Aesthetics and Experience Essay Example | Topics and Well Written Essays - 2000 words

Aesthetics and Experience - Essay Example Attfield (2000) suggests understanding culture through objects ‘acknowledges the physical object in all its materiality and encompasses the work of design, making, distributing, consuming, using, discarding, recycling and so on. But above all it focuses on how things have gone through all those stages as part of the mediation process between people and the physical world at different stages in their biographies’ (1-7). From this it is clear that objects can have multiple meanings. For example, a shaver may hold numerous positions in society. It holds its place in history as a social and cultural object, its history can trace the development of technology, there are now male and female versions of the shaver in most of its manifestations (manual, electric, etc.) and it has been designed to suit the lifestyle of the person that uses it as it is either plugged into the wall, carries a battery pack, is designed for travelling or is given a more aesthetic appearance for displ ay on the bathroom counter. Advertising, design and materials have been constructed to suit a particular market and durability has also been taken into account. All these factors are what make this and thousands of other objects what they are. How these elements function together to appeal to the individual’s personal sense of function and appearance is what is referred to as aesthetics. This term is most often used in the art world to designate important works of art. To understand these concepts better, I applied what I have learned about aesthetics to a specific photographic print entitled ‘Smutty’. In looking at photographs or other works of art, it is important to remember that what I may see as beautiful may appear quite different to another person. It is true that beauty lies in the eye of the beholder, as John Armstrong suggests. He says aesthetics is the process that ‘enables one person to

Review Of Documentary Lifers Essay Example | Topics and Well Written Essays - 2500 words

Review Of Documentary Lifers - Essay Example   To shed some light on this issue, Channel 4 created a series of documentaries a few years ago that highlights and follows some of the prisoners serving what amounts to a life sentence at Gartree prison. The film itself is designed to give viewers a glimpse of the harsh reality of life behind bars, without any possibility of seeing freedom again on the other side. It provides a stark contrast between a society that believes in second chances, with the reality that such opportunities are not afforded to everyone, particularly those who have violated certain societal norms and mores that go against the grain of civilized society (Channel 40d 2012).   Through the depiction of various real life inmates, this documentary guides viewers towards a better understanding of the concept of having certain prisoners serve a life sentence, no matter what efforts they may make to better themselves behind bars. In the end, the documentary is masterful of not making a social judgment about the e fficacy of the UK’s policy of life imprisonment; rather, it leaves the choice up to the individual viewer as to rather or not the concept is beneficial or harmful to society as a whole.  This documentary, by and large, is effective because the prisoner themselves are afforded the opportunity to tell their stories. Some are truly regretful for their actions, while others express a feeling that their lives truly are over, resulting in a no fear attitude that pervades their existence in prison.

The expansion of higher education

The expansion of higher education Analyse the historical development of Higher Education and the role which it plays in society. Compare and contrast recent developments with predecessors. Who were the main stakeholders? The 1900s was the start of the expansion of Britains, universities. University courses offered to students increased and so did the student body. The Universities Grants Committee 1919 administered central government funding of universities. Mass education was provided by universities in 1970 before this it was the territory only for the social elite; it was the 1807 Parochial School Bill that made provision for educating the laboring classes which led to the mass of education. Women attending university also increased greatly, and teaching provisions expanded which included a range of new subjects and specialties on offer. The Butler Education Act 1944 signaled the expansion of secondary education and therefore there was a greater demand for university places. Late 1950s, the higher education sector needed expanding as there was a shortage of university places due to the increasing number of students leaving school with an official qualification, entitling them to a chance to go to university. Classical education was questioned, and policy makers became convinced of the importance of science and technology and recommended the transformation of some technical colleges into universities, becoming institutes of technology, recommended by The Percy Report of 1945. The Barlow Report of 1946 recommended more university places for science students, funded by the state as they believed it would double the annual output of science graduates. In 1956 selected technical and further education (FE) colleges were updated to university status from being just Colleges of Advanced Technology. In mid 1960s most of these became the new universities. In the mid 1960s the chairman, Sir Geoffrey Crowther, of Central Advisory Council, reported that he was to raise the school leaving age to 16 years old, and compulsory part time education up until the age of 18 years old. In doing this it highlighted there was a need for more university places and to expand university facilities, as higher education was a universal provision now, for all with the necessary ability. In 1961, there were less than 15 per cent of applications going to university. Although there was major growth in higher education as the founding of the new institutions were in line with the expansion of existing universities. In 1962 the government outlined a plan to raise student numbers to 150,000, a 40,000 increase over five years, this was through the idea that an increase of funding from  £104 million to  £165 million per year would be given. In 1966, a white paper set out the Labour governments intention to establish polytechnics in England and Wales. Thirty were set up between 1968 and 1973. Courses were to concentrate on those with a vocational emphasis, offer part time and sub degree or full time and sandwich courses. These were run by local education authorities (LEAs). 1973, the Russell Report states that the number of people in adult education has grown by 750,000, so effectively enabling the laboring classes to have the opportunity to go to university showed more graduates, opening up more opportunities. The Education Act 1973 was the act that made the provision that postgraduates were no longer eligible for LEA grants, so this would have the effect that only those who could fund their education would be able to pursue their education further, after the completion of an undergraduate course. The Education Act 1975, extended provisions of the 1962 Act that stated, students at universities or in further education establishments had  £304 available to them in the academic year 1962/63 and  £346 in 1968/69, an increase of about 14 per cent, this student grant would therefore help in resources enabling more individuals to attend university. 1988 Student Support, white paper, proposed top up loans for students, yet the secretary of state education, Mr. Kenneth Barker, states We have the most generous system of student support in the western world, yet fewer of our young people enter higher education than in other European countries. HC Deb 09 November 1988 vol 140 cc307) The top up loan averaging over  £400 in a full year is not means tested like today but helped as it is available to everyone and individuals were allowed to take as much or as little as they want of that  £400. In 1990, Education (student loans) Act established the reduction of student grants as the introduction of top up loans that were available for all higher education students, meaning there would be less free money available and more loans to be paid. In 1991, the Conservative government made polytechnics grant university status. Polytechnics concentrate mainly on applied research; this is solving practical problems of the modern world, rather than to acquire knowledge for knowledges sake. Where as universities does strategic research, this being research conducted to produce specific applied programs. The status of polytechnics to be equivalent and the universities means that funding and grants are available and accessible to those students who at polytechnics. The White Paper on Higher Education 1991, recommended expansion of student numbers in higher education. The Prime Minister John Major said the end of the divide between universities and polytechnics would Build on our plans to transform education and training for 16 to 19-year-olds by removing the barriers between the academic and vocational streams. Where as, Marenbon, Medieval philosophy fellow at Trinity College, Cambridge, stated that conservative politicians, as much as Labour ones, believed in the nonsense about making vocational education of equal esteem to academic education. In 1992, Further and Higher Education Act unified the funding of Higher Education under the Higher Education Funding Council for England (HEFCs), which introduced competition for funding between institutions and abolished council for National Academic Awards, which validated degrees outside universities since 1965, was to close and abolish the binary divide, The binary divide being the division of higher education into two sectors, the university sector and the polytechnic sector A study by Mr. Ramsden and Mr. Brown for the Universities UK, longer-term strategy group, shows that New university research income grew from 4.6 per cent to 5.8 per cent of total income in this period. Old universities with medical schools saw this proportion increase from 33.1 per cent to 39.1 per cent. Old universities without medical schools remained stable, the percentage going from 23.1 per cent to 23.3 per cent. This situation would hardly have improved if new universities had remained polytechnics Analysis: Mixed report for class of 92, Claire Sanders, (28 June 2002). The next change in higher education was after a four year gap in 1996, the Student Loans Act extended the provision of student loans, Be it enacted by the Queens most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same Education (Student Loans) Act 1996, CHAPTER 9, [29th April 1996] Dearing Report 1997 was the review of higher education. Higher education colleges as well as Universities educated 2.8 million students in 1996/97 (figure 1); this is less than a quarter of who were from the group which used to be the backbone of the old universities. 64 % of students were mature students perusing a qualification and 37 % part timers. Nearly one million of people enroll with higher education institutions do not to gain a qualification, but to meet a particular skill need (applied research) or fill a gap in their knowledge (strategic research), or just because they wanted to learn. Higher education is a key contributor to national, regional as well as local economic growth and regeneration. Also in 1997/98 statistics show how the United Kingdom attracted 209,000 international students to study in the U.K. (figure 2) In 1998, the Education (student loans) Act transferred the provision of student loans to the private sector this would allow the students to have protection as there would be fixed terms and no loop holes for debts to be recovered until the relevant time. The Regulations also provided new repayment terms for disabled borrowers, which meant they had separate terms from normal students as it would be harder for them to find a job under discrimination possibly. The terms were set at the discretion of the loans administrator. A major change towards the higher education institutions was also in 1998 the Teaching and Higher Education Act established the General Teaching Council (GTC) abolished all student maintenance grants and required students to contribute to tuition fees. Tuition fees paid by all, except the poorest students from 1998/9. Means tested loans/grants meant that about 30% of pupils did not have to pay tuition fees because their income or that of their parents/spouses is not enough. Students that had family incomes of less than about  £35,000 a year paid less, this was 30% of students, and they then had the maximum level for 1998/9 of  £1,000. Maintenance grants given to students towards living expenses with loans from 1999/2000 was replaced by loans, these repayments of loans were at the rate of 9% of a graduates income once it is above  £10,000. This is very similar to the way the students of today 2010 are surviving and also in the same way that the availability of a supplementary hardship loan of  £250 a year but terms of either being a single parent, having a disability, are in their last year and some other similar stories are entitled to this loan, which again has to be paid back. From the above paragraphs discussing the development of higher education from the early 1800 to 2000, I will now explore the most recent changes, developments, and controls of higher education, making notes of the impact of previous legislation, laws and reforms that determined the way of the higher education institutions and universities of today. Higher education today is open to all classes, religions, cultures, sexes, ages and societies as has changed from just the elite group, the upper classes. Nowadays it shouldnt only attempt to engage with students outside the elite circle, of powerful and wealthy parents but also attract those with the opportunity for higher education is denied by reason of funding. This is the process of widening participation; this is different from just opening the doors to university for the lower classes but also individuals from under-represented communities. There are organizations that prepare them for higher education, ensure success on their programme of study, improve their employment prospects and open possibilities for postgraduate study, and give them opportunities to return to learning throughout their lives. The value of higher education argued and there are many tensions between what students want and what staff want, for example, between the vocational and professional on one hand, or the more academic. There are a lot more vocational courses running at colleges and sixth forms, where students complete successfully which qualifies then to go to university if they please, so, nowadays there are courses from sports management to computer games design, all manner of vocational courses are on offer in higher education Andy Sharman, 2006, this is a very big social change. The British schooling system measures pupils achievements by having league tables, even higher education institutions and universities have a benchmark, and this seems to be the means towards higher educational achievement. In the higher education context a benchmark is used to measure a level of performance, resources, or outcome against which an institution or group might be compared too. The majority of Universities of today are competing for a world-class statuses, these statuses are given to the universities and higher education institutions by the contribution of the students perceptions (stakeholders), scholarly citations, research and also availability of facilities and resources. The United Kingdom, to gain first class status of its universities is to convey the impression of high standards in learning, teaching and research quality. So, ask some people question whether children at school are taught he test it can be argued whether lectures teach in the way they do for a sta tus rather then to handout knowledge within a specific topic area.

Singer’s Practical Ethics Essay -- Papers Poverty Theory

Singer’s Practical Ethics St. Augustine once stated, â€Å"The superfluities of the rich are the necessities of the poor. When you possess in excess, you possess what belongs to the poor† (Church 3). This quotation expresses that the less fortunate in our world deserve to own a part of all the excess luxuries that are owned by the more wealthy people. Therefore, anything beyond the necessities of life can be considered something that the poor should retain. This idea is very similar to that of Peter Singer, who contends that the injustice of people who live in abundance while others starve is morally inexcusable. He argues that anyone who is able to aid the poor ought to donate in order to help the crisis of world poverty and similar endeavors. Singer explains that if one is already living comfortably, the act of acquiring luxuries to increase pleasure does not entail the same moral importance as saving someone’s life. Since he is a utilitarian, he judges whether acts are right or wrong based on the consequences the action brings. Therefore, if the consequence of the wealthy people’s failure to donate money is that another poor person dies, then that is just as bad as killing them, since they are consciously letting them die. In his work, Practical Ethics, Singer offers his thoughts about one’s obligations to world poverty and suggests what must be done to fix this dilemma. He questions whether it is ethical for people to live a life of luxury while they allow others to barely survive, or even die. In the world today, there are two extremes of world poverty: absolute affluence and absolute poverty. The basic definition ... ...h is distributed in the world. There is no reason why some people should lead such luxurious lives, while worrying about nonessential lavishness, as opposed to one’s survival like those in absolute poverty do. As people who live in a country of absolute affluence, we are all in the situation where we can choose between sacrificing our luxuries to save a child versus living in excess and allowing the poor to die. What if everything that we take for granted was removed from our lives? We would then live day to day as a means to survive, and only then would we truly understand the lives of those in absolute poverty. BIBLIOGRAPHY Denny, Father Jack. â€Å"The Church in Action.† Received in Theology class on April 1, 2004. Singer, Peter. Practical Ethics. 2nd Edition. Cambridge University Press, 1993.

Comitatus: Anglo Saxon

The phrase comitatus is exceedingly important in Anglo-Saxon culture, and is demonstrated profoundly in Anglo-Saxon texts. Comitatus means fellowship, particularly an allegiance between a chieftain and his men. This phrase refers to a very important tradition during the times of the Anglo-Saxons. It was so important because these men were constantly protecting their people from outside attacks and invasions and the comitatus was the bond that held these men together and that is what they lived for. Specific Anglo-Saxon texts where comitatus is eminently portrayed is Beowulf, The Wanderer, and The Seafarer. Beowulf is an Old-English written epic, during the Anglo-Saxon period in which a hero, Beowulf, is shown battling three different agons throughout his life. Comitatus is tremendously present throughout this entire story. For example Beowulf sails to Denmark with fourteen warriors to defeat Grendel, out of respect and to protect their allies, the Danes. This shows Comitatus because Beowulf is not only trusting of his men, but also risking his life for good riddance with King Hrothgar of Denmark. The reason to why Beowulf must defeat the Grendel is because of comitatus as well, because the Danes night in and night out were strengthening their friendship in the mead-hall, Heorot, and Grendel became jealous of this â€Å"fellowship. † Another example of comitatus in Beowulf is when Beowulf is fighting the dragon and Wiglaf comes in and helps Beowulf win out of respect for his leader and his accomplishments. Comitatus is presented numerously throughout Beowulf and represents the ideals and way of life of the Anglo-Saxons. The Wanderer is an Anglo-Saxon poem in which a warrior longs for old times, as he nostalgically ponders when he served his lord as well as feasted with his friends. The wanderer in the story has lost his fellow warriors and lord in battle, and now walks alone in exile. This poem shows the wanderer remembering times of comitatus and wishing those times were once again subsisting. He recalls his comrades and the costly hall gifts of his gracious gold friend, which he gave him in youth. † (ln. 34-35) The wanderer dreams of seeing his lord, kissing him and experiencing pleasure of doing him favors. At the end of the poem the man talks of the present times and his soul becoming sick and dark, because comitatus is no longer a value in his life. In the Anglo-Saxon poem The Seafarer, it is much like The Wanderer in which the speaker of the poem dreams of times with fellow ship or comitatus. The man in the poem is out at sea, as days go by and he sits in the freezing cold jealous of men blessed with happy land-life. â€Å"The swan’s blare my seldom amusement; for men’s laughter there was curlew call, there were the cries of gannets, for mead-drinking the music of the gull. † (ln. 23-26) The seafarer wants to be with his people drinking mead and listening to music and stories, otherwise known as comitatus. He speaks of his despairing mind and how there is no friend or brother or around to share his thoughts with. He also says that no man is likely to guess how he has wasted whole winters, cut off from kind. The Seafarer truly displays the sorrow of the speaker and really portrays the importance of comitatus in one’s life, because without it he is devastated. Anglo-Saxons based their entire lives and worthiness off of comitatus, as well as making a name for themselves. These values feed off one another because while making a name for yourself you want to have others to share it with in order to make it worthy. Comitatus is evident in many Anglo-Saxon texts and is validated in Beowulf, The Wanderer, and The Seafarer. In Beowulf comitatus is constantly shown on a regular basis and is present many times throughout the story. In The Wanderer, and The Seafarer, comitatus is not present, but rather the men of these stories wish that it was in their lives at the time. The constant display of this value as well as the desire to have comitatus in one’s life shows just how important it is in the life of an Anglo-Saxon.

Role of Culture

GEORGIAN AMERICAN UNIVERSITY School of Business semester 2 the role of culture Student : Mariam Chitiashvili 29. 03. 13 Cultural values, beliefs, and traditions significantly affect family life. Cultures are more than language, dress, and food customs. Cultural groups may share race, ethnicity, or nationality, but they also arise from cleavages of generation, socioeconomic class, sexual orientation, ability and disability, political and religious affiliation, language, and gender — to name only a few.Two things are essential to remember about cultures: they are always changing, and they relate to the symbolic dimension of life. The symbolic dimension is the place where we are constantly making meaning and enacting our identities. Cultural messages from the groups we belong to give us information about what is meaningful or important, and who we are in the world and in relation to others — our identities. Cultural messages, simply, are what everyone in a group knows that outsiders do not know.They are the water fish swim in, unaware of its effect on their vision. They are a series of lenses that shape what we see and don't see, how we perceive and interpret, and where we draw boundaries. In shaping our values, cultures contain starting points and currencies[1]. Starting points are those places it is natural to begin, whether with individual or group concerns, with the big picture or particularities. Currencies are those things we care about that influence and shape our interactions with others. | How Cultures WorkThough largely below the surface, cultures are a shifting, dynamic set of starting points that orient us in particular ways and away from other directions. Each of us belongs to multiple cultures that give us messages about what is normal, appropriate, and expected. When others do not meet our expectations, it is often a cue that our cultural expectations are different. We may mistake differences between others and us for evidence of bad f aith or lack of common sense on the part of others, not realizing that common sense is also cultural.What is common to one group may seem strange, counterintuitive, or wrong to another. Cultural messages shape our understandings of relationships, and of how to deal with the conflict and harmony that are always present whenever two or more people come together. Writing about or working across cultures is complicated, but not impossible. Here are some complications in working with cultural dimensions of conflict, and the implications that flow from them:Culture is constantly in flux — as conditions change, cultural groups adapt in dynamic and sometimes unpredictable ways.Culture is largely below the surface, influencing identities and meaning-making, or who we believe ourselves to be and what we care about — it is not easy to access these symbolic levels since they are largely outside our awareness. Cultural influences and identities become important depending on context . When an aspect of cultural identity is threatened or misunderstood, it may become relatively more important than other cultural identities and this fixed, narrow identity may become the focus of stereotyping negative projection, and conflict. This is a very common situation in intractable conflicts.Since culture is so closely related to our identities (who we think we are), and the ways we make meaning (what is important to us and how), it is always a factor in conflict. Cultural awareness leads us to apply the Platinum Rule in place of the Golden Rule. Rather than the maxim â€Å"Do unto others as you would have them do unto you,† the Platinum Rule advises: â€Å"Do unto others as they would have you do unto them. â€Å"Cultures are embedded in every conflict because conflicts arise in human relationships. Cultures affect the ways we name, frame, blame, and attempt to tame conflicts. Whether a conflict exists at all is a cultural question.In an interview conducted in Can ada, an elderly Chinese man indicated he had experienced no conflict at all for the previous 40 years. [2] Among the possible reasons for his denial was a cultural preference to see the world through lenses of harmony rather than conflict, as encouraged by his Confucian upbringing. Labeling some of our interactions as conflicts and analyzing them into smaller component parts is a distinctly Western approach that may obscure other aspects of relationships. Culture is always a factor in conflict, whether it plays a central role or influences it subtly and gently.For any conflict that touches us where it matters, where we make meaning and hold our identities, there is always a cultural component. Intractable conflicts like the Israeli-Palestinian conflict or the India-Pakistan conflict over Kashmir are not just about territorial, boundary, and sovereignty issues — they are also about acknowledgement, representation, and legitimization of different identities and ways of living, being, and making meaning. Conflicts between teenagers and parents are shaped by generational culture, and conflicts between spouses or partners are influenced by gender culture.In organizations, conflicts arising from different disciplinary cultures escalate tensions between co-workers, creating strained or inaccurate communication and stressed relationships. Culture permeates conflict no matter what — sometimes pushing forth with intensity, other times quietly snaking along, hardly announcing its presence until surprised people nearly stumble on it. Culture is inextricable from conflict, though it does not cause it. When differences surface in families, organizations, or communities, culture is always present, shaping perceptions, attitudes, behaviors, and outcomes.When the cultural groups we belong to are a large majority in our community or nation, we are less likely to be aware of the content of the messages they send us. Cultures shared by dominant groups often seem to be â€Å"natural,† â€Å"normal† — â€Å"the way things are done. † We only notice the effect of cultures that are different from our own, attending to behaviors that we label exotic or strange. Though culture is intertwined with conflict, some approaches to conflict resolution minimize cultural issues and influences. Since culture is like an iceberg — largely submerged — it is important to include it in our analyses and interventions.Icebergs unacknowledged can be dangerous, and it is impossible to make choices about them if we don't know their size or place. Acknowledging culture and bringing cultural fluency to conflicts can help all kinds of people make more intentional, adaptive choices. Given culture's important role in conflicts, what should be done to keep it in mind and include it in response plans? Cultures may act like temperamental children: complicated, elusive, and difficult to predict. Unless we develop comfort with culture as an integral part of conflict, we may find ourselves tangled in its net of complexity, limited by our own cultural lenses.Cultural fluency is a key tool for disentangling and managing multilayered, cultural conflicts. Cultural fluency means familiarity with cultures: their natures, how they work, and ways they intertwine with our relationships in times of conflict and harmony. Cultural fluency means awareness of several dimensions of culture, including * Communication, * Ways of naming, framing, and taming conflict, * Approaches to meaning making, * Identities and roles. Each of these is described in more detail below. As people communicate, they move along a continuum between high- and low-context.Depending on the kind of relationship, the context, and the purpose of communication, they may be more or less explicit and direct. In close relationships, communication shorthand is often used, which makes communication opaque to outsiders but perfectly clear to the parties. With strange rs, the same people may choose low-context communication. Low- and high-context communication refers not only to individual communication strategies, but may be used to understand cultural groups. Generally, Western cultures tend to gravitate toward low-context starting points, while Eastern and Southern cultures tend to high-context communication.Within these huge categories, there are important differences and many variations. Where high-context communication tends to be featured, it is useful to pay specific attention to nonverbal cues and the behavior of others who may know more of the unstated rules governing the communication. Where low-context communication is the norm, directness is likely to be expected in return. There are many other ways that communication varies across cultures. Ways of naming, framing, and taming conflict vary across cultural boundaries. As the example of the elderly Chinese interviewee illustrates, not everyone agrees on what constitutes a conflict.For those accustomed to subdued, calm discussion, an emotional exchange among family members may seem a threatening conflict. The family members themselves may look at their exchange as a normal and desirable airing of differing views. These are just some of the ways that taming conflict varies across cultures. Third parties may use different strategies with quite different goals, depending on their cultural sense of what is needed. In multicultural contexts, parties' expectations of how conflict should be addressed may vary, further escalating an existing conflict. Approaches to meaning-making also vary across cultures.Hampden-Turner and Trompenaars suggest that people have a range of starting points for making sense of their lives, including: * universalist (favoring rules, laws, and generalizations) and particularist (favoring exceptions, relations, and contextual evaluation) * specificity (preferring explicit definitions, breaking down wholes into component parts, and measurable re sults) and diffuseness (focusing on patterns, the big picture, and process over outcome) * inner direction (sees virtue in individuals who strive to realize their conscious purpose) and outer direction (where virtue is outside each of us in natural rhythms, nature, beauty, and relationships) * synchronous time (cyclical and spiraling) and sequential time (linear and unidirectional). 5] When we don't understand that others may have quite different starting points, conflict is more likely to occur and to escalate. Even though the starting points themselves are neutral, negative motives are easily attributed to someone who begins from a different end of the continuum. [6]For example, when First Nations people sit down with government representatives to negotiate land claims in Canada or Australia, different ideas of time may make it difficult to establish rapport and make progress. First Nations people tend to see time as stretching forward and back, binding them in relationship with s even generations in both directions. Their actions and choices in the present are thus relevant to history and to their progeny.Government negotiators acculturated to Western European ideas of time may find the telling of historical tales and the consideration of projections generations into the future tedious and irrelevant unless they understand the variations in the way time is understood by First Nations people. Of course, this example draws on generalizations that may or may not apply in a particular situation. There are many different Aboriginal peoples in Canada, Australia, New Zealand, the United States, and elsewhere. Each has a distinct culture, and these cultures have different relationships to time, different ideas about negotiation, and unique identities. Government negotiators may also have a range of ethno cultural identities, and may not fit the stereotype of the woman or man in a hurry, with a measured, pressured orientation toward time.Examples can also be drawn fr om the other three dimensions identified by Hampden-Turner and Trompenaars. When an intractable conflict has been ongoing for years or even generations, should there be recourse to international standards and interveners, or local rules and practices? Those favoring a universalist starting point are more likely to prefer international intervention and the setting of international standards. Particularlists will be more comfortable with a tailor-made, home-grown approach than with the imposition of general rules that may or may not fit their needs and context. Specificity and diffuseness also lead to conflict and conflict escalation in many instances.People, who speak in specifics, looking for practical solutions to challenges that can be implemented and measured, may find those who focus on process, feelings, and the big picture obstructionist and frustrating. On the other hand, those whose starting points are diffuse are more apt to catch the flaw in the sum that is not easy to det ect by looking at the component parts, and to see the context into which specific ideas must fit. Inner-directed people tend to feel confident that they can affect change, believing that they are â€Å"the masters of their fate, the captains of their souls. They focus more on product than process. Imagine their frustration when faced with outer-directed people, whose attention goes to nurturing relationships, living in harmony with nature, going with the flow, and paying attention to processes rather than products.As with each of the above sets of starting points, neither is right or wrong; they are simply different. A focus on process is helpful, but not if it completely fails to ignore outcomes. A focus on outcomes is useful, but it is also important to monitor the tone and direction of the process. Cultural fluency means being aware of different sets of starting points, and having a way to speak in both dialects, helping translate between them when they are making conflict worse . This can be done by storytelling and by the creation of shared stories, stories that are co-constructed to make room for multiple points of view within them. Often, people in conflict tell stories that sound as though both cannot be true.Narrative conflict-resolution approaches help them leave their concern with truth and being right on the sideline for a time, turning their attention instead to stories in which they can both see themselves. Another way to explore meaning making is through metaphors. Metaphors are compact, tightly packaged word pictures that convey a great deal of information in shorthand form. For example, in exploring how a conflict began, one side may talk about its origins being buried in the mists of time before there were boundaries and roads and written laws. The other may see it as the offspring of a vexatious lawsuit begun in 1946. Neither is wrong — the issue may well have deep roots, and the lawsuit was surely a part of the evolution of the confl ict.As the two sides talk about their metaphors, the more diffuse starting point wrapped up in the mists of time meets the more specific one, attached to a particular legal action. As the two talk, they deepen their understanding of each other in context, and learn more about their respective roles and identities. In collectivist settings, the following values tend to be privileged: * cooperation * filial piety (respect for and deference toward elders) * participation in shared progress * reputation of the group * interdependence In individualist settings, the following values tend to be privileged: * competition * independence * individual achievement * personal growth and fulfillment * self-relianceWhen individualist and communitarian starting points influence those on either side of a conflict, escalation may result. Individualists may see no problem with â€Å"no holds barred† confrontation, while communitarian counterparts shrink from bringing dishonor or face-loss to th eir group by behaving in unseemly ways. In the end, one should remember that, as with other patterns described, most people are not purely individualist  or communitarian. Rather, people tend to have individualist or communitarian starting points, depending on one's upbringing, experience, and the context of the situation. Conclusion There is no one-size-fits-all approach to conflict resolution, since culture is always a factor.Cultural fluency is therefore a core competency for those who intervene in conflicts or simply want to function more effectively in their own lives and situations. Cultural fluency involves recognizing and acting respectfully from the knowledge that communication, ways of naming, framing, and taming conflict, approaches to meaning-making, and identities and roles vary across cultures. LITERATYRE: John Paul Lederach, in his book: Conflict Transformation Across Cultures http://www. preventelderabuse. org/issues/culture. html http://culture360. org/magazine/ro le-of-culture-in-society-asian-perspectives-and-european-experiences/ http://www. lindsay-sherwin. co. uk/guide_managing_change/html_overview/05_culture_handy. htm

An Inspector Calls Essay Example

An Inspector Calls Essay Example An Inspector Calls Essay An Inspector Calls Essay Essay Topic: Literature An Inspector Calls is a murder mystery written in the form of a play set in 1912 and is written by J. B. Priestly. It revolves around one family of a high social status the Birlings. The play begins with the family celebrating the engagement of their daughter, Sheila, to a man called Gerald Croft. Their celebration is interrupted by a call from an Inspector, making inquiries about a young girl called Eva Smith who has just died from swallowing a large amount of disinfectant. The Inspector then begins to question each member of the family to uncover their part in Evas death. Priestly uses each character, including the Inspector, to teach the audience very important life lessons both individual and collective responsibility. An Inspector Calls has been called a modern day morality play because Priestly uses his characters to represent the many different people in the world and tries to bring them all together in a family unit to teach them a very important lesson. The lessons learnt can be applied to everyones daily life, regardless of their status/situation and the lesson is one of moral values. This lesson is learnt through the Inspector and Priestly reinforces his main message through the layout and language of the play e. g. the dramatic irony, plain irony and varied characters making sure that everyone can identify to at least one and perhaps learn a lesson from them. Priestlys main theme of the play is that we are all responsible for each other and we all have to think about our actions and what effect they will have on others. This is shown mainly through the parts that each family member play in the death of Eva Smith. Although not entirely to blame, each family member in some way contributed to her death. Even Gerald, one who is not yet in this family, was entwined in a web of immoral behaviour and deceit. Priestly uses each member of the family to represent characters in society. It is in this way that he attempts to enforce the message of responsibility because one is able to identify with at least one character or see it from their point of view. He chooses a family of high social status to bring about another important theme high social status does not necessarily equal good moral and ethical values. The Birlings represent one such family. Mr Birling is used to represent an upper class head of the family, whose main philosophy on life is that a man has to mind his own business and look after himself. The very fact that Birling believes one must look after himself is in complete contrast with the theme of the play collective responsibility. Priestly uses this contrast to teach Birling a lesson and to show the audience how wrong he is which will in turn prove the latter theory. Birling is also particularly preoccupied with social status. He is very conscious of the fact that people have an opinion of him and his family and that social status equals respect within the community. Any threat to his and his familys reputation must be quickly dealt with and covered up. This is shown clearly from his statement Ive got to cover this up as soon as I can in reference to the fact that it has emerged that his son, Eric, has stolen a considerable amount of money form his account. This is also in some way connected to another one of Priestlys themes social status does not equal good morals Eric stealing money, especially from his father. Also, when it is revealed that Mrs Birling too played a part in Evas part, a part that was cruel and malicious, Mr Birling does not seem to even acknowledge what she did was wrong in the slightest. His only words on the matter are, when this comes out at the inquest it isnt going to do us much good. The Press might easily take it up The part in which Birling played in Evas death is the fact that, after a dispute over wages (Eva and various other girls working in the factory wanted a small yet significant pay rise), Birling fired her leaving her penniless and homeless. Birling refuses to accept any responsibility in Evas death because he is not able to see how his firing her could in any way cause her death. The Inspector answers with the following, What happened to her then may have determined what happened to her afterwards, and what happened to her afterwards may have driven her to suicide. A chain of events. This statement sums up all of the familys involvement in her death they were all responsible in part and all contributed to her suicide. Upon hearing this Birling adds some more philosophy Still I cant accept responsibility. If we were all responsible for everything that happened to everybody wed had anything to do with, it would be very awkward. The last part of his philosophy, it would be very awkward wouldnt it, shows that not only can he not see how he contributed to her death (evident from the whole of his speech) but he finds it quite difficult to take responsibility for anything. He is simply not bothered in what happens to others. This shows how difficult it has become for him to accept those of lower status than himself (he thinks of Eva as just another girl who comes under the heading of cheap labour whom he is able to exploit). Even after the rest of the family is questioned and it becomes clear that his sacking of Eva did play, however small, some part in her death, he is unable to accept responsibility. The Inspector later questions Sheila and it emerges that she too played a part in Evas death. After two months of desperation, without work and unable to buy food or pay for accommodation, Eva changed her name to Daisy Renton and managed to acquire a position in a shop called Millwards. Her run of bad luck did not end here. She then got fired from this shop because Sheila got her fired. Sheila was shopping with her mother in Millwards where Daisy worked and, against the advice of her mother and the assistant, tried on a dress, which did not suit her. Sheila thought that she caught sight of the assistant and Daisy smiling at each other in the mirror as if to say doesnt she look awful. Sheila was very embarrassed by this but what made it worse was the fact that when Eva held the dress up to herself it suited her very well. Sheila also says she was very pretty too with big dark eyes which didnt make it any better. This proves that Sheila was very jealous of Daisy, and in her rage she went to tell the manager that if they didnt get rid of the girl, Id never go near the place again and Id persuade mother to close the account with them. Daisy therefore lost her job on account of Sheilas jealousy and anger. This is an example used by Priestly to demonstrate another theme. He is beginning to show that people who are of higher social status, e. g. the Birlings, are far more influential than those of a lower social class but this is not necessarily a good thing. Sheila used her high status to get Eva fired but Eva did not deserve it. The Inspector comments on this with the statement, You used the power you had, as the daughter of as good customer and a man well known in the town, to punish this girl just because she made you feel like that. Sheila later concedes and feels extremely guilty about the fact that she did indeed contribute to Evas death. Erics character is used by Priestly to show that people of a high social status do not necessarily have the correct morals. Erics part in Evas death is in some ways more prominent than either Sheilas or Mr Birlings. After being fired from Millwards, Eva, with no other choice, seemingly acquired the position as a prostitute. When it is mentioned later, in the presence of Mrs Birling, that Alderman Heggarty, someone who is thought of as being of high social class was seen at the Palace Bar, Mrs Birling is very shocked perhaps suggesting that it is not a very respectable place so why would a seemingly respectable man be seen there? Eric refers to Eva as not being the usual sort with reference to the people that went to the Palace Bar. He says that he supposes she didnt know what else to do, implying already that Eva was in such a desperate situation possibly caused by Mr Birling, Sheila and Gerald. Eric is considerably drunk at the bar (something which were learn from Sheila is not uncommon) and later that evening, after buying her several drinks, sleeps with Eva. He returns to the Palace Bar on another occasion and again sleeps with Eva. He refers to her as a good sport but not someone whom he truly cared for. He treated Eva as an object. Eva later found out that she was pregnant and told Eric about it. Eric proposed marriage but Eva refused on the grounds that she knew that Eric did not really care for here. Eva had no job and did not know what she was going to do. Eric insisted on giving her money, which he stole from his father, and eventually Eva refused to take anymore after she found out it was stolen. They never saw each other again. Eric is used also as a contrast with Eva. Priestly depicts two people, both from different backgrounds and of very different social status, and both with very different morals. One expects the person from a high social status to have very good morals and to be an upstanding citizen. It is in fact the opposite in this situation. Eric gets drunk a lot and frequents places, which are deemed inappropriate to those of high social status (see Mrs Birlings comment above). He presumably sleeps with many women whom he does not care about and, although his intentions were good, steals from his father. Eva on the other hand, someone of a low social status, is the one who has the better morals. As soon as she finds out that Eric stole the money she refuses to take anymore. Unlike many girls in her situation she tries to make the best of her lot, she tries to get help. This proves that you cant trust what is on the surface and it proves Priestlys idea that status does not equal morals. Eva seeks help from the Brumley Womens Charity Organisation, a charity set up to help the unemployed, homeless or ill. Money was given to deserving causes. Mrs Birling is the chair of the charity. Charities such as the BWCO had to be set up because at that time in Britain (1912) people had no Welfare State to rely on as they do today. Theses charities were the only help available. Mrs Birling was approached by Eva who asked her for help because she was homeless, penniless and pregnant. Mrs Birling refused. She was annoyed at Evas refusal to tell the name of the father (who happened to be Mrs Birlings son, Eric) and at her gross impertinence which was quite deliberate. Eva called herself Mrs Birling. Mrs Birling admits that it was her influence that got Evas case refused. Mrs Birling simply did not like her impertinence or manner. She says that she is not ashamed of her behaviour and does not feel that she has done anything wrong. This is surely not true as she hid the fact that she knew Eva and only admitting knowing her after much pressure from Sheila. Mrs Birling is used to again show that people of a high social status do not necessarily have the correct morals, and like, Sheila, used her influence to get Evas case refused. Although they both contributed to Evas death in similar ways, Sheila is quick to admit she is wrong and feels extremely guilty whereas Mrs Birling feels absolutely no compassion or remorse. She states, she was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her positions and I dont suppose for a moment that we can understand why the girl committed suicide. Girl of that class Both the endings of these two statements show that Mrs Birling has absolutely no compassion and is simply not bothered with those of a lower class. When asked by the Inspector who she blamed, she says not only the girl but also the father. Mrs Birling is very naive and acts quite idiotically as she implicates Eric. Sheila and the Inspector both realise this, clear from where Sheila begs her mother to stop. Mrs Birling does not realise that by the way she is talking she is getting her son into more and more trouble. This is one of various occasions where Priestly uses dramatic irony. We, the audience, realise the full impact of Mrs Birlings speech and how she is unknowingly convicting her own son. Dramatic Impact is used at the end of Mrs Birlings speech, at the end of Act Two, which ends with Eric entering the house and both the Inspector and Sheila, as well as Mrs Birling, looking apprehensively towards the door as Sheila begs her mother to keep quiet. Later on, after the departure of the inspector, Mrs Birling claims that she was not fooled by the inspector and did not succumb to his ability to draw out information, which is a blatant lie. The Birlings son, Eric, is used by Priestly to show two main themes of An Inspector Calls. Eric shows, through sleeping with Eva because she was a good sport and through stealing money, that people of a high social class do not necessarily have the better morals. We can also see from the different morals of Eva and Eric she not accepting stolen money that a lower social class does not equal worse morals and visa versa (according to Mrs Birling and public opinion Eva have worse morals) and Eva has in fact got better morals than Eric! It also shows how dysfunctional the Birling family actually is: a family with such a high social status and an abundance of wealth does not equal good family life. Mr and Mrs Birling were totally oblivious to Erics drinking problem as well as his social exploits. Eric could not even go to his father for help in his time of trouble. When Mr Birling asks him why he did not come to him for help he replies, Because youre not the kind of father a chap could go to when hes in trouble thats why. He also says to his mother, You dont understand anything. You never did. You never even tried. Priestly uses dramatic tension in this part of the play to show just how separate the family is. We even see Mrs Birling displaying some signs of distress, something quite unusual for her. Eric, nearly at breaking point, accuses Mrs Birling of killing Eva and killing her own grandchild. Mrs Birling cannot bear to hear this and tells Eric, in her desperation, that she did not know, she didnt understand. This is perhaps why towards the end of the play we can see a clear divide between the children and the parents. Mr and Mrs Birling have a problem facing up to their responsibility and cannot bear to hear they were wrong. This can be seen from the way in which Mr and Mrs Birling try to silence Eric and especially Sheila when they talk about assigning blame and guilt. Eric is used in conjunction with Sheila to show a further theme of the play how opinions of the young and old can also be incorrect. After the inspector leaves, the audience is left to see who will actually take heed of his warnings and listen to his very important message. It is, in fact, Eric and Sheila, not Mr and Mrs Birling who learn a lesson. They are shocked at their parents blatant disregard of the blame for Evas death. Immediately after the departure of the Inspector, Eric has an argument with his parents. Mr Birling is furious with Eric because he has caused a public scandal and therefore most probably ruined his chances of a knighthood. He is not annoyed with Eric over his treatment of Eva; after all that has gone on his social status is still his main priority. Eric replies by saying that the knighthood is not important and that he too is ashamed of his parents. Mr Birling says that there is every excuse for what both your mother and I did. Sheila cannot believe this response. She intervenes and says that she knows she behaved badly and she is ashamed of it but now her parents are acting as if nothing has happened. This shows Sheilas maturity and her willingness to learn from what occurred. It is quite clear that neither Mr nor Mrs Birling has taken a lesson from what has gone on. In fact Mr Birling says nothing muc h has happened. How can he not realise that he was to blame in some way for Evas death and see that it is his jaded outlook on life that has caused it? This not only shows the moral difference between the children and the parents but a distinct difference between young and old. It would normally have been thought that the older generation would learn more and not the children but this shows it is the opposite and that perhaps hope for the future rests on the younger generation. The Inspector is one of the most important characters in the play, with regards to conveying the message of both individual and collective responsibility. His role is to examine what really goes on behind the apparent respectability of the middle/high class prosperity; behind the fai de they are uncaring and corrupt. The Inspector can be seen as either a figment of the familys imagination, perhaps a culmination of all of their fears combined (social disgrace, the assignation of blame), hence the name Goole a play on the word ghoul, meaning ghost or phantom. He is there to test their conscience, or as someone, who although is not a real inspector, is there to show them that they are acting in an irresponsible and immoral way. Either way, the inspector is able to cunningly entice all of the information from the other characters, which is necessary to implicate them in the death of Eva Smith. From the moment the Inspector entered the Birling house the atmosphere changed he creates an impression of massiveness, solidity and purposefulness he speaks carefully, weightily, and has a disconcerting habit of looking hard at the person he addressed before actually speaking. The Inspector is used by Priestly to represent the voice of conscience in us all. He strikes the Birlings individually and is also connected with the mystery of time recurrence Time present and time past are both perhaps present in time future and time future contained in past. This quote by T. S Eliot is prominent in the play itself and is demonstrated by the Inspector who shows that all of our actions whether in the past or in present time in some way help to shape our future or in fact our present. The actions of all of the Birling family, actions which took place in the past time, have now contributed to their future the Inspector coming, the possible realisation that they have done something wrong, the social implications. The Inspector has as much of an impact on the audience as he does on the Birlings themselves. This is especially with regards to his final speech before he leaves the Birlings. He has just shown each character that they were in some way to blame for the death of Eva Smith and now, before leaving, makes a final speech, which incorporates all of the lessons they should have learnt. In his speech the Inspector mentions each of the characters in turn, redefining their role in the death. He seems to be less harsh towards Sheila perhaps because of her evident shame and despair at what she has done. The last part of the Inspectors final speech is formidable and forbidding. A lot of repetition is used to reinforce the message that we are all responsible for each other regardless of social class/status. He says quite clearly that although one Eva Smith has gone there are millions of Eva Smiths and John Smiths left with us, with their lives, their hopes and fears, their suffering and chance of happiness, all intertwined with our lives, and what we think and say and do. We dont live alone. We are members of one body. We are responsible for each other. And I tell you that the time will soon come when, if men will not learn that lesson, they will be taught it in fire and blood and anguish. This last sentence is in reference to First World War, which Priestly experienced. The Inspectors message is a symbol of the general need for society to avoid being too satisfied and unaware of other peoples hardships and to act against future disaster e. g. WW1, brought on by arrogance, greed and indifference towards others. After this dramatic speech, perhaps the most dramatic in the play, the Inspector leaves the Birling house. The audience are left with a sense of fear and realisation at what the Inspector has just said and also with suspense to see whether the characters have learnt their lesson. It is clear immediately after the Inspector leaves that Mr and Mrs Birling have missed the whole point of the Inspectors visit. They are still preoccupied with social status: Mr Birling comments to Eric that theyll be a public scandal. Sheila is quick to assign blame to herself showing that she has taken on board what the Inspector has said. Eric launches into an attack on both his parents saying that they are as much to blame as anyone, and he too is ashamed of his own behaviour. Soon there is heated tension this heated tension within the household that shows both a clear divide between parents and children, perhaps the difference between young and old and the ability to accept change and that they have done something wrong. It also shows that with all of the revelations everything has changed relationships have been turned upside down and the children feel that it is not necessary to show such a great respect for their parents anymore. Instead of focusing on the tragedy, they blame each other. Although the children do accept what they have done wrong, the tendency to assign blame shows that they have not fully understood what needs to be changed. This is especially prominent with Eric.

How to Identify a Pseudoscience

How to Identify a Pseudoscience A pseudoscience is a fake science that makes claims based on faulty or nonexistent scientific evidence. In most cases, these pseudosciences present claims in a way that makes them seem possible, but with little or no empirical support for these claims. Graphology, numerology, and astrology, are all examples of pseudosciences. In many cases, these pseudosciences rely on anecdotes and testimonials to back up their often outlandish claims. How to Identify Science vs. Pseudoscience If you are trying to determine if something is a pseudoscience, there are a few key things you can look for: Consider the purpose. Science is focused on helping people develop a deeper, richer and fuller understanding of the world. Pseudoscience often focuses on furthering some type of ideological agenda.Consider how challenges are dealt with. Science welcomes challenges and attempts to disprove or refute different ideas. Pseudoscience, on the other hand, tends to greet any challenges to its dogma with hostility.Look at the research. Science is supported by a deep and ever-growing body of knowledge and research. Ideas around the topic may have changed over time as new things are discovered and new research is performed. Pseudoscience tends to be fairly static. Little may have changed since the idea was first introduced and new research might not exist.Can it be proven false? Falsifiability is a key hallmark of science. This means that if something is false, researchers could prove that it was false. Many pseudoscientific claims are simply untestable, so there is no way for researchers to pr ove these claims false. Example Phrenology is a good example of how a pseudoscience can capture the public attention and become popular. According to the ideas behind phrenology, bumps on the head were thought to reveal aspects of an individuals personality and character. Physician Franz Gall first introduced the idea during the late 1700s and suggested that the bumps on a persons head corresponded to the physical features of the brains cortex. Gall studied the skulls of individuals in hospitals, prisons, and asylums and developed a system of diagnosing different characteristics based upon the bumps of a persons skull. His system included 27 faculties that he believed directly corresponded to certain parts of the head. Like other pseudosciences, Galls research methods lacked scientific rigor. Not only that, any contradictions to his claims were simply ignored. Galls ideas outlived him and grew wildly popular during the 1800s and 1900s, often as a form of popular entertainment. There were even phrenology machines that would be placed over a persons head. Spring-loaded probes would then provide a measurement of different parts of the skull and calculate the individuals characteristics. While phrenology was eventually dismissed as a pseudoscience, it did have an important influence on the development of modern neurology. Gall’s idea that certain capabilities were linked to certain parts of the brain led to a growing interest in the idea brain localization, or the notion that certain functions were linked to specific areas of the brain. Further research and observations helped researchers gain a greater understanding of how the brain is organized and the functions of different areas of the brain. Sources: Hothersall, D. (1995). History of Psychology. New York: McGraw-Hill, Inc. Megendie, F. (1855). An elementary treatise on human physiology. Harper and Brothers. Sabbatini, R.M.E. (2002). Phrenology: The History of Brain Localization. Wixted, J. (2002). Methodology in experimental psychology. Capstone.

Analysis of Information Technology in Dentistry †MyAssignmenthelp

In this essay we are going to discuss about the ICE policies. The ICT policies is been discussed with regard to a developing country in Latin America. The country chosen over here is Uruguay. The ICT policies are chosen because it is an important roadmap for implementing the strategies of ICT. It exhibits the action that is too pursued as well as adopted by government to solve problems in ICT regarding access as well as civil liberties. Therefore this topic is interesting as well as it can enhance the knowledge of the most important aspect of ICT which is the policies regarding it.   Ã‚  The Oriental Republic of Uruguay is a South American country, situated among Argentina and Brazil. Montevideo is its capital and the nation is formally confined into nineteen states. Uruguay is as yet exceptional for its high capability rate, unlimited urban common laborers, moved direction and institutionalized reserve funds systems and by and large even compensation flow, regardless of the debilitating of some social conditions all through the latest numerous times of the twentieth century (Kozma & Vota, 2014). Uruguay's economy is portrayed by a passage orchestrated provincial region, a particularly arranged workforce, and a lot of expenses socially. Since 2004, in the course of sensible macroeconomic organization and abetted by great conditions in abroad, its financial status has been creating at a typical of 8% consistently (CIA, 2009). This money related improvement and the social courses of action completed by the organization have reinforced a reducing in desperation (from 33% in 2002 to 21.7% in July 2008) and unemployment (from 20% in 2002 to 7.6% in 2008). Regarding structure of the ICT division, there is an alternate media correspondences controller, and the category of the standard settled telephone head is that it is openly asserted (Jimenez-Marroquin, Deber & Jadad, 2014). Contention among Uruguay's adaptable market providers is exceptionally remarkable: each one of the three chairmen have starting at now moved 3G organizations. In connection to the more extensive global setting, Uruguay in the year, 2007 positioned 63 among 181 nations in the Computerized Opportunity Management Record (DOI),37 scoring 0.48 contrasted with the world normal of 0.4, and positioned ninth among LAC nations. Likewise, in the last release of the Arranged Preparation List (NRI) 38 Report (2008–2009), Uruguay positioned 65th among 134 nations (scoring 3.85, while the most noteworthy were Denmark, scoring 5.85). 10 nations that belongs from the LAC district included in the high portion of global positioning, Uruguay stood eighth among all of them. At last, in the year 2008 version of the ICT Improvement List (IDI) 39 Uruguay positioned 49th among 154 nations, possessing the third position among LAC nations. Uruguay's Digital Agenda (UDA) of 2008-2010, created by AGESIC, is one of the nation's program for tending to the issues of ICT at a national level, that includes the improvement and enhancing the association with the broader worldwide setting, in 2007 Uruguay situated 63 among 181 countries in the Propelled Open entryway Record (DOI), 37 scoring 0.48 appeared differently in relation to the earth typical of 0.4, and situated ninth among nations of LAC. Moreover, in the most recent arrival of the Composed Status Record (NRI) 38 Report (2008–2009), Uruguay situated 65th among 134 countries (scoring 3.85, while the most raised were Denmark, scoring 5.85). Ten countries from the region of LAC highlighted in the top segment of the overall situating, and Uruguay scored eighth among all. Finally, in 2008 form of the ICT Progression Record (IDI) 39 Uruguay stood 49th among 154 countries, including the 3 rd place among LAC nations. Uruguay's Digital Agenda (UDA) of 2008-2010, made by AGESIC, is the nation’s program to check out for ICT related concerns at a national level. This includes the change and overhaul of ICT system, targets related to social value in the utilization of ICT and what's more the period of informative substance of ICT framework, objectives identified with social uniformity in the utilization of ICT and in addition the era of instructive substance (Hasan, 2014). It initiates the transparency, digital inclusion, strengthening of the democratic, and e-government out of different characteristic in order for improving the quality of life of the population’s. In specific, the structure change line's basic target is for making and updates the mechanical establishment Management at a national level, and also to fulfill the specific capacities needed for its practicality. Every lines had a couple targets and goals. In the first place, Ceibal has a fragment that is political since it is a bit of the monetary and social headway visualization of the country. It is predicted that the in all cases accessing to ICT in general society eye will pass on an incentive as for accessing to the realizing, which is one of the sections in which countries are building up their forcefulness and money related change that prompts impartial social progression. Moreover, Ceibal is considered as an instrument for recovering the important piece of government supported schools' ensuring approach open entryways for Uruguayan locals, which in by one means or another is for feeling to be gone astray (Hasan, 2014). In this logic, ICT are considered as informative body that will enable all institutions to finish relative stages of significant importance. This doesn't seem, by all accounts, to be a bit of the image of the educational to drastically change instructing and education structures that is frequently joined into th ese systems. Nor all combined into the more far-reaching suggestion of OLPC which claims those youths will make sense of how to learn by virtue of their individual and synergistic correspondence with or through ICT (Lee & Han, 2013). In the hidden portrayals of Ceibal, there are void references for changing of an educational substance industry, nor watching out for the possible results which as a result of this technique Uruguay transforming into a development progression state. In any case, conceivably due to organization of Uruguay's as the very first nation for realizing the structure of OLPC, they mainly focuses on various ways for managing endorse this know-in what way as to wind up pioneers in mechanized informative substance era and organizations movement for the planned model (Aranha, Cruz & Pinheiro, 2014). With a particular ultimate objective for doing this, Ceibal is working up with a specific plan known as the "Rayuela" development. This will advance the change of an ind ustry of electronic educational assets substance attempting for exchanging these substance to the other South American nations and develop a particular support industry prepared to provide the organizations required by the Uruguayan schools and, also aid other countries. Besides, LATU hopes to twist up obviously a fundamental consultancy firm to help diverse countries realizing ICT in guideline systems charged by the OLPC (Gallego & Gutirerrez, 2015). The Organization of the Republic, the most amazing political master in Uruguay, derived Ceibal. In spite of the way that this commitment outfitted Ceibal with the required pushed for combining and clearing the requirement political and social performing specialists, it could additionally   have been the circumstance that it could have transformed into the objective of political analysis that could be crippling, its headway. If this was the situation, these responses never contained sufficient echoes for jeopardizing the execution of the wander, which in actuality has had a creating positive social affair within 152. Furthermore, the presidential obligation moreover supported the openness of the obliged resources for realize the wander in a scale of the countrywide in for the most part short time (Clastornik, Dornel & Parra, 2016). The support for the informational zone was not rapid. The ANEP and the Basic Guideline Commission, in charge of directing fundamental instructive system, was truant when the wander was made, yet rather after a short time they had a dynamic influence in its synchronization, expecting obligation for the instructive sections of Ceibal. The Uruguayan Partnership of Educators moreover maintained the wander from the most punctual beginning stage, sharing in an uncommon commission with the Basic Preparing Commission, for working in the use of Ceibal. Despite these sponsorships, a couple of get-togethers of teachers demonstrated their doubts on the wander and a few of those even got discarded, by attesting there were distinctive needs in the learning system that required sincere thought (Gallego & Gutirerrez, 2015). This hidden strain with the structure of the educational field may be illuminated by the way that instructors were not gotten some data about the wander at its begin or on account of a bona fide instability about the advancement of the idea to enormously join tablets for the youths in the classrooms. Its primary objective is for developing the sensible progression of the country and its worldwide incorporation through advancement and trade of noteworthy courses of action concerning consistent, metrological, inventive, managerial and consistence assessment organizations, as shown by the fitting controls (LATU, 2009). LATU was accountable for driving the specific and operational execution of the wander. Ceibal, as a noteworthy part of LATU, could make the particular and vital organization required to secure, prepare, consign, proper and give specific support to the countless passed on. Moreover, it created the volunteers' frameworks, developing an educational passageway and working in a joint exertion with uncommon working social events of the workplaces in charge of managing the informational structure (Crespi & Dutrenit, 2014). Towards the finish of 2009 Ceibal ended its first execution arranges that had the objective of giving a tablet to every tyke and educator of open essential training. One of the greatest difficulties of the primary execution stage was one of the moderately restricted times accessible for actualizing the venture in the nation. This extension was arranged in four phases (Ceibal, 2009b): Stage 1 (first semester 2007): School N º24 of "Estate Cardal", office "Florida". "Manor Cardal" is a town with 1,290 occupants and just one school had 150 students. For this stage, OLPC gave the PCs; 154 | Changing Training: The Energy of ICT Strategies (Cassoni, 2015) Stage 2 (second semester 2007): Rest of the "Florida" office till it is secured completely. In the month of October of the same year the first 100 thousand portable workstations and 200 servers were permitted to purchase through an awaiting procedure. Youngsters and educators got these PCs soon thereafter (Tan et al., 2017) Stage 3 (year 2008): Over 175,000 PCs were conveyed, finishing all schools within the nation, except of part of the bureau of Canelones, Montevideo and its metropolitan zone (Barcellos, Leite & Monteiro, 2016) Stage 4 (year 2009): whatever remains of the branch of Canelones is finished together alongwith Montevideo and its metropolitan territory: With this, all kids and educators in essential state funded training got portable PCs, achieving 362,000 youngsters and 18,000 instructors. The following figure condenses the four phases of the usage of Ceibal in essential training (Hasan, 2016). All in all, Ceibal has all the earmarks of being an extensive activity that put stock in the administrations inside limit (LATU, ANEP, and so forth.) to give the arrangement of products and ventures considered in this approach. In any case, upon nearer assessment, it can be noticed that there are an assortment of methodologies and that most of them have advanced after some time. For the purpose of portrayal of these qualifications, it is significant for using the typology projected by Barber (2007) to depict the philosophies used by various governments for the game plan of open items and endeavors. Beautician perceives three sorts of procedures: Summon and control: When the assembly is the supplier of general society stock and ventures and using a top-down organization come closer from the center, for the decentralized citizen driven association's units (Gubrena et al., 2014) Devolution and straightforwardness: When the organization decreases obligation and autonomy for the game plan of open items and dares to the decentralized organization units (cutting edge) and makes structures to measure execution that are open, for pushing the upgrading; and Semi markets: When the delegates of the organization the course of action of open stock and undertakings to the private part, either totally privatizing the game plan and completing the systems that regulatory or granting its property and controlling for various authorities of the marketplace. Ceibal's procedures and strategies can be depicted as commonly "request and control," since the game plan of PCs were dealt with halfway by LATU or ANEP through their different inside frames, until going for the beneficiaries. A part of the clearest delineations is: (i) the course of action of exercises completed by LATU to circle, acquaint and give particular support with the aggregate ICT structure (PCs, servers, and fra meworks) and (ii) the plan of automated enlightening assets executed by ANEP and LATU (Cave et al., 2014). Disregarding the way that Ceibal is a methodology which has been executed transversally throughout the structure of Uruguayan of the state (administrations and diverse workplaces), its movement of the country over has in like manner included distinctive on-screen characters starting from various ranges that support and increment the state's attempts. Regardless of the way that few of these exercises begun from external source of the organization, they have been maintained and created through Ceibal, that enabled the readiness for performing specialists from the normal society, societal affiliations, universities and private division. A noteworthy number of these external exercises for sustaining were depicted in fragment 2.4.1. In a substitute locale, throughout the Rayuela Augment, Ceibal is also including the personal division accessories in the wander, particularly the item business (Proenza & Girard, 2015). Finally, it justifies determining that disregarding the way that Ceibal w as arranged towards state subsidized guideline just, in the midst of its fundamental use a segment was made remembering the ultimate objective to unite non-government-funded schools into the movement. As for the general enlightening methodologies, and approving with the UNESCO guidelines in general, the government of Uruguaya preferably imparted its engagement for improvement of the students’ presentations, for extending the open utilization on preparing and for developing a state-financed direction advantage in consonance with the work grandstand demands, however constantly putting the esteem manage at the point of convergence of the national system (Jordi et al., 2016). The execution of the checking and the model of appraisal were arranged proceed in three different stages: A pilot compose completed in December 2008 that measured the use of an outline which was included reviews for instructors, principals, children and gatherings of forty-four schools having short and lengthy moment of enthusiasm for Ceibal. Utilization of a review in June 2009 that included overviews for a comprehensively illustrative case of instructors, principals, youths and families supplemented by a subjective examination of 20 gatherings that included gatherings and workshops that is participatory in nature. Out and out, the data amassing is considered 5,682 adolescents from 3rd to 6th grades – 7,620 families, 1,050 teachers and 200 principals (Acharya, Rathod & Upadhyay, 2016). In addition, the model considering the data collection about circuitous consequences and the results, considering the diminishment of the propelled detachment and the headway of modernized cons olidation as multidimensional troubles which fuses the passageway to ICT (Aranha et al., 2016), its usage, the inclination which have a PC makers for children and the educators and its resultant at home. Expound standard utilizing pointers that can be utilized to quantify effects of Ceibal in social, social, monetary and vote based interest measurements. Recognize and portray the most significant performing artists and gatherings (stratifying by financial gatherings and ICT encounter). Break down the advancement after some level of time and nature of utilization of the apparatuses and social interest in the creation of substance (Truncano, 2016). Create intermittent data with respect to the three primary parts of Ceibal: preparing, dissemination and upkeep of portable PCs and its utilization. Recognize preparing and bolster activities actualized by Ceibal and common society and in addition between institutional coordination. In view of the investigation of the data, give proposals to basic leadership. Recognize the adjustments in the open doors, practices, learning, conceivable outcomes, discernments and prosperity of the families and group individuals taking an interest in Ceibal and what elements add to or ruin these progressions (Monge-Gonzà ¡lez & Hewitt 2015). Break down the adjustments in the connections and relations amongst schools and families and within the families; the adjustments in the practices that is social and in the utilization of extra time in the wake of presenting a tablet in the youngsters' social condition. Break down people's interest in systems; concentrate the effect because of the shared origination of Ceibal's portable PC. Study the effect in the kids' confidence, in their inspiration to learn and accessible open doors for them (Katz, Koutroumpis & Callorda, 2014). Notwithstanding the observing and assessment activities executed by the Ceibal assessment commission, there have been numerous different activities that examined, or are presently concentrate, distinctive parts of Ceibal. Huge numbers of these activities were a piece of the pilot phases of Ceibal, and were for the most part contextual investigations that taken a gander at specifi c parts of the venture and others didn't utilize thorough assessment strategies, in this manner announcing rather recounted data. One fascinating activity is the "Flor de Ceibo" extend in which, in 2008, understudies of the College of la Repà ºblica fielded work in 97 groups partaking in the venture, accumulated information on its usage, and supported the groups in different customs (DuToit, 2015). It was to be demonstrating that 85% of the surveyors concur that Ceibal "enhances the eventual fate of the youngsters" and 92% addressed which put the kids "in contact with the world." Moreover, 49% concurred that it "puts the kids in contact with destructive data." In regards to the review actualized by the Assessment Commission of Ceibal, the accompanying areas report a portion of the underlying discoveries that were discharged in end of the December, 2009. As to get to, utilizing optional information, the review reports that in the vicinity of 2006 and 2008, due the usage of Ceibal in the inside of the nation, admittance Web in schools that have change fundamentally: from 32% of the youngsters getting to Web in schools in 2006 to 67% in 2008. Regardless of numerous activities actualized since the 1990s, the republic of Uruguay had issues managing a nationalized arrangement to present ICT in schools, particularly in essential training. In any case, in 2006 Uruguay began the Arrangement Ceibal which accomplished the arrangement of portable PCs of all the essential students and educators in a time of three years and now it is beginning a comparable system for auxiliary training. In Uruguay today, every elementary school – and soon every optional school too – their educators, understudies, and families will have the chance for utilizing and learning with the help of ICT. Notwithstanding this achievement, Ceibal confronts extraordinary difficulties with respect to specialized and academic support, substance and Web arrangement, and maintainability, among others. In spite of the fact that Ceibal has an unequivocal instructive talk and has been executed over the instructive framework, its proposition goes a long ways past schools (White & Parker, 2016). To be sure, this arrangement is as a matter of first importance a social approach attempting to affect specifically kids, families and the general public and, also, an instructive strategy attempting to affect schools and on educators' academic practices. Moreover, as the worldwide experience has illustrated, Ceibal is additionally demonstrating that paying little heed to the innovation conveyance show, strategy creators need to incorporate integral procedures to guarantee instructors' expert advancement, the accessibility of sufficient computerized instructive assets and the arrangement of specialized and academic support. At long last, the model of Uruguay is envisioned by numerous nations with low rate of accessibility of ICT in the schools as well as homes as an approach for moving rapidly towards the twenty-first century Data Society. Acharya, G. D., Rathod, J., & Upadhyay, D. (2016). ICT as a change Agent for Technical Education–A Case Study of Atmiya Institute of Technology and Science. Aranha, M. I., Cruz, J. M., & Pinheiro, A. A. (2014). Latin American Federative Variables for ICT and Development Research: A Comparison between Argentina, Brazil, Chile, Colombia, Mexico, Peru, Uruguay, and Venezuela.  Redes. com: revista de estudios para el desarrollo social de la Comunicacià ³n, (9), 211-231. Aranha, M. I., Oliveira, F. M., Falcà £o, R. L., & Gazzaneo, N. (2016). ICT Institutional Framework in the Americas Region. Barcellos, R. E. M., Leite, C., & Monteiro, A. M. R. (2016). Integration of technologies policies and Basic Education Teacher Training in Uruguay.  education policy analysis archives,  24, 22. Cassoni, A. (2015). ICT sectors and clusters, local firms performance and employment generation: the case of Uruguay. Cave, J., Joyce, C., Shahin, J., Cave, B., & Schindler, R. (2014). Putting the IC into ‘Policy’: strategic analysis for optimising the role of ICT. Clastornik, J., Dornel, S., & Parra, D. (2016, March). Uruguay's Digital Policy. In  Proceedings of the 9th International Conference on Theory and Practice of Electronic Governance  (pp. 64-67). ACM. Crespi, G., & Dutrà ©nit, G. (Eds.). (2014).  Science, technology and innovation policies for development: the latin american experience. Springer Science & Business Media. Du Toit, J. (2015). Teacher training and usage of ICT in education. New directions for the UIS global data collection in the post-2015 context.  UNESCO Institute for Statistics, Retrieved,  16. Gallego, J. M., & Gutià ©rrez, L. H. (2015). ICTs in Latin America and the Caribbean: Stylized Facts, Programs and Policies. Gallego, J. M., & Gutià ©rrez, L. H. (2015).  ICTs in Latin American and the Caribbean Firms: Stylized Facts, Programs and Policies: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank. Guberna, A. M. C., Lopes, C. R. S., Galeffi, D., & de Barros Pereira, H. B. (2014). Interactivity in education: social and complex network analysis.  An Overview of Digital Media in Latin America, 80. Hasan, M. Z. (2016). Evaluation of a Government ICT Policy Document from a Communicative Action Perspective: A Case of Bangladesh.  The Electronic Journal of Information Systems in Developing Countries,  73. Hasan, S. (2014). ICT policies and their role in governance: the case of Bangladesh.  Science, Technology and Society,  19(3), 363-381. Jimenez-Marroquin, M. C., Deber, R., & Jadad, A. R. (2014). Information and communication technology (ICT) and eHealth policy in Latin America and the Caribbean: a review of national policies and assessment of socioeconomic context.  Revista Panamericana de Salud Pà ºblica,  35(5-6), 329-336. Jordi, L., Figueiredo, M. Ç., Barone, D., & Pereira, C. (2016). Study and analysis of information technology in dentistry in Latin American countries.  Acta Odontolà ³gica Latinoamericana,  29(1), 14-22. Katz, R. L., Koutroumpis, P., & Callorda, F. (2014). The Latin American path towards digitization.  Revista de Estudios para el Desarrollo Social de la Comunicacià ³n, (9), 151. Kozma, R. B., & Vota, W. S. (2014). ICT in developing countries: Policies, implementation, and impact. In  Handbook of research on educational communications and technology  (pp. 885-894). Springer New York. Lee, H. S., & Han, H. S. (2013). A Study on Silver ICT Policies of International Organizations and Foreign Countries, Broadcasting and Communications Convergence Future Strategy System Research Report.  Ministry of Science, ICT and Future Planning, 14. Monge-Gonzà ¡lez, R., & Hewitt, J. (2015). ICT sectors and clusters, local firm performance and employment generation in Latin America: final report. Proenza, F. J., & Girard, B. (2015).  Public Access ICT across Cultures: Diversifying Participation in the Network Society. MIT Press. Tan, S. C., Cheah, H. M., Chen, W., & Choy, D. (2017). Integrating ICT into K-12 Education–A Global Perspective. In  Pushing the Frontier  (pp. 11-25). Springer Singapore. Trucano, M. (2016). SABER-ICT Framework Paper for Policy Analysis. White, G., & Parker, L. (2016). Building and Sustaining National ICT/Education Agencies.

Native Americans In Kentucky Research Paper Example | Topics and Well Written Essays - 2500 words

Native Americans In Kentucky - Research Paper Example Once the land was regarded as free land, it became a free resource for the new settlers who went ahead to divide the land among them. The arrival of settlers ushered in individual land ownership for settlers and the removal of native tribes from their ancestral land. In contrast, Native Americans had an entirely different approach to land ownership, as the land was viewed as communal land held in trust. They had no concept of individual land ownership; however, there was the concept of tribal territories. Tribes living on specific land had no problem accommodating other tribes, as long as the new tribes lived in peace and harmony with them.This concept was important to the native tribes as it held the tribes together and fostered communal responsibility towards everything that appertained to life. The history, traditions, cultures, and norms of the tribe were held in trust by the elders. Each native tribe had its own unique traditions, culture, practices, and norms that had been shap ed by their individual experiences as a community. Banning the native tribes together and relocating them threw them into a cultural melting pot that did not afford the natives time to blend. TheIroquois Indians named the region where the present state of Kentucky â€Å"Kentake† or â€Å"meadow land†. This meadowland region was the home of four different Native American tribes. The native tribes had their own cultures and traditions that were unique to each tribe despite their shared similarity in dialects.

Summary and response Essay Example | Topics and Well Written Essays - 250 words

Summary and response - Essay Example le media such as tv, books, computers, mp3 players and video games by children in the United States are cited, and questions are raised regarding the proper response to such emerging issues. A short questionnaire is supplied, and readers are invited to test themselves against these questions to see whether or not they suffer from internet addiction. The authors conclude with some advice regarding early interventions and treatment and there is a reference list with useful sources for further reading. This is an informative article which explains the relation between internet usage and other types of behavior which can be quite normal when carried out in moderation, but become pathological when taken to an extreme. It gives good advice on a rather simplistic level and this makes it suitable general public readership. The article describes what internet addiction is, how it can affect people, and what to do about it, but there is no consideration of the causes of this problem or any statistic on trends across countries and through time. The authors asked the question whether internet addiction is an epidemic or a fad, but they did not fully answer this question. They admit that it is a problem â€Å"for at least as subset of internet users† (Jaffe and Uhls, 2011, p.1) but it is hard to tell how serious or widespread this problem is. I would like to have seen a deeper analysis of the reasons why people are so drawn to the internet and what the bigger implications are for Ame rican lifestyle and culture now and in the future. Jaffe, Adi and Uhls, Yalda T. â€Å"Internet Addiction – Epidemic or Fad?: Can people really get addicted to the holy internet?† Psychology Today. November 17, 2011. Available at:

Mark and his Attacking Janet Essay Example | Topics and Well Written Essays - 500 words

Mark and his Attacking Janet - Essay Example For Mark, there are several laws that can be used to give advice to him. As by law, he can remain silent and not disclose his whereabouts during the night Janet was attacked. Silence is instructed by Criminal Procedure and Investigations Act 1996 and CJPOA 1994 s.34 and 37. The right to silence is given to Mark, through this law. The Right to Silence indicates that the accused does not have to answer questions during trial and hearing or before it in order to avoid self-incrimination.As by law, he can remain silent and not disclose his whereabouts during the night Janet was attacked. Silence is instructed by Criminal Procedure and Investigations Act 1996 and CJPOA 1994 s.34 and 37. The right to silence is given to Mark, through this law. The Right to Silence indicates that the accused does not have to answer questions during trial and hearing or before it in order to avoid self-incrimination. â€Å"[†¦] it is not the compulsion to answer questions which creates the breach of Art. 6, but the subsequent use of the evidence so obtained. In any event, for the most part, a suspect cannot be prosecuted for refusing to answer questions.† (KeyZone, Public Law). â€Å"(d) to examine or have examined witnesses against him and to obtain the attendance and examination of witnesses on his behalf under the same conditions as witnesses against him† (European Convention on Human Rights) This means that Mark has the right to cross-examine the witnesses that are testifying against him for the attack on Janet.

Retail marketing strategy Essay Example | Topics and Well Written Essays - 2000 words

Retail marketing strategy - Essay Example The entrepreneurs behind these ventures risk their capital, invest their time and make a living by offering consumers something they need or want. Most retailing involves buying merchandise or a service from a manufacturer, wholesaler, agent, importer or other retailer and selling it to consumers for their personal use. The price charged for the goods or services covers the retailer's expenses and includes a profit. Each year, this vital sector of the UK economy accounts for about 08 percent of our gross national product--more than $1 billion.. Most are store retailers, though there are other types of enterprises--such as e-commerce, mail order, automatic-merchandising (vending) machines, direct retailing (door-to-door and home party sales), and service providers. There are a considerable number of commentaries on the changing food retailing sector in UK. The sector is seen as being at the fore front of change and the leading food retailers are amongst the largest companies. Growing concentration in the economy has been associated with the increasing power of multiple retailers and a decline in the strength of the co-operatives and independents. The rise of the multiple retailers particularly through economies of scale and replication has produced a situation where only a handful of companies dominate food retailing. Currently the leading food retailers are Sainsbury and Tesco with Safeway in third place.

Assess and illustrate the changing nature of the secularisation deabte Essay

Assess and illustrate the changing nature of the secularisation deabte - Essay Example Bryan Wilson posits three dimensions on which secularization may be analysed, namely religious practice, religious organization and religious thought. Religious practice refers to the number of members within a particular religious organization as well as the number of individuals that are present for the actual participation in the practice. Religious organization refers to the amount of influence the Church has on the operation of a society. Religious thought refers to the concept of God and good and evil and the amount of value that each member of society places in these concepts. (Livesey p.5) Wilson noted that this third ingredient is vital in the discussion of secularisation since both religious practices and religious organizations may be on the decline but in the hearts of the individual members of society religious thought could be increasing in leaps and bounds. Peter Berger (as quoted in Aldridge 2000, p.78) defines secularisation as â€Å"the process by which sectors of society and culture are removed from the domination of religious institutions and symbols.† Consistent with this idea, Wilson (as quoted in Aldridge 2000) defines secularization as â€Å"the process by which religious thinking, practice and institutions lose social significance.† Has secularization indeed taken root in today’s society? On the surface it appears that there are fewer persons attending church, fewer marriages taking place, fewer men willing to make a profession in the clergy and fewer individuals regarding Christian celebrations as meaningful. However, is there any empirical evidence to ascertain that these factors are in fact truth? Has the indoctrination of empirical research and industrialization influenced secularization, defined broadly as â€Å"religious decline† (Haralambos, p.436)? In the nineteenth century Auguste Comte believed that human history comprised three phases: the theological stage in which religion held a dominant role, followed