Samantha Philosophy Essay an Example by

Samantha Philosophy Essay The purpose of this paper is to explore on the concept of death based on the perspective on the two philosophers- Jacques Derrida and Martin Heidegger. Basically, Heidegger (1962) states that Death is the possibility of the absolute impossibility of Dassein (294). Meanwhile, Derrida (1993) claims that Death is the name of impossible simultaneity and of an impossibility that we know simultaneously, at which we await each other, at the same time (65). And so, one can see here that there is a significant difference between the definition of death provided by the two philosophers. This paper will give light to the contradicting philosophy of death. Need essay sample on "Samantha Philosophy Essay" topic? We will write a custom essay sample specifically for you Proceed Heideggers Concept of Death The role of the Dasein on Heideggers point of view on death is very critical. According to Kemerling (2001), the Dasein is not simply a synonym for consciousness but it indicates the fact that human beingsand only human beingstruly exist, in the fullest sense, only when being-there for-themselves. Indeed, human beings truly exist but the real question is our Dasein or being-there. More importantly, Dasein is subject to a systematic, radical uncertainty. This uncertainty on Dasein is rooted on the constant concern for our death. Specifically, the Dasein is shaped by death since the concern for annihilation is an ever-present feature of the human experience. As such, it is said that death is the key to life. Furthermore, death is perceived to be a peculiar possibility of the Daseins Being. As such death should not be something outside of Daisen since it is an integral part of the Daisen. In other words, Death is Dasein's ownmost, non-relational and uttermost possibility. In addition to these characteristics of death is aspect of death as certain and indefinite. (Cavalier, 2007) Derridas Concept of Death The most vital question utilized in Derridas analysis of death in Aporias is the possibility of his own death. In his own words, Is my death possible? This question poses various complications especially on the phrase my death. In fact, these words are absolutely irreplaceable and singular. As such, it implies that no one can die for me in the sense of definitively taking away or exempting me from my death. This is further complicated by the difficulty of knowing what one is talking about when speaking about death. And no one can really know the meaning of this word or what it is referring to. (Calarco, 2003) Moreover, the philosophy of Jacques Derrida implies the concept of death as an aporetic possibility. In other words, there is an aporetic experience of death. More specifically, this is interpreted as the experience of death as a limit that cannot but nevertheless must be crossed. (Thomson, 1999) Heidegger vs. Derrida on Death To interpret Heideggers philosophy on death, it is the realization of the annihilation of an inpidual on earth. However, even if death is realized, it is not really experienced by the person since he is no longer in the state of consciousness or being in Dasein. And so, death becomes the possibility of the absolute impossibility of Dasein. One undergoes the process of the death but he cannot really experience death because at this rate, the Dasein is already gone or not present. On the case of Derrida, his philosophy on death discredits the existential analysis of death by Martin Heidegger. Specifically, Derrida questions the certainty of obtaining death, the possibility of dying per se, the likelihood of meeting death the sense of death which can happen in him. That is why the words my death have been an important factor on the discussion and analysis of Derridas perspective on death. One of the similarities on the concept of death of the two philosophers is their ability to stop mankind on looking for a final resting-place for thoughtthe sort of thing which Being or Mind or Reason were once thought to be. (Rorty, 1984) On the differences, there are also various distinctions that set the deaths philosophy of Derrida and Heidegger apart. On Heideggers philosophy, it talks about the possibility of death that is most proper to Daisen. While in the case of Derrida, he poses the question Is my death possible? This question stated by Derrida already implies the impossibility knowing what one is talking about when speaking about death. And so, the approach of Heidegger on death is the existentialism. Existential analysis claims that death is a possibility of an impossibility that is most proper to Dasein. On the point of view of Derrida, philosophers and historians never pause to raise the question of being concerning death. They grant themselves knowledge on death when they are in reality only working within an implicitly presupposed interpretation of deaths meaning. (Colarco, 2003) Indeed, the logic or way of arriving into the concept of death between the philosophers is highly different. As such, this condition leads to the different nature of analysis and definition on the concept of death. Nonetheless, it still yields to the enlightenment of mankind on the life in general and death in particular. REFERENCES Calarco, Matthew. (2003). On the Borders of Language and Death: Derrida and the Question of the Animal. Retrieved on June 20, 2007 Cavalier, Robert. The Problem of Death. Lectures on Heideggers Being and Time. Department of Philosophy, Carnegie Mellon University. Retrieved on June 20, 2007 Derrida, Jacques. (1993).Aporias: DyingAwaiting (One Another at) the Limits of Truth. Trans. Thomas Dutoit. Stanford University Press: Stanford. Heidegger, Martin. (1962). Being and Time. Trans. John Macquarrie and Edward Robinson. Harper and Row: New York. Kemerling, Garth. (2001). Heidegger: Being-There (or Nothing). 27, October. Retrieved on June 20, 2007 from http://www.philosophypages.com/hy/7b.htm Rorty, Richard. (1984). Derrida, Jacques. Contemporary Literary Criticism. 16, February, Volume 87. Thomson, Ian. (1999). Can I Die? Derrida on Heidegger on Death. Philosophy Today. Spring, 29-42.

Capital Punishment11 essays

Capital Punishment11 essays ?The?Capital punishment is the infliction of the death penalty on persons convicted of a crime.? This has been a topic of debate for many years. ?Why do we kill people to prove killing people is wrong The 1st argument I have against capital punishment is that it's unconstitutional. Every person has an equal right tolife, liberty, and the pursuit of happiness.? This is a quote from American Civil Liberty Union National Office,Capital punishment is a barbaric remnant of an uncivilized society. It is immoral in principle, and unfair and discriminatory in practice.? Does the government have the right to kill? Maybe in self defense, like a policeman firing on a armed and dangerous criminal. Suppose we apply the same standards to the government that we have for civilians. A civilian has the right to shoot at an intruder as he is entering his home but if the civilian catches the intruder and has him under his control, the shooting him would be considered murder. That's what capital punishment is...simple murder. Against: I agree that capital punishment is a relic of barbarism but as murder itself is barbaric, death is a fitting punishment for it. It goes along with the ?eye for an eye? principle. For example, someone steals $10 from you and then the person who stole your money has the same thing happen to them? Doesn't that satisfy you? Many feel the same about murders who are sentence to die. The criminal has brought the punishment upon himself, they The 8th amendment of the us constitution, condemn gruel and unusual punishment is used to protest capital punishment. For:: When the constitution was drafted, capital punishment was practiced widely in this country, yet it was not specified as wrong or as cruel and unusual. John Locke went as far to say that murder is ...

Definition and Examples of Critical Thinking

Definition and Examples of Critical Thinking Critical thinking is the process of independently analyzing, synthesizing, and evaluating information as a guide to behavior and beliefs. The American Philosophical Association has defined critical thinking as the process of purposeful, self-regulatory judgment. The process gives reasoned consideration to evidence, contexts, conceptualizations, methods, and criteria (1990). Critical thinking is sometimes broadly defined as thinking about thinking. Critical thinking skills include the ability to interpret, verify, and reason, all of which involve applying the principles of logic. The process of using critical thinking to guide writing is called critical writing. Observations Critical Thinking is essential as a tool of inquiry. As such, Critical Thinking is a liberating force in education and a powerful resource in one’s personal and civic life. While not synonymous with good thinking, Critical Thinking is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit.(American Philosophical Association, Consensus Statement Regarding Critical Thinking, 1990)Thought and LanguageIn order to understand reasoning [...], it is necessary to pay careful attention to the relationship between thought and language. The relationship seems to be straightforward: thought is expressed in and through language. But this claim, while true, is an oversimplification. People often fail to say what they mean. Everyone has had the experience of having their \ misunderstood by others. And we all use words not merely to express our thoughts but also to shape them. Developing our critical thinking skills, therefore, requires an understanding of the ways in which words can (and often fail to) express our thoughts.(William Hughes and Jonathan Lavery, Critical Thinking: An Introduction to the Basic Skills, 4th ed. Broadview, 2004) Dispositions That Foster or Impede Critical thinkingDispositions that foster critical thinking include [a] facility in perceiving irony, ambiguity, and multiplicity of meanings or points of view; the development of open-mindedness, autonomous thought, and reciprocity (Piagets term for the ability to empathize with other individuals, social groups, nationalities, ideologies, etc.). Dispositions that act as impediments to critical thinking include defense mechanisms (such as absolutism or primary certitude, denial, projection), culturally conditioned assumptions, authoritarianism, egocentrism, and ethnocentrism, rationalization, compartmentalization, stereotyping and prejudice.(Donald Lazere, Invention, Critical Thinking, and the Analysis of Political Rhetoric. Perspectives on Rhetorical Invention, ed. by Janet M. Atwill and Janice M. Lauer. University of Tennessee Press, 2002)Critical Thinking and Composing- [T]he most intensive and demanding tool for eliciting sustained critical thou ght  is a well-designed writing assignment on a subject matter problem. The underlying premise is that writing is closely linked with thinking and that in presenting students with significant problems to write about- and in creating an environment that demands their best writing- we can promote their general cognitive and intellectual growth. When we make students struggle with their writing, we are making them struggle with thought itself. Emphasizing writing and critical thinking, therefore, generally increases the academic rigor of a course. Often the struggle of writing, linked as it is to the struggle of thinking and to the growth of a persons intellectual powers, awakens students to the real nature of learning.(John C. Bean,  Engaging Ideas: The Professors Guide to Integrating Writing, Critical  Thinking, and Active Learning in the Classroom, 2nd ed. Wiley, 2011)- Finding a fresh approach to a writing assignment means that you must see the subject without the blinders of preconception. When people expect to see a thing in a certain way, it usually appears that way, whether or not that is its true image. Similarly, thinking based on prefabricated ideas produces writing that says nothing new, that offers nothing important to the reader. As a writer, you have a responsibility to go beyond the expected views and present your subject so that the reader sees it with fresh eyes. . . .[C]ritical thinking is a fairly systematic method of defining a problem and synthesizing knowledge about it, thereby creating the perspective you need to develop new ideas. . . .Classical rhetoricians used a series of three questions to help focus an argument. Today these questions can still help writers understand the topic about which they are writing. An sit? (Is the problem a fact?); Quid sit (What is the definition of the problem?); and Quale sit? (What kind of problem is it?). By asking these questions, writers see their subject from many new angles before they begin to narrow the focus to one particular aspect.(Kristin R. Woolever, About Writing: A Rhetoric for Advanced Writers. Wadsworth, 1991) Logical Fallacies Ad Hominem Ad Misericordiam Amphiboly Appeal to Authority Appeal to Force Appeal to Humor Appeal to Ignorance Appeal to the People Bandwagon Begging the Question Circular Argument Complex Question Contradictory Premises Dicto Simpliciter, Equivocation False Analogy False Dilemma Gamblers Fallacy Hasty Generalization Name-Calling Non Sequitur Paralepsis Poisoning the Well Post Hoc Red Herring Slippery Slope Stacking the Deck Straw Man Tu Quoque

Findings of the Church Committee Essay Example | Topics and Well Written Essays - 250 words

Findings of the Church Committee - Essay Example This was done with a hope that all the activities of the American spy agencies shall always remain secret. However, this gave the spy agencies the impetus to intrude into the citizens’ privacy. The act has received bipartisan support. The president and congress did not raise objections. A research was conducted on the same issue, 62% of the respondents said the spy agencies should have some form of oversight. 18 % thought otherwise. The church committee sort to find out two things. Firstly, whether America should adopt its enemy’s tactics and secondly, it was to come up with facts. This is because America has the necessary machinery and technology to deal with its attackers. While we as citizens support the work of the spy agencies like the FBI, I feel that it should be done within the confines of the law. The step taken by these intelligence agencies is too radical. There is a feeling that this intrusion is against the core values of United States of America. It’s also anti American culture and the tenets of

Marketing Plan Essay Example | Topics and Well Written Essays - 750 words

Marketing Plan - Essay Example The cafe also sports a small but enough accommodating library along with some soft music and mood lighting to give a relaxing environment to its customers. With its light menu and other value added services like soft music and a small library, the customers have become addicted to the comfort and coziness offered by Moods Cafe. THREAT FROM COMPETITION The cafe in the near future will face tough competition from two of the international giant franchises namely McDonalds and Starbucks coffee. The two chains of fast food and coffee will be opening around in a period of six months and the customers can barely stop themselves from talking about it. Moods Cafe foresees a loss in its customer base to Starbucks with its state-of-the art technology deployed at the outlet along with McDonald’s world famous burgers (Jakle et al, 1999). Moods Cafe on the other hand, must come up with a strong marketing strategy in order to stop Starbucks and McDonalds from invading into Moods’ terr itory. COMPETITIVE MEASURES Moods Cafe’s strength is its personalized service and the light environment which people enjoy the most. The most it can do is to add more value to its services rather than totally revamp the brand image of Moods Cafe (Bennett, 1991). Revamping Moods to a more upscale restaurant, bistro or a bar would bring it under head-on competition with McDonalds and Starbucks (Ritzer, 1998; Read, 2010). McDonalds being a fast food chain, would rather focus on drive-way sales and quick breakfast or meal for the customers whereas, Starbucks on the other hand, would impose a more threat to Moods Cafe. As the customers are offered value added services like free Wi-Fi internet usage along with a wide range of coffee flavors and light snack/breakfast, Moods is bound to face tough competition from Starbucks. Customers looking for some time to relax or even work with a coffee on the table would go to Starbucks. One advantage which Moods Cafe will have over Starbucks w ould be the flexibility of the store environment. Starbucks being an international chain, will have to adhere to strict international guidelines however, Moods Cafe can mould itself in accordance to the tastes of the customers (Bennett, 1991). Moods Cafe will position itself as a cafe with personalized service where the customers will truly relax and feel like next to being at home. McDonald’s peak time is considered breakfast or lunch where the people stop by to have a quick meal whereas, Starbucks can be considered as next to being at work but in a more relaxed environment. People stop by for breakfast, to wait for someone or something, to kill time etc (Read, 2010). Moods Cafe’s Point of Difference would be that it will take the customers away from work and the daily scuttle of the city. Its Unique Selling Proposition would be its relaxing, soothing environment along with its personalized service (Bennett, 1991). In order to create a more compatible market offering, Moods Cafe would also incorporate Wi-Fi technology in order to provide what its competition would be providing. Besides this, as mentioned above, Moods Cafe would be positioned as a place which would feel like next to being home. This would be used as a strategy to compete with both McDonalds and Starbucks which will be positioned as a more upscale brand with little or no personalized serv

High school diploma Essay Example for Free

High school diploma Essay I did 4 years in Senn High School and there were a lot of problems in school. Dropping out of high school is a huge issue for many teens today. As society demands hardworking graduates with good character, the nation should require keeping teens from dropping out of school and improving student’s education for the future. There are many causes for why teenagers drop out of school. But there are few solutions for allowing them to finish high school with high diplomas. Pregnancies, drugs, gang involvement and bullying play a big role in the dropout rate. How can high schools help students to earn their high school diplomas and stop dropping out of school? Many kids attend High schools that have a different culture, or way of doing things. I will always remember my years of high school. However, I feel my high school years have been the most memorable. I strongly believe that high school is the open door, into the rest of my life. The last days of my high school career are fast approaching and I can only imagine how Ill be feeling when I step out of Senn High School for the very last time. Throughout these four years, I have felt a lot of requirements about graduating high school. I didnt think that the time to graduate would come soon enough. I came across a great interest essay that starts with the question of why smart kids are, on average, low status in the high school environment. The short answer is that being popular in that environment is a full time job, and smart kids, even if they want to be popular, want to do other things as well. The author goes on to make quite a lot of interesting, understanding, and disturbing points about how children are brought up. What bothers me is not that the kids are kept in prisons, but that they arent told about it, and the prisons are run mostly by the person who is confined in a prison. In my high school Spanish class we were supposed to speak in Spanish. I dont think any of us knew Spanish well enough to make our way through this huge book. Like the rest of the class, I just study the notes. When we were given a test on the book, I noticed that the questions sounded odd. They were full of long words that our teacher wouldnt have used. Where had these questions come from? From the notes, it turned out. The teacher was using them too and we were all just pretending.

Life Behind the Veil in Du Bois The Souls of Black Folk Essay

Life Behind the Veil in Du Bois' The Souls of Black Folk Du Bois' metaphor of double consciousness and his theory of the Veil are the most inclusive explanation of the ever-present plight of modern African Americans ever produced. In his nineteenth century work, The Souls of Black Folks, Du Bois describes double consciousness as a "peculiar sensation. . . the sense of always looking at one's self through the eyes of others, of measuring one's soul by the tape of a world that looks on in amused contempt and pity" (Du Bois, 3). According to Du Bois assertions, the Black American exists in a consistent "twoness, - an American, a Negro"(3). Further, he theorizes, the African American lives shut behind a veil, viewing from within and without it. He is privy to white America's perspective of him, yet he cannot reveal his true self. He is, in fact, protected and harmed by The Veil. Nearly a century later, Henry Louis Gates, Jr., himself a Harvard scholar, addresses the anomaly of the Afro-American as he has existed for the past two centuries; that the Black American's greatest obstacle is the lack of self determination. The inability to define oneself will undoubtedly lead to an unhealthy dependence upon the definition of a biased party that will apply an erroneous definition. Gates states that "the Afro American's attempt to gain self-consciousness in a racist society will always be impaired by the fact that any reflected image that he or she seeks in the gaze of white Americans is refracted through 'the dark veil-mirror of existence'..."(Du Bois, xx). Since 1945, in what is defined by literary scholars as the Contemporary Period, it appears that the "refracted public image"(xx) whites hold of blacks continues to necessitate ... ...one existing trapped within the view of hegemonic society; angry, but powerless so long as he remains in this state. Yet Sanchez provides a succinct plan for Black Americans in their quest to ascend the Veil: to exist as both African and American while feeding white America a pacifying view of a half truth-destruction fueled by deadly ignorance. The speakers of the poems are merely victims of the same system, seeking the same freedom. While the works of these authors differ greatly, one characteristic is common in both works: The desire for power to ascend the Veil that hangs heavily upon them like a cloak that prevents their ascension. The desire to live beyond the Veil. Works Cited Du Bois, W.E.B. The Souls of Black Folk. New York: Bantam, 1989 Lauter, Paul, ed. The Heeath Anthology of American Literature: Volume Two. New York: Houghton Mifflin Inc., 1996

Emotions in Interpersonal Communications Paper Essay

Abstract In the Human Service field, interpersonal communication is between a client and human service professionals. Interpersonal communication is communication that between two people in a relationship and that, as it evolves, helps them to negotiate and define their relationship (Evans, Hearn, Uhlemann & Ivey, 2011). Human service workers use communication to build working relationships with clients. Emotions is an important factor when discussing interpersonal communication within a relationship. Human services must connect to client’s emotions to get a better understanding of how to assist them. â€Å"Emotional connection is thinking with the person rather for about them† (Listening Essentials 2010). Introduction Emotions in interpersonal communication are important role in building working relationship with clients. It is important for human service professional to maintaining eye contact, nonverbal behavior and listening to the clients. Human service workers understand the importance of maintaining working relationships with clients and avoids emotions that are not appropriate in conversations with them. My paper will explain the impact emotions in interpersonal communication, discuss obstacles an interviewer’s faces in dealing with clients and emotions and assess client’s cultural and impact it has on the interviewer. The impact emotions in interpersonal communications In the Human service field, emotions can impact the way human service workers ask questions and responses to clients. The human service worker can gain advantages of client’s emotions by using empathy. Empathy is listening to the client, sharing and understanding their concerns or feelings. Emotions  are the way feel or react to something someone has shared with using nonverbal communications. Client’s emotions reactions can have a negative or positive result if a human service worker can maintain appropriate body language and eye contact. An example of eye contact is looking at the client with your eyes will encourage he or she to keep talking (Evans, Hearn, Uhlemann & Ivey, 2011). Obstacles an interviewer’s faces in dealing with clients and emotions Cultures, gender and religious, are three obstacles interviewer has to prevail when conducting interviews with clients. The important obstacles that cause more problems for an interviewer are controlling clientâ⠂¬â„¢s emotions. The negative aspect of emotions it can cause clients to close the lines of communication with an interviewer. It can impact the listening skills of the client. If this happen then, the interview must gain control of the situation by changing the way the clients is feeling. It is important that an interviewer continue to learn new techniques or skills to overcome obstacles when dealing with clients emotions. â€Å"One strategy for persuading an individual, therefore, is to appeal to your level of knowledge and expertise with respect to the topic† (Interpersonal communication, 2012). Assess client’s cultural and impact it has on the interviewer Communication plays an important role in assisted client in finding solutions to their problems. There are different cultures, languages, religious and lifestyle, but communication can assist human service with meets the needs of all clients. There are many different cultures in the world, so human service workers have made sure they do research on clients before engaging in conversations with them. â€Å"Culturally competent service providers must take into the assessment the full range of factors that influence how any one individual service recipient behaves and communicates† (Cultural Competency and Diversity 2005). It is important for human services workers to learn more about the different cultures so you can help assist client that are from other cultures in understanding their needs. If human service workers continue to educate themselves, they will be able to assess clients from other cultures. Conclusion Emotions in interpersonal communication is another form communication that involve a client and human services worker in the human service field. Client’s emotions can be negative or positive result depending on if the  interviewer is maintained eye contact, body language and nonverbal communications. In the human service field, the interviewer must know how to gain control of client’s emotions by continuing to learn new skills and techniques. Finally, we live in the world where all cultures, genders or religious are different. People with different cultural backgrounds don’t just communicate differently; in many cases they also think differently (Floyd, 2012). We have to learn to give all cultures, religious and genders respect and continue to asking questions and avoid assumptions. Reference Cultural Competency and Diversity 2005., Beach, M.C., Price, E.G., Gary, T.L., Robinson, K.A., Gozu, A., Palacia, A., Smarth, C., Jenckes, M.W., Feuerstein, C., Bass, E.B., Powe. N, R, & Cooper, L, A. (2005). Cultural competence: A systematic review of health care provider educational interventions. http://www.getceusnow.com/portal/file/culturalcompetencyanddiversity.htm Evans, D., Hearn, M., Uhlemann, M., Ivey, A. (2012). Essential Interviewing: A Programmed Approach to Effective Communication. (8th Edition). Floyd, K. (2012). Interpersonal Communication. (2nd Edition). McGraw-Hill Company â€Å"Listening Essentials,† 2010, Films on Demand. Copyright 2012 by Films Media Group. Adapted with permission. https://ecampus.phoenix.edu/secure/aapd/Materials/IP/curriculum/social-sciences/BSHS385/Understanding_Feelings/story.html

On Campus or Off Campus Living

On Campus or Off Campus Living If you are a new student and you want to choose between living on campus and living off campus, here some differences between them which may help you in your decision. The first difference is the cost. Normally, off campus housing is more expensive than on campus housing because of the additional charges. When you live off campus, you should pay for your own Internet access, furniture, and kitchen and bath necessities in addition to the rent, so it is a high initial cost.However, on campus housing does not need most of these charges because they are already paid with the rent. The second difference is transportation. If you live on campus, you can easily walk to your classes, libraries, and cafeterias. You do not have to waste your time and money to ride buses or trains or to drive your car to go to the campus. In contrast, you should ride buses or trains or drive your car to go to the campus when you live off campus which means wasting money and time i n addition to the traffic issues if you are living in a crowded area.On campus housing and off campus housing also differ in privacy. On campus housing usually means a shared bedroom, bathroom, and kitchen. It is also means a limited and sometimes not quiet place to study because you share it with others. On the other hand, off campus housing means you own your bedroom, bathroom, and kitchen and also means there is a large enough and quiet enough place to study. The other difference is the social life.Living on campus allows you to make more friends and meet more people than living off campus and also keeps you in touch with any activities that happen on campus, while living off campus probably does not allow you to make more friends or keep in touch with most campus activities. All in all, there are many differences between living on campus and living off campus, so when you want to choose between living on and off campus, classify these differences to advantages and disadvantages depending on your situation. After that, choose which is more advantageous than the other. .

religion essays

religion essays Syed Shah September 15, 2004 Mr. Flynn 305/01 Throughout history, people have established different systems of government. They have been based on different views of how people should be ruled. There are many types of governments. Some types of governments are democracy, republic, monarchy, communism and many others. The democratic government was first introduced by Ancient Greece. The democratic government is a political system in which the people of a country rule through any form of government they choose to establish. In modern democracies, supreme authority is used for the most part by people elected by vote. In a democratic government majority rules. Monarchy has been around since the Egyptians. The pharaoh was the King of the monarchy. A monarchy is a form of government in which one person has the hereditary right to rule as head of state during his or her lifetime. Monarchs include such rulers as kings and queens, emperors and empresses, tsars, and Kaisers. In a monarchy the person really doesnt deserve the position and the only reason they get it because of hereditary right or they were born into the royal family. I think a democratic government is better because it lets the people chose. They chose their leaders and the leaders they vote for are the ones that have similar ideas with them and the people know what the best is for the people. They experience everyday life and they know what the problem is in their society. In a Monarchy the King or Queen do what they think is right and they might not know what happens in the society. They dont know the problems the people are facing with unless advised. There are many different types of governments. Each government was suitable for its civi ...

Interview With a Former Part-Time MBA Student

Interview With a Former Part-Time MBA Student Marci Reynolds, 42, from Boston, MA, completed her associates, bachelors and masters degrees part-time, while working full-time. She is currently a Vice President for a large, publicly traded corporation in the New England area.  I recently had the opportunity to interview Marci about her experience with part-time degree programs. Heres what she had to say: Q: You earned an associate, bachelors, and masters degree in part-time programs. Did you work full-time throughout all three programs? A: Yes, I worked full-time throughout the entire process. I started working full-time right after I graduated high school, then started taking evening college courses in my 20s. Some years, I took 3-5 classes, other years I took only 1. It would depend on the responsibilities I had to fulfill in my full-time job. Q: Was it difficult to find time for both school and a career? How did you make it work? A: Time management was definitely a challenge! Since I am a morning person, I would often get up extra early, ex. 5 a.m., to write papers or do homework. I studied during my lunch hour at work. And, I would go to the library on weekends to limit distractions and get as much work done as possible in short time increments. There were several occasions I used vacation days to study for major exams or finish large projects. Q: Did your employers help you with your tuition? A:  Yes, I was lucky to have tuition reimbursement from every employer. At the very end of completing my bachelors degree, I was bulking up on classes and had used up the company policy allotment of reimbursement. I appealed to senior management and got additional funding for my last three to four classes which was awesome! Since my masters degree was much more expensive, tuition reimbursement only covered about 50-60% of the costs. Q:  Were there any drawbacks to receiving tuition reimbursement? A:  Other than the small amount of paperwork I needed to submit to human resources, there were no drawbacks. Q:  Like any programs, part-time programs have their pros and cons. What would you consider to be the biggest pro? A:  The biggest pro was I could pick exactly which classes I wanted to take on what nights or weekends with which instructors. I had total control and could best align the schedule with my work and personal life. Q:  How about the most obvious con? A:  In addition to the time management challenges, it took significantly longer to complete my degrees. I also missed out on the full time college experience that many adults talk about for years to come. Q:  Was there any aspect of attending school part-time that you hadnt considered prior to enrolling? In other words, was there anything surprising about your part-time experience? A:  The MBA program in which I enrolled catered to full-time students more than part-time, and the homework requirements were not always realistic. I also did not expect to have full-time students in their early 20s, mixed in with the part-time students, mainly 35, in the evening program. This caused challenges, especially on group projects. Q:  Were there any differences between a part-time undergraduate program and a part-time graduate program? A:  In my experience, yes. The part-time undergraduate program I attended definitely catered more to part-time students, and the attendees were almost all working full-time and going to school at night. The graduate program I attended had many younger students and mixed full-time and part-time students in the same classes. Also, there was significantly more homework and more group projects in my graduate program. Q:  I get a lot of letters from students who are worried that part-time MBA programs will not provide them with the same type of recruiting and networking opportunities that full-time programs can. Did you encounter fewer opportunities in your part-time program or were you satisfied with the level of resources made available to you? A:  Since almost every class I attended had a different mix of students, every class presented new networking opportunities. But, in a part-time program, you need to make more of an effort before class or during breaks. After class, everyone is running to their cars to get home for the evening. I do hear that full-time students have more networking opportunities with their professors. In night school, you dont have that opportunity unless you proactively request one-on-one meeting time. There just isnt time in class. Since I graduated, Ive used Linked In to stay in touch with several students and professors I met in night school. Q:  When you think about your part time MBA experience, what stands out? What were some of the highlights? A:  There were two experiences I want to call out from my MBA program that were particularly rewarding and great learning experiences. The first was a two week trip to Japan. At my university, they offered international travel business electives. For my trip to Japan, we visited about 12 Japanese businesses and learned a lot about their culture. We were graded on several large papers we had to write. I had never been to Japan and it was quite a journey! The second experience was a one-week intensive course I took on World Class Business Operations. I got permission to take five days off from work without using vacation time. The class visited eight New England companies who had won Best Place to Work Awards. We met with senior management, got tours of their operations and learned more about their unique offerings. It was fun and I learned a lot of relevant info I could then apply to my day job. Q:  Overall, are you happy with your decision to earn your degrees through part-time programs? Do you ever wish you would have chosen to attend school full-time instead? A:  No, I have no regrets. Because I went to school part-time, I have a lot more work experience than other working women my age. In this challenging economy, with a lot of competition, I now have both the degrees and the work experience. As someone who has done a lot of interviewing and hiring of employees, I have found that the mix of experience and degrees helps to set an applicant apart from other candidates. Q:  Do you have any additional advice for students who are considering a part-time program? A:  Even taking one class en route to a degree is valuable from a personal development and a resume perspective. Employers like to see that you are striving to complete your education. Also, taking classes that relate to your full-time job will often lead to better job performance. If you dont have any college experience, think about getting a certificate first. Complete that, and then enroll in an Associates program, etc. This is a positive, rewarding path to follow, and when you complete a step, it feels great! Last, if you are getting your MBA, do some additional research to learn more about the ratio of full-time and part-time students in the night classes. I would recommend schools who have fewer full-time students in these classes.

Democracy, latin america Essay Example | Topics and Well Written Essays - 500 words

Democracy, latin america - Essay Example Lagos notes that, â€Å"†¦low levels of trust in other people constitute a defining feature of Latin American political culture† (Lagos, pg. 142). Latin Americans are characterized by a chronic passivity, where they develop the naive expectation that their problems will be solved by someone else, turning to the state, and democracy, to do so. The statistics show that as individuals move away from institutions such as political parties and government, and toward more domestic issues like television or church, levels of trust increase. These low levels, although not new, are relatively low compared to other regions of the world, and make it almost impossible for the liberalization which democracy entails. Lagos concludes: â€Å"†¦declining levels of interpersonal trust thus constitute an important barrier to†¦ the development of a civil society†¦Ã¢â‚¬  (Lagos, pg. 144). Right now, the support for democracy in Latin America resides at about 62%, which masks wide differentials between countries like Brazil which have moved progressively farther to the Left. Lagos reports there has been a sharp decline in support for liberal democracy, which has been motivated almost exclusively by economic and political failures in certain countries. Although 62% of Latin Americans favor democracy, â€Å"only 37 percent of the public are satisfied with the way that democracy works† (Lagos, pg. 141). Thus, the situation in the region is that the public perception of democracy remains mixed, and the initial short-lived enthusiasm about democratic change has faded through the years. The lack of public trust in institutions and public perceptions about failures in democratic countries has fueled this ambivalence toward the form of government. In their paper â€Å"Democratization Backwards: The Problem of Third-Wave Democracies†, Richard Rose and Doh Chull Shin propose a distinction between â€Å"first-wave† and â€Å"third-wave† democracies, the