. The idea of trusteeship distinguishes the religious/Islamic approach to economics from materialistic approaches like capitalism and socialism. It effectively rules out both extremes -laisses faire and collectivisation-while introducing a moral-spiritual element into the ordinary business of life. The idea is made practical by rules governing individual behaviour and public policy. Helping Behaviour Mankind are Gods dependants, so the most beloved of people in the Sight of Allah are those who do good to His dependants. (Mishkat, Bab al-Shafqah wal-Rahmah alal-Khalq). Helping behaviour is required because of the interdependent nature of mans life. There is no fulfilment in life without interaction with others; individual felicity requires socialization. The exclusive pursuit of self-interest in social relations is counterproductive; it defeats its own purpose. Men serve their individual and collective interests best when each individual cares for the welfare of others while striving to protect and promote his own interest. This is what religion teaches. We gain through giving; when everyone is keen only to acquire and unwilling to give, no one acquires anything. So the wealth increasing through interest and decreasing through charitable giving is an illusion. The reality is different. Social wealth increases when the rich give away part of their wealth to the needy se eking no return save the Pleasure of Allah. An individual may not realise this, as he does not experience it directly and instantaneously. This is why the motivation for charitable giving is weak. Nevertheless, faith does what personal experience might have done, moving men to charity. Those who lack faith and a vision of the Hereafter behave otherwise, as noted in 107:1-3. Moderation Moderation in consumption is another feature of Islamic economics. Islam discourages ostentatious living and indulgence in luxuries. There are no specific quantitative limits to the consumption of what is permissible, but one should take into consideration what is available to others before one avails oneself of the good things of life. This also refers till some extent to all measures that improve the social order of the community. These include welfare policies, comfortable transportation, the provision of free and accessible healthcare etc. Decision by Consultation Men are free to make private economic decisions individually, but public choice and collective decisions must be based on consultation. This is implied in the Qurans characterization of Muslims as a people whose rule (in all matters of common concern) is consultation among themselves (42:39). But the community has been especially cautioned regarding the allocation of offices and the dispensation of justice: Behold, God bids you to deliver all that you have been entrusted with unto those who are entitled thereto, and whenever you judge between people, to judge with justice. Verily, most excellent is what God exhorts you to do, for God is all-hearing, all-seeing! (4:58) The subject of ensuring an adequate supply of public goods has been approached by modern economics within the framework of selfish behaviour, focusing on the free-rider problem. The Islamic doctrine of al-fard al-kifai, or socially obligatory duties, seeks to take care of the matter through voluntary action comp lemented by state action. One significant expression of this tendency in Islamic history has been the proliferation of charitable endowments (waqf) devoted to education, health care and providing for the needy, etc. In general, the doctrine of socially obligatory duties has boosted the role of the voluntary sector in Islamic economies. Coupled with Islams strong condemnation of hoarding and of all collusion between sellers to the detriment of customers, socially obligatory duties build those bridges between self-interest and public interest that are so vital for peace and prosperity in human society. The doctrine implies the valuable insight that the only durable basis for the protection and promotion of the public interest is orienting Individuals towards doing their duty. Treating Wealth as Means Islam looks at economic well-being as a means to peace, freedom from hunger-and freedom from fear of, or domination by, any being other than Allah. Beyond the satisfaction of basic needs, the ultimate objectives of earning and spending money are moral and spiritual. This rule out the seeking of economic gains at the cost of moral and spiritual values, both at the individual and at the national level. It is against Islamic rationality to hoard money. It follows that savings, i.e., what is left after Consumption and charitable giving, must be put to good use. One who cannot undertake productive enterprise himself can do so in partnership with others, or he can supply funds on a profit-sharing basis. Men can also borrow and lend, but the lender cannot claim an increment on the principal, since interest is prohibited. Also prohibited is gambling. Men should seek to avoid these and other prohibited means, such as cheating, exploitation, coercion, etc., when making money. Their freedo m to make monetary and financial arrangements is constrained only by these prohibitions and by the general Islamic tendency to treat money as a means to the good life.

Utilitarianism in Crime and Punishment Essay - 1874 Words

Utilitarianism in Crime and Punishment Raskolnikovs mathematical evaluation of the moral dilemma presented to him in Dostoevskys Crime and Punishment exemplifies the empirical view of utilitarianism. Utilitarianism attempts to distinguish between right and wrong by measuring a decision based on its calculated worth. Raskolnikov appears to employ the fundamentals of utilitarianism by pitting the negative consequences of murdering his old landlady against the positive benefits that her money would bestow onto society. However, a true follower of utilitarianism would be outraged at Raskolnikovs claim that murdering the old woman can be considered morally right. Raskolnikov arbitrarily†¦show more content†¦Employing the utilitarian principle, I would have to weigh each option and then decide which one has consequences at least as good as or better than any of the other options possible. But, what standard do I use to gauge the consequences in order to choose the best alternative? The theory of right action does not stand alone as the only condition for ethical evaluations. To measure the given alternatives, I would have to apply the theory of value. The theory of value bases itself on the premise that pleasure is the only thing valuable in itself and as an end. Mill clearly states, that all desirable things are desirable either for pleasure inherent in themselves or as means to the promotion of pleasure and the prevention of pain . In my moral dilemma, I had to take each alternative and calculate the total amount of pleasure that each would produce, minus the total amount of pain each alternative would induce. So while not doing the paper might give me the most amount of immediate pleasure, the pain that I would incur upon receiving an F in my class would greatly reduce the amount of net pleasure. On the other hand, I might experience some pain (due to boredom, frustration, etc.) from writing the paper. However, this amountShow MoreRelatedUtilitarianism In Dostoevskys Crime And Punishment770 Words   |  4 PagesIn the novel Crime and Punishment the main characters Raskolnikov, Svid, and Sonya embody different philosophies. Throughout the novel you can tell which philosophies Dostoevsky likes and dislikes depending on the character. Sonya represents religion, Raskolnikov represents utilitarianism, and Svid represents a utilitarian hedonist. Throughout this novel these characters help to describe the psychology of a criminal and paint the path between crime and punishment. This novel is told almost entirelyRead MoreMorality And Its Effect On Society1196 Words   |  5 Pagescan prove that punishment is moral because it will reduce crime, it will give satisfaction to society, and it will deter other potential offenders. Punishment involves the deliberate infliction of suffering on an offender for a violation they caused such as a crime they did. Since punishment involves inflicting a pain or suffering to a criminal similar to an offender inflicts pain on his victim, it has generally been agreed that punishment requires moral justification. Utilitarianism determines goodRead MoreEthical Treatment Of Prisoners811 Words   |  3 Pagesethical treatment of prisoners, one is forced to decide what is right and what is wrong, not only for the prisoners involved, but for society in general. One theory of punishment is called the utilitarian philosophy, and generally assumes that whatever is best for society in general is the best course of action. The idea of utilitarianism, when applied to the criminal justice system can benefit those involved because what is best for society is an ethical question, one that must be answered within theRead MoreThe Dilemma Of The Death Penalty1703 Words   |  7 Pagespa per will discuss the ethological dilemma of the death penalty in the philosophical outlooks of Utilitarianism and Deontology, present arguments in light of both, and proceed to show why Deontology offers the best insights into the justification for the death penalty. The death penalty, also known as â€Å"capital punishment†, is, â€Å"the sentence of execution for murder and some other capital crimes (serious crimes, especially murder, which are punishable by death).† (Death Penalty Law, Law And Legal Definition)Read MoreRetributivism Vs Utilitarian Theory1730 Words   |  7 Pagesacting immorally. A common response to immoral behavior is punishments, which leads me to ask the question: how is punishment justified? In his article â€Å"The Classic Debate†, American legal philosopher Joel Feinberg lays out the main points of discourse between the two major theories of justified punishment, which I will deconstruct. Feinberg asserts that there are two main theories used to justify punishment: Retributivism and Utilitarianism. These two theories supposedly oppose each other such thatRead MoreThe Capital Punishment Debate Essay1396 Words   |  6 PagesCapital Punishment, also known as the death penalty is a legal sentence for a criminal to be put to death. The Punishment is rising to a controversial topic and has led to a lot of heated debates. As of 2014, over 150 countries have abolished the death penalty and 40 others have not used it in recent years, although it is still legal. The death Penalty is mostly used in extreme cases of crime like rape or murder. 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The legality of it varies by state and it continues to be a contentious topic of discussion in the United States. Furthermore, in recent decades, public opinion has been shifting from a supportive stance to an unsupportive stance on the use of the death penalty. It is now perceived by most people to be an unethical, immoral, and expensiveRead MoreLiterature Review Retributive Justice: The Case of Justin Wolfe1838 Words   |  7 PagesWolfe of premeditated killing for hire, the use of a firearm in the commission of a felony, and conspiracy to distribute marijuana. The jury further ruled that Wolfe fi t the vague standards of future vileness and dangerousness necessary for capital punishment. While Wolfe made multiple admissions during his testimony, he did not admit to conspiracy to commit murder or murder for hire. The presence of two offenders in murder for hire, resulting in shared culpability, allowed Owen Barber, the triggermanRead MoreThe Death Penalty Is Justified1534 Words   |  7 Pages Capital punishment raises the very difficult question whether or not it is ethical to kill a convicted criminal. People who oppose the death penalty often argue mistaken identity and wrongful conviction. They argue that long-term imprisonment is the better course of action, because it allows for the possibility that if a mistake was made in the conviction of a suspect, they would be able to correct it without ending the life of an innocent person. They also state that the threat of the death penalty

John Dewey Free Essays

Introduced his theories and concepts on how people think. He identified a number of different modes of thought including reflection. He saw reflection as an aspect of thought, a rational and purposeful act that is more then mere thinking. We will write a custom essay sample on John Dewey or any similar topic only for you Order Now Dewey contrasted routine action with reflective action, laying the roots of reflective practice in teaching (Kodiak-Myers, 2012, p. 5). In his notion of reflective action he described a willingness to engage in self-assessment, which squired flexibility, analysis and social awareness (Pollard, 2005, p. 3). His reflection described a willingness to consider different possibilities and the ability and desire to recognize various opinions (Skateboarders, 2012, p. 5). Reflection, as a familiar activity, is often misunderstood, overlooked in the formal process of teaching and equated with similar activities such as thinking about the day, making sense of experiences we had or discussing resent occurred events and issues. In these daily activities teachers assume that learning occurs (Bout, Gogh, Walker, 1 985, p. 8). Employing a reflective teaching approach, a teacher will be In control of the teaching process and Its outcome, giving the teacher the ability to research on the effectiveness of his teaching enabling him to asses if learning indeed occurs (Killeen, 1989, p. 52). In this assignment I will first, explain reflection. In this explanation I will consider the different classification, categories and some characteristics of reflection. Next I will argue that reflection within the learning process is important for the teacher. I will thereafter critically discuss some of the advantages and limitations of along feedback from students In the reflective practice and wall conclude that the advantages outweigh the Limitations of galling feedback. For a teacher to employ a reflective practice he or she needs to firstly understand the meaning of reflection. Rodgers (2002) is of the opinion that, after almost a century of considering reflection there is no clear understanding in our academic literature of what exactly reflection is. She reconsiders Dew’s concept of reflection and formulated four criteria that she felt characterized his concept of reflection. She speaks of reflection as a meaning making process that moves a learner from one experience Into the next†, as a â€Å"systematic, rigorous, deadlines way of thinking† that â€Å"needs to happen in community, in interaction with others† and it requires â€Å"attitude that value the personal and intellectual growth of oneself and of others† (Rodgers, 2002, p. 845). Reflection starts when a person inquires into his or her experiences and knowledge relevant to the experience, enabling him or her to ascribe meaning to his or her beliefs (Collier, 1999, p. 73). Learning Is affected through a process of thinking and fleeting on new experiences In relation to an excellent knowledge base and own understanding. Collier (1999) refers to Kitcheners research that suggests a continuation of the reflection process, where knowledge is first viewed as certain and absolute, learned from authorities and direct observations. This absolute acceptance of knowledge develops, a s the individual’s own experiences and knowledge develops to â€Å"uncertain, relative and personal constructed† (1999, p. 174). Such ¶n (1987) is of the theory within practice, and the use of such a process ultimately leads to expertise. He identified two possible processes of reflection, a retrospective analysis of experiences, the reflection-on-action and the reflection-in-action, which is the process of reflection as an active part of the experience. In the reflection-on-action a teacher will reflect after a lesson on the process by thinking about the lesson, reflecting on the good and bad moments in the lecture, considering how to improve on the bad elements and how to build on the good moments. Reflection-on-action will be possible through self-examination, student assessments, student feedback of lesson ND discussions of mentor teachers (Howell, 2014). Reflection-in-action is used more by teachers with existing knowledge of teaching and experience of the learning process and is used to assess the student participation, knowledge, understanding and learning during the lesson (Howell, 2014). A third process of reflection is a proactive reflection known as reflection-for-action (Collier, 1999, p. 174). Howell (2014) uses this third process of reflection, before-action, which allows her to consider her lesson before it takes place. This process of reflection allows the cheer to be in a position to consider what will be taught, how it will be taught and he or she can develop an inner attitude of gratitude that will positively influence the attitude of the learners. Reflection does not always occur on the same level and, is depending on the circumstances and experiences of the teacher. Reflection will be influenced by the teacher’s knowledge of the subject matter, her understanding of the teaching process as well as her personal circumstances and attributes. Howell (2014) identified these levels as technical, practical and critical reflection. The chemical level is concern with â€Å"effective application of educational knowledge and skill†, the practical level describes â€Å"an experience so that a subjective perception or commitment to a certain theory or system† is noticed and critical reflection is â€Å"indicated by a high degree of open-mindedness including ethical/moral and social considerations† (Collier, 1999, p. 174). These levels of reflection exist and work together (Howell, 2014) and research has indicated that new teachers often apply all these levels of reflection and all levels are equally important in the learning process Collier, 1999, p. 74). The teacher, as well as the learner in the sense that both teacher and learner bring certain attributes to the learning process, will influence the process. Unless a teacher is capable of reflection he might not be able to bring about long term positive outcomes within the learning process. Teachers are often influenced by outside factors when faced with difficult situations within the class room and can easily, unconsciously develop standard problem solving tactics, left unexamined for years (Shortchange Vassals, 2005, p. 45). Shortchange Vassals (2005, . 9) refers too five phase structured reflection process. In this process there is an action from the teacher, followed by a retrospective look back on the action, an awareness of essential aspects of the action, the creating of alternative methods of action and a re-trial of the action. Palmer, as quoted by Howell (2014) stated, â€Å"good teaching comes from the identity and integrity of the teacher†. Every teacher has certain identities, pre-set ideas and assumptions which he or she brings into the class room and these identities, personal views and assumptions will influence how e or SE teach and what he or she teach. This in turn will influence what our described as paradigmatic, prescriptive, and casual assumptions (Brookfield, 1995, p. 4). Paradigmatic assumptions are very difficult to identify and they are basic structuring of ideas we use to order the world, perspective assumptions are assumptions about what we think ought to happen in a situations and causal assumptions assist us in understanding the different processes within the working world and how processes work (Brookfield, 1995, p. 3). As teachers we must be able o reflect on these predetermined assumptions to enable us to build on our professional development. According to Shortchange Vassals (Shortchange Vassals, 2005, p. 53) it is important for a teacher, specially a new teacher to be able to get in touch with these different identities. They refer to reflection, which can take place on different inner levels. Where a teacher sees him or herself in a specific role within the class room, the teacher might be set on a mission to fulfill this role and beliefs which in turn may create behavior issues in the class (Shortchange Vassals, 2005). It s only if the teacher reflect on what it is that he or she is doing that causes the behavior problem and ask why he or she is doing it that they might find an alternative to their perceived reality. This requires the teacher to do introspective reflection of her own actions, which is a very difficult task for anybody to achieve. Often reflection can focus mainly on the technical or practical levels, without being critical. According to Brookfield (1995, p. 9) critical reflection will assist the teacher in unearthing the ways in which power is present in and distort the educational recess. Reflection is important for teachers both in their professional development as teachers as well as their personal growth as educators. Reflection will lead to new and better understanding of the learning process, often plagued with assumptions. The application of a reflective practice will lead to better Judgment, an examined common sense and better learning and understanding of our students who, in observing us, will develop their own reflective practices (Howell, 2014). Part of a reflective practice includes consultation with our peers and the enquiry into our caching by way of student evaluations. Student evaluations can form a very good reflective technique enabling a teacher to reflect on how her classes are received by her students instead of assuming that learning has taken place. An advantage of student feedback is to determine from the students how they engage with the lesson, what did they find interesting and what did not work for them. One of the disadvantages of this form of feedback could lead to very subjective feedback from students, which is not a reflection of the true ability of the teacher. Brookfield (1995, p. 7) refers to the â€Å"perfect ten syndrome† where teachers who receive a less then perfect score assume that they are not worthy teachers. Teachers disregard the complimentary and good feedback, concentrating only on the negative aspects of the feedback. This reaction is based on the preconceived assumption of teachers that good teaching is always followed by positive and good student evaluations. Critically reflection will assist the teacher in recognizing these unrealistic assumption and enable him or her to know that the â€Å"complexities of learning† as well as the students win attitudes towards their studies and the teacher self has influenced the low score. Equally, a perfect score could be indicating the teachers only accommodated the students in their preferred learning styles without testing the student outside of critique and was not developed to be the only answer in the learning process however I think that the advantages of reflective practice including student feedback outweigh the disadvantages. Student feedback is important for the teachers’ own understanding of the learning process and it can contribute to the students sense of ratification in the learning process, displacing the inherent assumption of teacher power over student. As a negative aspect of the student reflections it may over power students, giving them the false assumption that they control the learning process. I think that the teacher and the students, accepting the true negative issues as such, should critically reflect on the outcome of student feedback in an open process in a positive manner to overcome the negative issues. At the same time positive issues should also be considered and build on in future. In conclusion I can ay that reflection is a process of deep questioning set assumptions and believes within the learning process to enable a better understanding of the process, to develop as a diverse teacher and to ensure maximum learning within the learning process. If reflection takes place before-action, the teacher will be able to prepare with gratitude, to enter the learning action with thankfulness and to convey a positive and thankful attitude to the students, creating an optimal learning environment. 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When it hurts the most free essay sample

I thought after my first heart break it would be my last.Little did I know my path of pain just began. Ive been hit so hard by this thing called love it has me constatly questioning my self wasnt I good enough? Wasnt I good enough for our relationship to be just between you and I?My thoughts are no longer my own their full of hate and regret.Tears have become my best friend and sleep is my escape from reality.Should a person have to live like this is it normal for a young girl who barly experiance life hate it already . You have no idea how much pain you have felt until you look in to the eyes of the one you love and you see nothing†¦nothing but the glare of lightWaking up every morning knowing the perosn you love doesnt love you anymore is terrible. We will write a custom essay sample on When it hurts the most or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I had to wake up knowing this.Everyday that pass I become more craized with anger.It used to get to a point were I would skip meals and spaz out at any given moment.When I ever I would get angry,I would tremblem because I knew the truth and sooner or later it would come out and I dreaded every moment of life. Sometime I think I fell in love with the idea with love and not really the person whom Im in love with.Thats why expect I everything and anything thats happens that he does..You see,he was the first boy I was truly in love with and a blinked my eyes for a secound and now hes in the arms of another girls.Wheres the justice in that.It should be against the law to break someones heart and fell no remourse afterwards its the same thing as murder I personally think.Your killing the persons most important organ of their body-their heart,but no everyone can walk breaking it.You need your heart to pump blood throught out your body but how could you do so when its broken. Although it seems like Ill never get over this.I try to remember time heals all wounds ,its horible to have your heartbroken,but its leagal,men and women go around take advantage of the fact that someone is willing to give them the world but they choose to throw it alway because their self theyll never understand the sacfircates a person makes to love another.Forgiveness? I dont think so ill never forgive a person who broken something so valuable to me.Never again will I love another person.Loves unfair and its shoud be illegal.I would advise and person never to fall in love save your self ther heartache and soul-suffering pain. The man I love lefted me for another woman .It rans through my head repeatedly. The thought, the feeling. I would collapsed to the ground just thinking about them together. Then tears were falling, but I would make no sound.I missed who we used to be. I missed how we used to be. I missed being carefree and in love. I missed him.The guy I fell in love with,who is in love with another.