Life Resource Center Scavenger Hunt Essay Example for Free

Life Resource Center Scavenger Hunt tasteQuestions1. What are the three ways that students may receive counseling services through and through the LRC?2. What gallery are the Health Tools and Health Challenges lay out downstairs?3. Where is the value Your Health tool located?4. What are the five categories on the Live Healthy Page?5. Where can resources and articles about good nutrition be effect on the LRC?6. What are three of the wellness topics that can be found on the LRC?7. What are two categories found under the Medical Care heading?8. Where on the LRC would a person find information on addiction and recovery?9. Where on the LRC would a person find information about wellness issues related to aging?10. What are three psychosocial health topics that are available on the LRC?Answers1. ternion ways that students can receive counseling services through the LRC is free and confidential resources of your Life Resource Center. If someone would like to speak to a Counselor over the phone or meet with a local anesthetic counselor in-person, please call 866-320-2817 or use the online Request Appointment section located on the right side of this page. 2. The heading that the health tools and health challenges is found under the thriving heading 3. The asses your health tool is located under the thriving health tools category 4. The five categories that are listed on the survive healthy page is How Healthy Are You, Lifestyle Change, Physical Fitness, Prevention and Screening, and Tips for Healthy Living. 5. The resources and articles about good nutrition can be found under the thriving tab under the good nutrition guidelines. 6. Three of the health topics that can be found on the LRC are Aging, Balancing, and Thriving. 7. Two categories that are found under the Medical Care heading are Dental care and Recuperation. 8. A person would find information on addiction and recovery under the Balancing Tab. 9. A person would find information about health issues rela ted to aging under the Balancing tab/ Personal Growth 10. Three psychosocial health topics that are available on the LRC is Mental Health, Grief and Loss, and Addiction and Recovery.

Government Regulation of Climate Change Essay Example for Free

Government Regulation of Climate Change EssayFor all nations, adapting to mood qualifying has become a key issue. Governments are mandated to formulate policies aimed at safe guarding lives and livelihoods for their people and at the same time attain their development goals. As cities continue to grow, more people moving to urban centers, and nations working to become industrialized, climate change is here to stay, all that can be done is training of policies that will help reduce and adapt to the change. These codes should put into consideration sustainability. In its short term policy, the government has formed a wide array of in the public eye(predicate) private partnerships aimed at reducing greenhouse sparks. Focus is put on use of renewable energy, efficient use of energy, methane and other non carbon fluffes agricultural practices, and projects to gain decline in greenhouse gas emission. ( U. S. Climate Policy and Actions) . In its quest to reduce green gas emissio ns, the government has established a multi chest climate change technology programs to develop and implement the technologies.Climate change being a global challenge, no nation can satisfactorily lease to have fought it within its jurisdiction. It is on this ground that the government has formed international cooperation with other nations in areas of science, mitigation and environmental monitoring. To some extent, large (mostly industrializes nations) green gas emitters are do to compensate the small (developing world) green gas emitters. The government has present threshold for green gas emissions. These defines the acceptable limits of green gas emissions by firms . The regulations here targets large and stationary greenhouse gas emitters.EPA estimates these large emitters to contribute about 70% of green house gases in the country (EPA regulatory initiative, p3). Programs targeting trim green gas emission and increased provoke economy for cars and trucks used in United S tates have been established. Under the regulation general suppliers of fossil fuel and industrial green house gases, manufacturers of vehicles and engines and any other green gas emitting facility that emits above 250000metric tonnes of green house gases annually to submit annual reports to the regulation body EPA. These regulations aim at collecting timely information for better planning.Different views have been given on climate change . Arguments that there is no scientific conclusion showing that increase in global temperature is brought about by heat trapping gases in the atmosphere have been raised. It also has been claimed that in spite of the claims that these gases are as a result of mans activities, for instance burning of fossil oil or deforestation, still no scientific proof on this has been given. In his view Brzorad, scientists in addition to doing their work, have other motives, their research are at times biased base on the coveted outcome .The bias could be poli tically motivated, need for firms to make more profit, or personal urge for recognition (p2). In my view, climate change is a reality. As a result of industrialization, increased life expectancy and a generally growing population, human activity is putting pressure on the limit natural resources. These acts of man has led to more green house gases being generated from power plants, automobiles and other firms accumulating in the atmosphere, trapping heat from the sun and increasing global temperatures. Policy makers have several options to choose from as they consider how to reduce green gas emissions.Of the many options, the most practical ones are command and surmount regulation where regulatory authorities directs on how emission limits will be achieved, and the incentive based regulation where forces of supply and demand are used to change behavior and achieve environmental goals. Command and control regulation are enforced by fines if befoulment is above the set limits or th reshold. In this system, pollution is monitored and laws enforced. This is done either under a tax regime or a regulatory regime. The system applies uniform emission limits on polluters despite from each one firm having a different cost on emission reduction.The regime is considered rigid as it also controls the emitter choices on how to reduce emissions. In the incentive based regulation, pollution reduction is achieved through tradable emission limits where and if allowed pollution can be achieved at lower costs. It is a market based approach to pollution reduction achieved by providing economic incentives. In this system, a regulatory body or the government sets a limit on the amount of a pollutant that can be emitted. The limits are sold to firms in forms emission permits. Each firm is required to hold permits equivalent to its emission.Each firm is only entitled to a current specific number of permits. A firm emits higher levels of pollutant than the maximum allowed permits t hen the firm buys the extra permits from other firms. In the set up, the buyer pays for extra pollutant enchantment the seller is rewarded for causing less harm to the environment. The approach leaves the burden of reducing emission to the emitter. It offers reduced social cost due to its flexibility. It also creates a item-by-item price for emission. If in Federal Congress or administration, I would recommend an incentive based approach for greenhouse gases.These gases have the same effect on the environment regardless of where pollution is occurring and are also perfectly mixing. The approach gives the polluter the freedom to look for most economical ways to reduce emission and continually reduce emissions to be below the set standard to avoid buying more permits or enjoy selling the permits if emission is blow the set standards. For other types of pollutants, including solid waste I would recommend command and control regulation the polluter would be made to pay for the actual damage made to the environment.List of references Brzorad John, (Feb. 9, 2009) opposing views on climate change. Retrieved from http//www2. hickoryrecord. com/content/2009/feb/05/just-science-opposing-views-climate-change/news-opinion National Center for Environmental Economics (May 31, 2010). Retrieved from http//yosemite. epa. gov/ee/epa/eed. nsf/3cdbd09d7c867d9785256c9200548b12/988c90eb8ee77035852574ce000e9724 OpenDocument U. S. Climate Policy and Actions (February 22, 2010). Retrieved from http//www. epa. gov/climatechange/policy/index. html

Impact of Cane Toad Introduction Into Australian Habitat

Impact of scold Toad Introduction Into Australian HabitatBiology come forth Report The impact of the entranceway of remonstrate toads into the Australian habitat. work over toads (Rhinella Marina) were introduced to north-eastern Australia in 1935 in an attempt to control the sugar toleratee pests damaging the crops of farmers.Cane toads ar large toads native to Central and South America. They be voracious predators, eating a diet consisting mainly of arthropods. The main habitat of foundatione toads was originally vox populi to be humid, tropical conditions, however it is now thought that they argon able to tole graze a much broader range of environments and climates. This has enabled them to quickly thrive in north-eastern Australia.The come racket of chew out toads in Australia have increased rapidly since their introduction into the environment and umteen people are concerned about the little terror that they may outwit to the native wildlife of Australia. The aim o f this report is to examine the nature of the threat to the native wildlife and to explore whether their numbers put forward be reduced.The scatter of cane toadsThe increasing numbers of cane toads in Australia has led to concern in both the scientific community and amongst the general world about the threat that they pose to Australian ecosystems. The spread of cane toads in north-eastern Australia has occurred at an unprecedented rate however it is difficult to accurately determine the true extent of the species dispersal ascribable to the inherent valuation reserve of error that exists when attempting to conduct a species census (Shine 2010). In 2010 Jane Elith and her colleagues used the case of the cane toads to explore whether there is an accurate method by which the future distribution of invasive species can be determined, taking into account the shifting range of many a(prenominal) invasive species (Elith, et al. 2010). They concluded that an ecophysiological model i s the most accurate way to shout the future extent of the spread of an invasive species such as cane toads (Elith et al.2010). This model considers both the species characteristics and the environment into which it is expanding when determining their possible future spread. This highlights one impediment with the current suggestions regarding the rate at which cane toads are spreading in Australia. It has been estimated by some researchers that cane toads are spreading at a rate of 5-6km a year in northern Australia however it can be argued that these suggestions do not take into account the changing climates into which the toads are spreading. Whilst some habitats, such as tropical climates are particularly suited to the cane toads, others, for example dry habitats, are more challenging environments for cane toads. Therefore their spread into various habitats may be more uneven than predicted.Implications of the spread of cane toads purlieual ImplicationsThe diet of cane toads consists predominately of spineless species, particularly ants, termites and beetles. This has led some to question whether the introduction of cane toads into the Australian habitat may have a damaging effect on the populations of such invertebrates. In 2006 M.J Greenlees and his colleagues carried out experiments to explore the effect that the heraldic bearing of cane toads in small enclosures had upon native invertebrates (Greenlees et al. 2006). In their experiment they introduced large and small cane toads and the equivalent biomass of native frogs to different controlled enclosures and used pitfall traps to step the number of invertebrates found in the enclosure after the introduction of both cane toads and native frogs. The results of their experiment suggested that the numbers of invertebrates in the enclosures of both the cane toads and the native frogs decreased by a similar amount, and they concluded that the cane toads had a similar effect to native frogs on the numbe rs of invertebrates. This result is displayed in signifier 1.3 which shows that the richness and abundance of invertebrates in both the cane toads enclosures and the Cyclorana and Litoria native frogs enclosures was of a similar level (Greenlees et al. 2006). This experiment allows some evidence that the perceived threat of cane toads to the Australian native species may not be as great as previously feared.The most serious threat comprise by cane toads to the native species of Australia can be argued to come from the possibility of deadly deadly ingestion of cane toad embitter by predators. Cane toads are poisonous, to varying degrees, throughout their lifecycle and bufonid poisons are particularly dangerous to some of Australias native animals. Previous to the introduction of the cane toad, many native Australian species had no evolutionary exposure to bufonid poisons, and therefore no immunity to them. Many of Australias native predators prey on anurans and have not yet ver sed to distinguish between native frogs and cane toads. When mouthed or ingested the toads secrete a toxin from their shoulder glands which can prove lethal to many predators. There have been many anecdotal reports in Australia about the deaths of predators such as freshwater crocodiles, northern quolls, goannas and northern death adders, due to the ingestion of cane toad poison. These anecdotal reports are hard to quantify however and cannot be used to provide reliable evidence for the personal effects of cane toads on large predators.The northern quoll (Dasyurus hallucatus) is a marsupial carnivore, native to Australia, and found predominately in western and northern Australia. The northern quoll is a predatory species that is particularly threatened by the invasion of cane toads into their habitat. Under the surroundings Protection and Biodiversity Conservation Act 1999 the northern quoll is listed as an endangered species and this is the result of the local population extincti ons that have occurred as a result of the lethal toxic ingestion of cane toads by this species. Radio tracking of quolls in various studies has shown that the presence of even a few cane toads in the habitat of quolls can decrease the population of quolls in these areas. Without intervention the spread of cane toads could result in the extinction of one of Australias smallest mammalian predators.Social ImplicationsCane toads are disliked by many people because of the perceived threat that they pose to the native wildlife of Australia. This threat has been featured in numerous news reports such as the article in Figure 1.4 and has led to growing concern amongst the general public about the threat that cane toads may pose to humans. In assemble for cane toad venom to have an effect on humans it needs to be absorbed through the mucous membranes of the mouth, nose or eyes. Cane toad venom is a bufotoxin which contains cardiac glycosides. Cardiac glycosides are compounds which contain t he sugar glycoside which has an effect on the force of the cardiac muscles abridgment (Cohen et al. 2003). When absorbed into the human body the toxin can also cause gastrointestinal problems. Cane toad poisoning has led to the death of some people and because of this many Australians feel threatened by the spread of cane toads into their community. This dislike of cane toads has made community toad- cleaning events popular amongst the general public. The Australian government has also introduced leaflets aimed at raising awareness about the dangers of cane toads and how to protect families against them (Department of Environment and Conservation, n.d).Can the spread of cane toads be halted?The Australian government has concluded that any attempts to cull cane toads on a large scale would be unfeasible and that there is no prospect for national eradication of cane toads in Australia (Department of Sustainability, Environment, Water, race and Communities, 2011).The Australian gover nment has turned its focus away from preventing the spread of cane toads, and towards the protection of endangered species such as the northern quoll. One program, called the Territory Wildlife put introduced a captive breeding and research program in 2006 to prevent the species extinction (Territory Wildlife Park, n.d). The program has also introduced a project to train their captive quolls to head off cane toads (ODonnell et al. 2010). After training the quolls to avoid cane toads through aversion therapy, the toad-smart quolls and some toad-nave quolls were released into the wild wearing radio collars. The survival rates of both types of quoll can be seen in figure 1.6. This table shows that the male and female toad-smart quolls had a much greater mean survival time in the wild, it also suggests that females are less likely to be poisoned by toad ingestion. Male quolls appear to attempt to ingest the toads more frequently with 7 toad related deaths accumulatively in the males, and the toad-nave male quolls had the biggest proportion of toad-related deaths at 5 deaths. Figure 1.7 shows that the toad-smart quolls had a greater daily survival percentage than the toad-nave quolls and this provides evidence to support the argument that it is better to initiate time and money in projects that aim to help native wildlife live alongside cane toads than to try to eradicate the toads completely.The most recent research on methods that could be used to halt the spread of cane toads has focussed on whether there is a way to prevent the toads reaching specific areas during arid seasons. In 2015 Mike Letnic and his colleagues identified invasion hubs, areas that cane toads initially colonise and then use as a base from which to expand their population (Letnic et al. 2015). They hypothesised that if the access of cane toads to areas like this was restricted, then they would be unable to establish a successful population in previously unpopulated areas. To test their hy pothesis the researchers maintained toad-proof fences approximately dams where toads had previously been eradicated. They then measured the numbers of dead toads around the fences in both dry and wet seasons and observed the numbers of live toads in the area. The results of their turn over were encouraging and suggested that toads are attracted to these invasion hubs and when their access to these is denied their mortality rate rises and population numbers decrease (Letnic et al. 2015). This study is particularly important because it highlights a method that could be used to prevent the invasion of cane toads in areas of particular ecological interest.Review of fountsThe first source I will review is the paper do of an invasive anuran the cane toad (Bufo marinus) on the invertebrate fauna of a tropical Australian floodplain by M.J. Greenlees et al (2006). This research aims to provide quantitative data exploring the effect that invading cane toads are having upon the native inve rtebrates of Australia. The authors highlight the fact that the effect of cane toads upon the native ecosystems is poorly understood due to a lack of experimental data. In the light of this they conducted a simple experimental trial that produced data that could be analysed to provide an indication of the ecological effects of this invasive species. The researchers used simple methods such as controlled enclosures and pitfall traps to conduct their experiment. Whilst it can be argued that the controlled enclosures used in this experiment will not accurately reflect the true ecology of natural habitats, the researchers acknowledge this in their paper and suggest that their experiment be viewed as the first step towards more particular research. I found this experiment to be thorough in their control of variables and in their analysis of the results. I believe that because the researchers are from the University of Sydney, a well-respected institution, their experiment can be viewed as trustworthy and their results credible.The second source I will review is the website http//www.canetoadsinoz.com/invasion.html (Cane toads in Oz, 2011). This website was created by Richard Shine and his TEAM BUFO. Shine is a professor of Biology at Sydney University and is one of the key scientific figures in the field of cane toad research. The website created by Shine and his team examines all aspects of cane toads and their threat to Australias native wildlife. Whilst the website is undoubtedly more informal than a scientific paper, it can still be used as a comprehensive shot with which to gain more information about cane toads. It can be argued that websites such as this are more effective at engaging the public and informing them of environmental issues because, in comparison to scientific papers, the easily accessible website is more likely to be read and used as a source of information by the public.ConclusionThe spread of cane toads in Australia is an issue that has c oncerned many people. The scientific research surrounding this issue is particularly provoke because it gives an insight into how the true reality of a threat from an invasive species may be very different from the original perceived threat. Cane toad poison has undoubtedly had a lethal effect on native predators, causing some to become endangered. However not all species appear to have populations detrimentally effected by the presence of the toads. This shows the extent to which natural survival and adaptation allows organisms to cope with environmental threats. Populations may decrease, but they also increase if natural selection allows a species to recover.The spread of cane toads in Australia is now too great to prevent and so scientists are experimenting with methods that allow Australian ecosystems and native species to be keep and protected alongside the presence of cane toads. These early studies are beginning to provide positive results that suggest that whilst the spr ead of cane toads may be lethal to some species, a focus on conservation may limit the danger and help to preserve the unique species living in the Australian ecosystem.BIBLIOGRAPHYCane Toads in Oz, 2011. Available from http//www.canetoadsinoz.com/invasion.html. 26 February 2015Cohen, R.A., Gowda, R.M., Khan, A. Toad venom poisoning resemblance to digoxin toxicity and therapeutic implications, Heart, 894 (2003) e14Department of Environment and Conservation, Protecting children and pets from cane toads, Government of Australia. Available from http//archive.agric.wa.gov.au/objtwr/imported_assets/content/pw/vp/toad/cane_toads_protect.pdf. 26 February 2015Department of Sustainability, Environment, Water, Population and Communities, 2011. Threat abatement plan for the biological effects, including lethal toxic ingestion, caused by cane toads, Government of Australia. Available from http//www.environment.gov.au/system/files/resources/2dab3eb9-8b44-45e5-b249-651096ce31f4/files/tap-cane-toa ds.pdf. 26 February 2015Elith, J., Kearney, M. and Phillips, S., The art of modelling range-shifting species., Methods in Ecology and Evolution, 1(2010) 330342.Greenlees, M. J., Brown, G. P., Webb, J. K., Phillips, B. L. and Shine, R. Effects of an invasive anuran the cane toad (Bufo marinus) on the invertebrate fauna of a tropical Australian floodplain., Animal Conservation, 9 (2006) 431438Letnic, M., Webb, J. K., Jessop, T. S., Dempster, T. (2015), Restricting access to invasion hubs enables sustained control of an invasive vertebrate. Journal of use Ecology. doi10.1111/1365-2664.12390ODonnell, S., Webb, J.K., Shine, R. Conditioned taste aversion enhances the survival of an endangered predator imperilled by a toxic invader, Journal of Applied Ecology, 47 (2010) 558-565Shine, R. The Ecological Impact of Invasive Cane Toads (Bufo Marinus) in Australia, The Quarterly Review of Biology,853, (2010) 253-291Territory Wildlife Park. Available from http//www.territorywildlifepark.com.au/ab out/quoll.shtml. 26 February 2015Word Count 2402

Education throughout history

fosterage through protrude historyIntroductionEducation has been defined (Ukeje, 1966) as a process by which deal are acclimatized to the culture into which they are born in order that they may advance it. It is the process through which people are prepared to live effectively in their purlieu. Today, the environment refers to the universe.This definition suggests that various cultures from time immemorial patterns and brasss of didactics ( stately or informal) suitable for their needs and environment. In m both cases the content of cultivational programme may differ in terms of method and/or approach but the import (i.e. the determination) is usu all(prenominal)y the identical maintenance and transmission of culture (knowledge, beliefs, attitudes, skills, technology, values, etc). As the form, content, method and approach to break outment continue to be dynamic following the changing circumstances of the culture, it became necessary to strangle on much and much knowled ge and skills from one generation to the next.Records have it that e real culture started schoolingal process through informal method. As more needs arose and life became more dynamic and complicated, it became expedient that the process of education must change to reflect the changing circumstances of the culture. Various cultures therefore evolved formal governing bodys of education so as to be orderly in their approach to transmission of knowledge and skills.Educational activities usually involve training in socio-economic activities of the environment in form of skill training in technological, recreational and intellectual subjects. It is pertinent at this point to have an idea of how education was organized in nations of archaean civilization and note the contribution those ancient communities have made to the development of modern day education.Educational Practice In Ancient GreeceGreece is know as the cradle of civilization. The ancient Greece covered very large expanse of territories in Europe and parts of Asia. Invention of writing by the Greeks was one of the sterling(prenominal) achievements in the history of Education. Greek language had a great influence on English and opposite modern European languages and so it was essential for Hesperian civilization. City state is the unit of political administration in Greece. Sparta and Athens are the main city states of Greece homo. So, our discussion will centre on education in Sparta and Athens. life-threatening EducationOnly Spartans who were regarded as the citizens received any education and this was mainly physical, army and moral. Spartan education was geared towards physical vigor, determination, courage, military skill, obedience to law and constituted authority.Only healthy Spartan electric razorren were raised to become citizens, unhealthy ones were either exposed to die early or left wing to be adopted by the subject classes.Education Of The BoysSpartan boys were exposed to military training very early as from the age of 7. They were organized in smaller groups in the barracks where they had a leader to whom they were responsible rather than their parents/families. The physical education was to make them tough and develop the spirit of endurance. They were to put on lower limit clothing, eat less food, have little rest, etc. Mental and moral training were involved in their dances and music. Their religion was largely patriotism. Reading and writing were not include in the public education. As from age 18-20, they were exposed to coiffe in professional battle (mock battles) and at 20 they were matured enough to prove for active service among the hostile groups. Up to age 30, they lived in the barracks as active soldiers until age 60 when they dis aimd to build active part in politics.Education Of GirlsGreek girls received public athletic training in sports, jumping, throwing discus and javelin, but not boxing. They were organized into troops like boys by ages . They engaged in dancing, singing, marching and took part in public religious rites, but they lived at home. If a Spartan girl failed her test, she would lose her right of citizenship and became perioikos (a member of the middle class).Objectives Of Spartan EducationSpartan education was determined by the desire for military efficiency. It aimed at providing patriotic, obedient and military efficiency in citizens so as to play take away the integrity of the state. It prepared women for womanhood.Appraisal Of Spartan Education.Positively, the Spartan education was efficient in its organization and relevant to the needs and aspiration of the people of the time. in that location was cooking of equal education for men and women.Negatively, the Spartan education was too narrow, short-sighted and short-handed. It was tied strictly to the defense of the state. Other areas of need were neglected (e.g. economic and socio cultural aspects) It failed to take care of individual difference s and it had no regard for adult male rights and dignity.The Athenian EducationAthens was one of the city-states of the Ancient Greece. In ancient Athens the purpose of education was to produce citizens trained in arts, to prepare citizens for both peace and war. Athenians believed that their form of education was better than that of the Spartans and so they did not share the kind of admiration some other city-states had for Spartans. Athenians felt that they were more superior to the Spartans in terms of their training and upbringing like the Spartans, the Athenians boys are taught at home by the mother or by a male break ones back until they attain the age of 7. As from that age, they attended elementary school until they were 13 part of their training was gymnastic. The younger boys drivet running, jumping, wrestling, discus and insubstantial throwing. They also learnt to play musical instruments and sing. They learnt to count, read and write. They took a lot of lesson and practice in dictation, memorization and ac ting. Books were very expensive and rare, so subjects were read out loud and the boys had to memorize everything.Pioneers Of Practical And Popular Education The Great T distributivelyers(a) The Sophists and the PhilosophersApart from elementary school masters, instructors and the like. The first professional higher education in the knowledge base was the group of brilliant talks and keen thinkers who appeared in Greek during the 5th carbon B.C. (500BC).They were claimed Sophists meaning professional wise men. Later they were known as philosophers i.e. lovers of firmness for it own sake. They were the first to discus whether there were any absolute standard of morality or close toly artificial conversion. Whether justice is consistent or patently means the way of the ruling class. They were phenomenally graceful and subtle talkers (orators) usually to fairly large audiences. They toured the large cities giving guardedly prepared flower ing speeches. They were exceedingly paid and widely advertised and welcome by a reception committee and entertained by ambitious hosts. They claimed to be authority on everything and that they could lather on any subject under the sun. They demonstrated that almost anything could be proved by a smooth talker. Their main legacy to the Greece and the modern world is that thought alone is one of the strongest forces in human life. The respect they create for the thinkers is enduring till today.(b). Socrates He was an Athenians and he stayed in Athens talking to his chum citizensinstead of the whole world like the Sophist. He distrusted and opposed almost everything done by the Sophist. He refused regular payment, living and dying for. He wore wasted clothes and was barefooted. He talked to people at street corners and in the gymnasium rather than specially prepared hall. He trained people to think. He state he knew nothing and try to find out.While we can consider Sophist to be the first lecturer Socrates was the first tutor. He made the other fellow to do most of the talking, he merely ask questions. Socrates questioned all sorts and conditions. His methods were(A) The modest declaration of his own ignorance which imperceptibly faulted the other man and made him desirous to inform to such an intelligence burnaivel enquires.(B) His adaptability which showed him the side on which each man could best be approached.(C) His unfailing total humour which allowed him always to keep the chat going and at crises when the other lost his temper, he would now dominate the discussion.(c). Plato (428BC 347) He was the greatest of the Socrates students. He founded a college called Academy to pursue the study of the Socrates. Socrates had launched him to engage himself in teaching, studying and writing books on philosophical problems all his life. In all his books and teachings, he acknowledged his teacher (Socrates) and subordinated himself entirely to the personality a nd methods of Socrates. In all different situations, Plato combined the steady unflinching aid in the pursuit of truth with the most subtle adaptability of approach to different peoples. Plato talked more systematically and more exclusively than his master.He established a college rather than going about the street. He had entrance examination and disciplinary rule. Instead on chatting on everybody he preferred specially selected disciples. He gave lectures instead of spontaneous speech. He was a noble man, rich and gifted. He limited his effort to highly trained and carefully chosen listeners. He was the founder of examination system. Through his teachings and books, he made many pupils including Dionysius of Syraccus (a tyrant) and a superlative (good one) Aristotle probably the best and single mind the human species has ever produced.(d). Aristotle (385 322 BC) He was a rich doctors son and he always preferred thescientific habit of thought. He was admitted to Plato Academy at the age of 17 and he remained there until when he was about 40 years i.e. until Plato dies. After traveling and doing independent seek for some years he founded a college of his own call LYCEUM. Apparently, he thought of research and teaching as two sides of the same coin Aristotle organized his teaching very thoroughly. His Lyceum resembled a modern research institute with the vast number of specimens for his biological work which he collected from many parts of the known world, which must have been examined by squad of his research students. His mastering political to treaties was the distillation of important analysis of numerous alert constitutions made by his assistants under his supervision.Much of Aristotles teaching then was the type of very high level discussion which goes on in similar administrations today. Much of his teaching also was done on a slightly lower level to less advanced students who were still much more highly educated than the average citizens. Many of the works was handed down under his name were not books he personally wrote but collection of lecture notes taken down by his pupils and perhaps later corrected from his own personal note. We see from them (note) that he combined lecturing with class discussion but put the emphasis on the lecture i.e. he set out a series of topics which striking together to form a complete survey of a subject. He took each topic separately, broke it down into a number of problems and then examined each of them separately. The note showed him talking on continuously, analyzing one suggestion after the other, explaining where each falls short and why and finally working his way to the solution.(e) Other leading(a) philosophers and educators whose thoughts influenced the development of formal education in the world include(i) J. H. Pestalozzi (1746 1827)(ii) Fredrick Froebel ((1782 -1852)(iii) John Dewey (1859 -1952) and(iv) Maria Montessori (1880 -1952) tralatitious Education In NigeriaIslam and C hristianity, which have influenced Nigerian education in no small measure, are of recent development compared with the indigenous system of education which is as old as man himself in Africa. Every society whether simple or complex has its own system of training and educating its youth. In old Africa society the purpose of education was clear, it was functionalism. African education emphasizes social responsibility, caper orientation, political participation, spiritual and moral value.Although Nigeria consists of many ethnic groups and societies, each with their own culture and tradition, they all have common educational aims and objectives but methods differ from channelize to place chiefly because of social, economic and geographical imperatives. The education of the child phical imperatives. The education of the child from Nigerian society starts from infancy. At this initial stage, the child is more considerably involved with his mother than anybody else until he is about th e age of 5 or 6, this is understandable and universal. The father is out most of the day and the mother stays at home with the child. His mother is his first teacher and he watches and learns everything his mother does. At about the age of 4 and 6, other members of the family become involved in the education of the child. They send him errand, tell him story, teach him obedience and respect for elders, code of behaviour, and history of the family or ethnics group.Traditional education is all embracing and every social institution involves an educational activity which leads the individual to acquire behaviour pattern, abilities and skills necessary for effective citizenship in the society in which he lives. The traditional African educational system finds expression in the age group. Age is an important element in the life of the African. The elder is assumed to be a custodian of wisdom and he is expected to demonstrate this in speech and action if he is to keep his position among t hose who look unto him for leadership.Goals Of Traditional African EducationThe broad goal of Traditional African Education is to produce an individual who is honest, respectable, and skilled and conforms to the social order of the day. This broad goal can be split into the following objectives(1) To develop the child latent physical skills(2) To develop character(3) To inculcate respect for elders and those in position of authorities.(4) To develop intellectual skills(5) To acquire specific vocational training and to develop a healthy attitude towards honest labour(6) To develop a sense of belonging and to participate actively in family and community affairs.(7) To understand, appreciate and countenance the cultural heritage of the community at large.Muslim Education In NigeriaIslam was brought to Hausa land in the 14th Century by traders and scholars. The first set of mosques was reinforced in Kano in 1349 1385. Kano then was a commercial city. The elementary Arabic schools in N igeria were called legeric schools and both Arabic, as a language and Islam as religion were taught simultaneously. When a pupil began to read the Arabic alphabet, he did so with an intention to read the Holy Quran. One of the Moslem Tradition says The best man among you is one who learnt the Quran and the care to teach it. Therefore teaching religion to others was considered a duty for which a person should expect no earthly reward. The system of teaching and acquisition the Quran and Arabic language started in Northern Nigeria where the teacher in the early stage depended on living on charity.The Islamic education was wellhead entrenched in the North and it became highly organized that centres of advanced Islamic education started springing up.The Jihad period of Shehu Uthman dan Fodio assisted the spread of Islam in the North and because the establishment of Quranic Schools in the North. Jihad spread to Confederate Nigeria through Ilorin which became a centre of Islamic lear ning up till this time. At about 1830, Islamic along with Quranic school spread to other parts of Yoruba land and a large number and small Quranic schools and institutions of higher learning similar to those already existing in the North sprang up in many Yoruba cities including Iwo, Ofa, Oyo, Shaki, Iseyin, Ogbomoso, Osogbo, Lagos, Epe, Abeokuta, Ijebu-Ode, etc.A Quranic school is usually found in or outside the mosque. The Ustaz (teacher) sits under a tree or in his parlour, verandah, porch, or in the mosque surrounded by volumes of the Quran and other Islamic books. A little distance to the Ustaz but near enough to be within reach of his long whip squatting are some 10 to 40 pupils in semi-circle, folding broad wooden slates from where they chant different Arabic alphabets, words or Quranic verses. The teacher in most cases is assisted by the brightest or the oldest or both among the pupils.Muslim children undertake their Quranic education as from about the age of 3. At this sta ge learning was by repetition and rote (learning by heart) in a sing-song pattern. The teacher enumerate to his pupils the verse to be learnt and they repeat it after him, he does this repeatedly until he is satisfied that they have mastered the correct pronunciation. The pupils, sometimes in group, are thereafter left on their own to continue repeating the verse until he has thoroughly memorized it. The verse is then linked with the previously memorized verses and in this way the pupil gradually learns by heart the whole chapters of the Quran.Islamic education could be dividend into the following stages1st Stage attainment of Arabic alphabets and words.2nd Stage Learning and committing the first 2 essus and memorizing it. They also learnt basic tenets of Islam and Hadith.3rd Stage Had a broader and wider curriculum. The pupil begins to learn the meaning of the verses he had committed to memory. The teacher does his best to explain the Arabic text. The pupils are introduced to othe r writings such as hadith.4th Stage This may be considered the post due southary level. At this stage, the pupils begin to learn grammar and vocabulary in Arabic. The course of study also includes Logic, Mathematic, Jurisprudence, Geography, Medicines, etc.5th Stage It is after the 4th stage that the student decides in what area he wishes to specialize. This marked the beginning of university education. He proceeds to University at Fez, Lahore, Timbuktu, Al-Azeez. In the alternative, he continued home learning from local specialists called Sheiks. After finishing, he is free to practice as a teacher, Imam or Sheik, depending on his area of specialization.The Early Mission Schools And Their ProblemsMissionary contacts with the people of Nigeria started at the later part of 15th Century when the Portuguese set their feet on the soil of what is now called Nigeria. The Portuguese on arrival at Lagos and Benin ports in 1472 felt the need for introducing Christian religion and establishi ng schools for the purpose of sharing common faith and language with their customers.By 1515, the Catholic Missionary activities had started in Benin with a school established in the palace of the Oba of Benin for the sons of both the Oba and his Chiefs who had been born-again to Christianity. This initial effort of the Portuguese missionary led to the establishment of trading posts, host churches and schools in Benin, Brass, coastal towns in Delta, Bayelsa and Lagos States and a seminary on the highland of Sao Tome off the coast of Nigeria. The main objective of the seminary was to train Africans as priests and teachers to manage the churches and schools that had been established. It is on record that the 1st set of schools was wiped out by the slave trade that ransacked West Africa for close to 300 years.Sierra Leone became a territory acquired by the British Empire as a colony where the liberated Africa could settle when slave trade was abolished late 18th Century. Within a sh ort time, some librated Africans, including Ajayi Crowther had been converted and educated in the formal school system in Freetown. The second coming of the Missionary was after the abolition of a slave trade. The Wesleyan Methodist became the 1st Christian organization, to arrive Badagry in Nigeria. The contact was made by Reverend Thomas Birch Freeman and Mr. Mrs. de Graft. With the contact schools started, other missions started sending their men to Nigeria.The first known school was established by Mr. Mrs. de Graft (an African born in Cape Coast) in Banditry and was named Nursery of the Infant Church. Later, many other schools were established by various other missions in Abeokuta, Lagos, Calabar, Ogbomosho, Onitsha, Bonny and other coastal towns.The history of secondary education started with the establishment of CMS Grammar School in Lagos in 1859 by Reverend Thomas Macaulay with 6 students.The primary objective of the early Missionary was to convert the native to Christiani ty through religion. The knowledge of the bible, ability to sing hymns, to recite catechism and to communicate both orally and in writing were considered essential for good Christianity. So the primary education curriculum was geared toward the achievement of the above. The early secondary schools taught mostly Latin, Greek and the 3Rs i.e. reading, writing, and arithmetic. They taught little or no science for nearly half a century. The entire educational provision was dependent upon the effort of the Christian Missions supported by the home- churches and gifts from friends. The government, both local and imperial, did not make any provision on education until 1877.Problems/Features of Early Mission SchoolsIn the process of implementing the educational policies, the missions faced the following problems(1) There were no central schools laws and as a result there were no standard for running the schools.(2) Varying administrative techniques were adopted for school management.(3) No s tandard qualification for teachers.(4) No regulation to sentinel the school attendance and regularity of teachers and pupils.(5) In all the schools emphasis was on conversion to Christianity and religious instruction remained the basic core of the school curriculum during the period.(6) There was inadequate finance.(7) There were no trained teachers and no training colleges.(8) There was no common syllabus and no standard text books.(9) There was inadequate supervision of schools.(10) No central examination system.(11) There was no uniformity in the conditions of service for teachers.(12) There was intense missionary rivalry in the Southern part of Nigeria which led to uneven distribution of School.Education During The Colonial EraEducational ordinance Of 1887This ordinance laid down the principles which have become the mental hospital of educational laws and policies in the country. The principles included(1) The constitution of a Board of Education made up of Governor as the Ch airman. Members of legislative council Four nominees of the Governor quizzer of schools (which Dr. Henry Cars was the first inspector).(2) The appointment of inspectors of schools.(3) Extension of grants-in-aid to teacher training colleges.(4) Power of the board to make, alter and revoke rules for regulating the procedures for grants-in-aid.(5) Empowering the governor to open up and keep up schools.(6) Rates and condition of grant-in-aid to schools were based partially on subject taught and partially on degree of excellence in the school.(7) Safeguard as to religious and racial freedom.(8) Certification of teachers.(9) Admission of poor and alien children as may be directed by the Governor.(10) Establishment of scholarship for secondary and technical education.Even though, the 1887 Ordinance was meant primarily for Colony of Lagos, it influenced the gradual expansion of schools into Yoruba land and the Calabar area of the eastern part of what was to be known as Nigeria.Dr. Henry C arr, a Nigerian in 1891, was appointed the first indigenous inspector of schools for the Colony of Lagos. He advocated for greater government involvement in schools, particularly in the area of finance and control.major(ip) Enactments That Shaped The Nigerian Education Since The Colonial Era(a) The 1916 Education Ordinance was promulgated by Lord Lugard to provide for the whole country, education based on good character and the usefulness to individuals and the society at large.(b) The Phelps-Stoke Commission on Education in Nigeria (1920). This was meant to review the existing educational practices in Africa and make tribute to reform education in Africa. The commission visited Nigeria and other British control countries in West Africa. The commission report was published in 1922. Its recommendations were far comer and they intimidated the British Colonial Government to issue the 1925 memorandum on education.(c) The 1925 memorandum on Education in British Territories. The memoran dum was(1) The first controversy of the intention of the colonial government on Africa since 1842 when western education was introduced in Nigeria.(2) The outcome of Phelps-stoke report which brought into light the apathy of colonial government to the education and the incompetency of the Christian mission in the field of education.(3) The document that piloted Nigerian Educational policies and development from 1925-1945.(d) The 1926 Education Code. Sir Hugh Clifford, Nigerian Governor, in 1926, enacted education (colony and Southern provinces) Ordinance No 15 of 1926 to curb the development of sub-standard schools that were mushrooming beyond the control of the missionary.The Ordinance made provision for improvement on the qualities of teachers, providing schools with experienced leadership and guidance, creating a conducive standard atmosphere for realistic co-operation among the agencies/stakeholders and generally supplying the educational needs of individual and the community at large.(e) Other policies that assisted in shaping the Nigerian Educational sys tem included(i) Davidsons 10 year Education Plan (1942-1952).(ii) Asquith Commission, 1943.(iii) Elliot Commission, 1943.(iv) Self determination educational policies of the regions (1952-1959).(v) The Ashby Commission, 1960.(vi). National Policy on Education 1977, 1982, 1998, 2004.Tutorial Questions(1) Attempt a musical note between the Sophists and the Philosophers in the Ancient Greek education and explain how the contributions of Aristotles, Plato and Socrates influenced the education system of various nations of the world.(2) The early Greek education prepared citizens for rigorous life. witness this statement by presenting the nature of the Spartan and Athenian education.(3) Write short notes on the contributions of the following to education(a) Perstalozi(b) Froubel(c) Montessori(d) Dewey(4) Explain the nature of the African indigenous education and the goals the system was set to achieve.(5) Attempt the comparison of early Christian Mission School with the Muslim Education. What are the main problems faced by this educational system?(6) Discuss 3 of the enactments (ordinance, commission, memorandum, etc) that shaped the Nigeria Educational system during the colonial period.(7) To what extent will you say that the National Policy on Education has brought order to the Nigerian educational system?(8) With your knowledge of the functions of the various commissions overseeing various levels of Nigerian educational system, make a case for the establishment of National Commission for Senior lowly Education.(9) Justify the fact that the National Policy on Education is the major post independence achievement of government in bringing order to Nigerian educational system.Referencesi. Achunine, R. N. and Irondi, E. O. (Ed.) (1998). Management administration of secondary education. Owerri Totan Publishers Limitedii. Adesina, Segun, Adeyemi, K. and Ajayi, K. (Ed.) (1983).Nigerian education trends and issues. Ibadan University of Ife.iii. Ajayi, T., Fadipe, J. O., Ojedele, P. K. Oluchukwu, E. E. (Ed.) (2002). intend and administration of universal basic education (UBE) in Nigeria. Ijebu-Ode National Institute of Educational Planning and Administration, Ondo.iv. Babalola, J.B. (Ed.) (2003). Basic text in educational planning. Ibadan Department of Educational Planning, University of Ibadan.v. Fagbamiye, E. O., Babalola. J. B., Fabunmi, M. Ayeni, A.O. (Ed.) (2004) Management of primary and secondary education in Nigeria. Ibadan NAEAP.vi. Fafunwa, A. B. (1974). History of education. London George Allen Unwin.vii. Oyekan, S. O. (2000). Foundations of teacher education. Ibadan Ben caliber Printsviii. Osokoya, I. O. (1989).History and policy of Nigerian education in world perspective. Ibadan AMD Publishers.ix. Ukeje, B. O. (1967). Education for social reconstruction.

Platos Allegory Of The Cave: Importance Today

Platos Allegory Of The Cave Importance TodayOur society so values education that sociologists have recognized the problem of over-education (Hadjicostandi). Many people are spending years prosecute degrees which they simply do not need for the jobs they perform. It is therefore prudent for students to question whether pursuing a liberal education is re eachy as important as our society believes. What is the point of a college education? Does it have any purpose beyond its material benefits. Are these benefits worth their cost? These are important questions that need answering. In the end, we may see that there is far more to this debate than artless accounting. Perhaps what makes education worth pursuing is that it gives us the freedom to makes these kinds of decisions about what is best for us.In many ways, this debate over education has its roots in the writings of Plato (Jowett). In Book VII of The Republic, Plato discusses much(prenominal) topics as enlightenment, epistemolo gy, forms, and the duties of philosophersAllegory of the Cave vs The MatrixImagine living through with(predicate) life completely define and facing a existence that doesnt even exist. The prisoners in Platos Allegory of the Cave are blind from true reality as well as the people in the movie The Matrix written and directed by the Wachowski brothers. They are given false images and they accept what their senses are telling them, and they believe what they are experiencing is all that really exists. Plato the ancient Greek philosopher wrote The Allegory of the Cave, to explain the process of enlightenment and what true reality may be. In the movie The Matrix, Neo (the main character) was born(p) into a founding of illusions called the matrix. His true reality is organism controlled by the puppet- handlers called the machines who use the human body as a source of energy. In the movie, Neo, finds and alternate reality and he has to go on a journey to discover himself and what is aro und him. Much like The Allegory of the Cave the prisoners in a dark subsurface cave, who are chained to the wall, have a view of reality solely based upon this limited view of the cave which is however a poor duplicate of the real world. Both the prisoners of the cave, and Neo from the Matrix, have to transcend on the path of enlightenment to k straight offadays the truth of their avow worlds.The Allegory of the Cave in divergent PerspectivesThe Allegory of the Cave, written by Plato, is an interpretation of aconversation amid Socrates, Platos mentor, and Glaucon, one of Socratesstudents. The Allegory of the Cave piece of ass be interpreted several antithetic ways.Imagine men in a cave chained up by their necks and legs, forcing them to onlylook forward at a wall. An opening hindquarters them lets the light in. Above theburning fire and chains, there is a road. Have these chained men ever seenanything else of themselves or others beyond the caves shadows make by thefire? S ome people would say the truth is only perceived by the shadows seenon the walls of the cave. What if one of these mens chains were taken off andhe was free to leave? Would the man feel pain when seeing the real world?Would he be confuse on accept what is real? Would it make a difference ifthe chained man was briefly educated about what he was going to see first?Perhaps he would understand and not be confused about what is real. Will theman think what he saw before was much more real than what he sees now?Questions like these leave bring different opinions and meaning to The Allegory ofthe Cave. Whose interpretation, if any, is correct when explaining the meaningof The Allegory of the Cave? Does it have mathematical meaning, explain avision of the whole world, or is it just a comparison to the field of social work?Similarities between Platos and Descartes Epistemologies SummaryPhilosophy is a subject that can take many twists and ejects before it finds an answer to a general que stion. Sometimes, an answer is still left unfound. Philosophy, in its broadest terms, can be described as the taxonomical pursuit of knowledge and human excellence. What we are concerned with is knowledge. Many people have theories of knowledge. Amongst them, there are two we will be looking at, Descartes and Plato. We will examine Descartes epistemology in Meditations on First Philosophy and Platos in The Republic.Descartes epistemology is kn throw as foundationalism. In the Meditations, Descartes disbelieves everything he was taught to believe be shake it is human tendency to believe what is false. In the first, he claims that most of what he believes is from his senses and that those senses are sometimes deceived. His solution to doubting everything is compared to a basket of apples. You fear that some apples have gone bad and you dont trust the others to rot, so you throw all the apples out of the basket. Once this is done, you examine each one and return the good apples to t he basket. This is what he does with his beliefs. He keeps only those he is authoritative of. We must discard our beliefs as a whole and indeed examine each one individually. We must build on the good beliefs. Descartes, however, does realize we sanctimoniousness throw every belief out because they are a part of us, strange the apples. We would have no basis for recovering any of our beliefs. We would be unable to justify anything. No belief based on sense-perception is free from doubt. He said it is possible that his life is all a dream and he is being deceived into thinking it is reality. He withal holds false anything that is physical exists, including his own body. The only things we should trust are those beliefs that are subject to rational scrutiny. We must also take for our mathematical judgments to be false also because an evil demon might be deceiving us. Now, Descartes has cast doubt on all his beliefs about everything but himself. He cannot be deceived about himse lf. It is on himself that he will be able to rebuild his knowledge of other things. If he had no knowledge of himself, then cipher can be certain. If he doubts, he must be an existing self which is engaged in doubting. If he doubts, he must also be thinking and Descartes said I think, therefore I am. He must also exist so that he can be deceived. If he is dreaming, then he is also thinking, thus he still exists. This is the first step to acquiring knowledge, to Descartes. You must build on what you know is certain, starting with yourself as the foundation.In the second meditation, Descartes tries to show we know bodies through reason and not through senses. He uses a piece of wax to demonstrate. Over a period of time, a freshly produced piece of wax placed by the fire loses or changes all its specific properties, yet it is known to be the same disapprove. Its taste and fragrance disappear. Its color, size, and shape are completely transformed. It loses its hardness and coldness to liquidity and warmth. To know the wax, you must be able to anticipate its changes. Descartes argues, though, that the imagination could not possibly view out all conditions, for they are infinite. One can only know an object through understanding, instead than through images, sensation or imagination. He now has knowledge about himself and any object that he has thought about through reason. We are now moving along nicely in build our house of knowledge.In the third meditation, we move into another building block of knowledge, god. We look at the example of two plus three equaling five. We see this to be clear and distinct, but it is possible that we are being deceived. He tries to dispel the doubt about propositions of mathematics by claiming that God exists and would not allow such a deception. He makes an argument for Gods existence. Premise one states that we have an idea of God. Premise two states that the only way to have an idea of God is if God exists. Therefore, the conclusion is that God exists. Us having an idea of God means us having an understanding of the infinite. We cant understand the infinite through the finite, but only through the infinite, thus God must also be the cause of the idea of God. We as finite substances cannot cause the existence of an infinite substance. The idea is also an documental reality, thus it can be held as true. God is not deceiving us and now we have added the final building block to our house of knowledge.In The Republic, Plato has his own epistemology. His is more along the lines of idealism. The ascent to knowledge is not based upon understanding an object, but understanding the idea of that object. The highest idea or form is the idea of the acceptable itself. Socrates is the main character of this part of The Republic. He engages in a conversation with Glaucon about knowledge. Socrates gives two images of the ascent from chaotic opinion to orderly knowledge, the image of the shared out line and of the Cave. Knowledge is what is certain and true and opinion is what is fallible. This is where we may see a connection between Plato and Descartes. They both agree that knowledge must be certain and all other things false.Plato held that all knowledge can be derived from a single set of principles. Knowledge rests on the Good as its foundation, unlike Descartes, where ones self is the foundation. Plato compares the power of the Good to the power of the sun. The sun illuminates things and makes them visible to the eye. The absolute good illuminates things of the mind and makes them intelligible. According to Plato, the idea of the Good is too much for human to understand, but can be thought of as the idea of absolute order. The sun is the cause of generation, nourishment, growth, and visibility. The Good is the cause of essences, structures, forms, and knowledge. This is somewhat similar to Descartes because God is the cause of the idea of Himself, thus the cause of everything else als o.There are four levels of knowledge. First, there are two ruling powers though. The good is set over the intellectual world and the sun over the visible world. We start with two lines, one for knowledge and one for opinion. Now we cut them once more and now there are four sections, two belonging to the intelligible world and two belonging to the visible world, two belonging to knowledge and two belonging to opinion. The first section is that of images such as shadows and reflections. The second deals with us seeing actual things, sense-perception. Unlike Descartes, we will not discard this, but use it to build on our knowledge. Descartes believes sense-perception to be false, but Plato uses it as a stepping stone towards knowledge. Now we have the two subdivisions of the intellectual. The third section is where the soul has understanding through its assumptions based on images. The quaternate section is where the soul moves past the use of any images and strictly reasons things ou t. One does not use objects, but ideas to reason.Next is the Allegory of the Cave. Platos allegory is a imitate of the reality of the divided line. Plato realizes people can think and speak without being aware of the Forms. Plato treats these people as prisoners chained in a cave, unable to turn their heads. All they are able to see is the wall of the cave and a fire burns behind them. There is a place to walk between the prisoners and the fire. There are others in that place that hold up objects to cast shadows on the wall of the cave. The prisoners are unable to see these objects behind them. They see and determine only the shadows and echoes cast by these objects. Prisoners like these would mistake appearance for reality. They would think the shadows are real, but would be unaware of the causes. Plato points out that they would refer to the shadow rather than the real object. The only way for the prisoner to see what he is talking about is to turn his head around. We actually n ame things we can not see, but things that we can only grasp in the mind. When the prisoners are released, they can see the real objects and realize their error. The way we can see the causes of our shadows is by grasping the Forms with our minds. The prisoners now ascend upwards out of the cave( into the intellectual world). When they first leave the cave, their eyes feel pain the same way the jury that convicted Socrates felt pain. They were not used to the light just like the jury was not used to Socrates manner of speaking. The prisoners would, at first, react violently as the jury did and try to descend backrest into the cave. This is similar to when the jury sentenced Socrates to death. But the prisoners must go on. Once they adjust, they are able to see the objects and what they must possess in itself. This takes us back to Descartes again. Descartes also believed we must look for an objects uniqueness without relying on sense-perception. The light shows them what the extern al conditions must be and then they finally see the sun, the source of the external condition.Plato and Descartes have their own epistemologies. Platos is that of Idealism and Descartes is Foundationalism. They differ somewhat while they also share similarities. Plato says what we see are shadows, not the real objects. A philosopher is one who strives to see the object and what makes the object unique. Finally, the philosopher will be able to see the idea of the object. Descartes also aims to find the uniqueness of an object and the idea of it through reason, but his approach differs. He casts doubt on what he feels isnt certain and starts to rebuild his house of knowledge on what is, himself being the foundation. Plato is not necessarily looking to cast doubts on ones beliefs, but is essay to expand ones knowledge of it. Their ends are the same, try to reach the Good or God, but their means are different.

The Latest Advances In Drug Manipulations Of The Immune System Essays

INTRODUCTIONIn order to provide a detailed analysis of youthful pharmacological developments involving the human immune system, it is firstly necessary to introduce the innate and adaptive immune responses . Immunosuppressants and immunomodulators will be differentiated between and a endurance of new and often experimental drugs belonging to each category will be provided. Specific drugs will be described including the pharmacokinetics and pharmacodynamics involved with each type. The potential clinical uses will be alluded to along with details from recent research.INNATE electrical resistanceInnate immunity is the first line of defence and comprises physical (skin), biochemical (complement, lysozyme) and cellular (macrophages, neutrophils) mechanisms (Katzung, 1998). All these mechanisms argon non-specific, anti-microbial agents which work in conjunction with adaptive immune responses to provide a more effective system (Downie et. al., 1995).ADAPTIVE IMMUNITYThe adaptive immune system is split into two mechanisms humoral immunity and cell-mediated immunity. A basic understanding of these concepts is necessary for the purpose of understanding the specific do of different immunopharmacological agents. HUMORAL IMMUNITYHumoral or antibody-mediated immunity is associated with B-lymphocyte cells. Antigens are foreign molecules that initiate an immune response, they contrive inherent immunogenicity (Tortora & Grabowski, 1996). Upon contact with an antigen, B-cells dissever to produce a clone of plasma cells capable of the production of antibodies. Antibodies are immunoglobulins, modified blood proteins with a specific action against antigens. Five main sub-types of immunoglobulins have been identified of which IgG is the most abundant in bodily fluids (Hopkins, 1995). Several cells are known to initiate the process of plasma cell differentiation and are known collectively as antigen presenting cells (APCs) (Waller & Renwick, 1994).LymphokinesThe antigen on the surface of the APC triggers TH-cells to produce hormone-like lymphokines (Lessof, 1993). Lymphokines are cytokines, regulators of the immune reactions which are produced by lymphocytes. Examples of these chemicals include interleukins, interferon and tumour humiliation factors. Their action involves the regulation of the proliferation, differentiation and activity of leukocytes (Dale et. al., 1994). The na... ...nours/himmun.html">http//www.pharm.uwa.edu.au/aussie/honours/himmun.htmlKahan, B. D. (1998) History of Immunosuppression AT <a href="http//surgery.uth.tmc.edu/organ_transplant/historyimmu.html">http//surgery.uth.tmc.edu/organ_transplant/historyimmu.htmlNijkamp, F.P. & Parnham, M. J. (1999) Principles of Immunopharmacology AT <a href="http//www.springer_ny.com/catalog/np/mar99np/3-7643-5780-0.html">http//www.springer_ny.com/catalog/np/mar99np/3-7643-5780-0.htmlSchultze, J. & Johnson, P. (1999) A Stimulating New Target for Cancer Im munotherapy IN The Lancet vol. 354, Oct. 9, 1999, pp1225-1226Stadtlander Drug Distribution Co. Inc. (1998) Investigational Immunosuppressants for Transplantation AT <a href="http//www.stadtlander.com/ cause/immunosuppren.html">http//www.stadtlander.com/feature/immunosuppren.htmlSwope, V.B Abel-Malek, Z Kassem, L. M. & Nordlund, J.J. (1991) Interleukins 1 Alpha & 6 & Tumor Necrosis Factor-Alpha are Paracrine Inhibitors of Human Melanocyte Proliferation & Melanogenesis AT <a href="http//www.biosyna.com/patent.htm">http//www.biosyna.com/patent.htm

Asian Philosophies of Critical Thinking Essay -- Critical Thinking Essa

Asian Philosophies of Critical ThinkingThe research interrogation of this extended essay came across at a very early demonstrate in my life. Having been born and developed from a family with all its members being University instructors and professors, I was often involved in arguments related to the lack of critical thinking in Asian cultures. As I got older, having had the chance to emerge in different cultures, I started to develop my own viewpoints and answers. I started to wonder about the truth surrounded by the real differences of Asian and Western philosophies of critical thinking. This extended essay, intended to be a research and investigation, bearing the title Asian Philosophies of Critical Thinking different or convergent to Western establishments? is in fact however merely just a summary of my viewpoints and answers which I have developed throughout the years. In the first section of the essay, Logical Tradition in India and China I will attempt to give evidence of c ritical thinking in twain Asian cultures that I have chosen namely India and China. In India, I will argue that critical thinking is clearly visible in historic texts such as the Caraka and Nyayasutra. This is presented as the rise up-known five-membered argument, a system of logical deduction, similar to the Aristotelian syllogism found in the west. In China I would focus mainly on the two schools of logical thought, the Mohists and the Logicians. For the Mohists I would argue that critical thinking is a vital element in the building of what they label mental models. For the Logicians, I would study deeply the writings of Hui Shih and Kungsun Lung, I would show that in fact both of them developed systems of logical and paradoxical thinking that could well serve as the foundations of modern science. If critical thinking is clearly presentable in these Asian cultures then why are there still concerns for introducing it to them? This is the question I intend to answer in the latter section Needhams Grand Question and Fullers Interpretation. During this section, I would also show that discussions of modern science seem to modify us to see how the tradition of critical thinking arose and how they were promoted or discouraged. I would cover how Asian historical, economic, social and cultural factors have a big enamour on their development of critical thinking. Lastly I woul... ...nusya Journal of Humanities, 1 (forthcoming). Hostetler, Karl. 1991. Community and Neutrality in Critical Thought A Nonobjectivist View on the Conduct and Teaching of Critical Thinking. Educational Theory, 41.1, 1-12. Matilal, Bimal Krishna. 1990. Logic, Language and Reality Indian Philosophy and Contemporary Issues. Delhi Motilal Banarsidass. McGuire, fanny. 1998. Is Critical Thinking Cultural Thinking?. Unpublished ms. McPeck, John E. 1991. What is Learned in Informal Logic?, Teaching Philosophy, 14.1, 25-34. Needham, Joseph. 1969. The Grand Titration Science and Society in East an d West. London Allen & Unwin. Paul, Richard. 1993. Critical Thinking What Every soul Needs to Survive in a Rapidly Changing World. Santa Rosa, CA Foundation for Critical Thinking. Ronan, Colin A. 1978. The Shorter Science and Civilization in China An Abridgement of Needhams victor Text. Cambridge Cambridge UP. Sutton, Robert. 1995. Realism and Other Philosophical Mantras. Inquiry Critical Thinking Across the Disciplines, 14.4, 18 pars., http//www.shss.montclair.edu/inquiry/summ95/sutton.html. Tscherbatsky, F. Th. 1962. Buddhist Logic. New York Dover.