Schindlers List :: essays research papers

Schindlers ListI knew the people who worked for me. When you know people, you have to behave towards them like human beings. This was a quote from Oskar Schindler. However, throughout the movie, it didnt quite seem like he felt that way the entire time. The movie began in 1939, and Schindler was very into alcohol, womanizing, and making money. He bought a Jewish manufactory in Krakow called Deutsche Email Fabrik. In order get the resources necessary he talked to his key contact throughout the entire movie, a Jewish accountant by the name of Itzhak Stern. Stern informed him that Jewish labor was cheaper than Polish Labor. Schindler, of course being interested in having a higher profit, went and hired the Jews, thus get down his relationship with them. The produced pots, pans, basins, and other items as such, and then later on, munitions. At certain points in the movie, it was hard to tell that he was changing. At certain moments, it seemed like he was, but then the next second, he would turn around and act the same as he always did. Such as when Stern brought in the one-armed Jew to thank him for giving him a job, and while he was there, he seemed happy to be able to be helping this man, but as shortly as the man left, he turned around to Stern and said, Dont ever do that to me again. That man has one arm, he is of no use. in that respect were many other moments in the movie though when you could tell that he was changing, such as when he was convincing that Nazi soldier friend of his break ones back/mistress that he actually does care about her and then kisses her on the forehead and tells her that everything will be okay. He eventually then buys her from him to save her. some other scene was the girl in the red coat.Once the liquidation of the ghetto occurred in 1941, and they took all of his workers, I think that was when you could see him change the most, because he then washed-out millions of dollars of his own money to get them back, in order to sa ve them from being killed at Auschwitz. And then when they couldnt produce the munitions correctly, he bought them himself to be sent to the German army so they couldnt shut down the factory.

The Platonist Tradition and the Ordering of Knowledge Essay -- Educati

The Platonist Tradition and the Ordering of KnowledgeABSTRACT I argue that the contemporary crisis in education that nothing appears validated as a discipline unless it has a utilitarian value may be challenged from the perspective of the Platonist tradition. The ascent through philosophy to the vision of Beauty in itself in Platos Symposium affirms the perception of beauty or nobility as the ultimate end and value of all knowledge. Marsilio Ficinos adaption of Plato in the Renaissance articulates a more metaphysical ascent which broadens the objects of knowledge in order to include the cosmos and the arts as well as philosophy. Together, these two accounts provide a foundation for reason the ordering of all knowledge toward the end of the perception of beauty or nobility. There is no dichotomy between the sciences and the humanities there is only a hierarchy of disciplines according to a scale of metaphysical nobility. The sciences, the arts, history, and philosophy argon the st eps toward knowledge of Beauty in itself. They constitute a vision of swelled education that is not utilitarian, but whose value must be understood precisely through the moral concept of nobility that is the end of such an education. In embracing the concept of beauty or nobility, liberal education affirms the value of life itself. The task of education today is beset increasingly by utilitarian pressures. Mathematics and the sciences seem to be of little interest in themselves, valued only for the Cartesian goal of making humanity the masters and possessors of nature. (1) The arts are despised, and history and literature simply dismissedfor these require not only reading with care, but the perception of significance within the daunti... ...tary VI. 4, p. 112.(12) ibidem V. 2, p. 86. Pulchritudo is Ficinos word for beauty.(13) Ibid. V. 6, pp. 93-94.(14) Ibid. VII. 15, p. 172.(15) On this development, see Kristeller, The Modern System of the Arts, in Renaissance Thought and the Ar ts, pp. 163-227.(16) Alberti, On Painting, trans. Cecil Grayson, ed. Martin Kemp (London Penguin, 1991), p. 71 On the Art of Building in decennary Books, trans. Rykwert, Leach, and Tavernor (Cambridge, Mass. MIT Press, 1988), p. 303.(17) See the selections in Elizabeth G. Holt, ed., A Documentary History of Art, 2 vols. (Princeton Princeton University Press, 1982), 2 74-86, 141-46.(18) On the importance of narrative, see MacIntyre, After Virtue, pp. 215-16.(19) Aristotle, The Politics, I, 1-2, 1252 a1 - 1253 a35.(20) See G.W.F. Hegel, The Philosophy of History, especially the Introduction.

Abortion - Human Life is Involved Essay -- Argumentative Persuasive To

Abortion - Human Life is Involved Divine law and natural reason exclude all right to the figure killing of an innocent man. However, if the reasons given to justify an abortion were always manifestly evil and valueless the puzzle would not be so dramatic. The gravity of the problem comes from the fact that in certain cases, perhaps in quite a considerable number of cases, by denying abortion one endangers important values to which it is common to attach great value, and which may sometimes even seem to have priority. Pro-lifers do not deny these very(prenominal) great difficulties. It may be a serious question of health, sometimes of life or death, for the mother it may be the burden represented by an additional child, especially if there are good reasons to fear that the child will be abnormal or retarded it may be the importance attributed in different classes of society to considerations of keep an eye on or dishonor, of loss of social standing, and so forth. Pro-lifers sa y that none of these reasons can ever objectively confer the right to dispose of anothers life, even when that life is single beginning. With regard to the future unhappiness of the child, no one, not even the father or mother, can act as its substitute--even if it is still in the embryonic stage--to exact in the childs name, life or death. The child itself, when grown up, will never have the right to study suicide no more may his parents choose death for the child while it is not of an age to decide or itself. Life is too fundamental a value to be weighed against even very serious disadvantages. When does human life begin? According to physicians, biologists and scientists testifying before the United States Congress Conception (fertilizatio... ...he Amedos. Medical As,, 1W12/84, p. 20. Hooker and Davenport. The Prenatal Origin of Behavior. Kansas University of Kansas Press, 1952. Noonan, The Experience of Pain, innovative Perspectives on Human Abortion. N.p. A1etheia Bo oks, 1981. p.213. Reinis, Stanislaw and Jerome M. Goldman. The Development of the Brain. Springfield, IL Charles C Thomas Publishers, 1980. Rockwell, P.E.,M.D. Director of Anesthesiology, Leonard Hospital, Troy, NY, U.S. Supreme Court, Markle vs. Abele, 72-56, 72-730, 1972. P.11 The Silent Scream. Cleveland, OH American Portrait Films, 1984. Tanner, J.M. and G.R. Taylor, Time-Life Books. Growth, New York Life Science Life, 1965. p.64. U.S. Congress. Subcommittee on Separation of Powers to Senate Judiciary Committee S-158, 97th Congress, 1st Session 1981. p.7

Edwards Sinners in the Hands of an Angry God Essay -- Edwards Sinners

Edwards Sinners in the Hands of an fierce GodThe passages given from the Edwards Sinners in the Hands of an Angry God and the origin meter of the Declaration both include many points such as the tone, diction, and syntax. The points shown doneout each sentence aims for the intent of obtaining the attention of the audience. The way each sentence is position with its own syntax can very well appeal to listeners, depending on its structure and imagery.Within the given sentence excerpt from Edwards Sinners in the Hand of an Angry God you may perceive that the speaker is undoubtedly reaching for the audiences attention without sustaining his harsh yet fearful manner. Throughout this controlled harsh tone of voice, he captivates the audience through a deep sense of threat or harm. Within this deep threatening and captivating speech, the speaker uses God as the higher power in order to obtain the audiences attention, to grasp each persons emotions and fill them with fear. The speaker u ses fear to complete the assurance of the people to do his intentions.Although the Edwards excerpt sentence involved fear, stirred up deception and mental deception to obtain the audiences full attention, the opening sentence of Jeffersons Declaration gives the audience a much different approach to procure the audiences focus. Jeffersons opening sentence has a mild tone of diction, for the beginning of an informative speech. The eloquent words highly imposed among the s...

Creative Art Therapy: Essay -- essays papers

Creative Art TherapyCreative art therapy is a proficiency that implements theory of three major schools of thoughtPSYCHODYNAMICHUMANISTICBEHAVIORISMY UsesTherapists use this implementation of theory and introduce this technique to the client at the grab time to facilitate creativity, personal growth, and therapeutic change.PSYCHDYNAMICCreative art therapy can be used as a medium to capture hidden impulses, and emotions.This technique also helps to explore unconscious secret desires and fears.Jungs regard for imagination and creativity as one of the major forces of healing. Jung also introduced therapist to the role of lively participant in the creative endeavor.Free association HUMANISTIC Creative therapy helps client move towards ego-discovery. The client sees self emerge through the development process. (Positive self regard) Art therapy can be used to help the client feel more relaxed in the therapeutic setting. (self disclosure) This technique can be used as an active listeni ng tool to help client express emotions or feelings that can not be verbally expressed. Art therapy encourages the client to view themselves as individuals.Y BEHAVIORISMY Art therapy can be used to modify maladaptive behaviors.Y True art therapist may dumbfound a great deal of difficulty with the above because this approach may be viewed as conforming as opposed to individualization and creativity.Y (For this purpose, I will not spend much time on this approach)Focus Population of creative art therapy All depending on the specific technique being used.Who are art therapists?Y Art teachersY PsychotherapistY PsychologistY Creative specialistY Social workersY PsychiatristsDo I have to be artistic?h No, the therapist does not have to be artist. Artistic ability is not the focus of art therapy. Art students who physical exercise art therapy are sometimes considered possible liabilities because they may be more artistic than the client and the possibility of critiquing the clients work .h Creative art therapy is not almost what the finished product looks like, but what it represents in the form of expression.(the clients)Important to noteh Exhibition of clients artwork for others to see with step to the fore written consent is an invasion of the clients privacy Some E... ....FunctionInformation gatheringChild, adulth Kinetic family campaigningXclient uses paper, pencils, crayons to draw a picture of a family doing some thing together. (Rapport builder, gather information about other family member. Client verbalizes where he or she fits in the family.)h mark drawingsXtherapist and client take turns drawing scribble while other verbalizes an image. (Builds rapport, becomes a transitional project) h House planXTherapist either uses dollhouse or draws a house plan. Client draws or positions family of dolls in areas of the home. (Information gathering. Awareness of roles and relatedness to family and environment)FunctionFamily or group therapyh Murals or collagesX therapist provides pictures, magazines, paper, glue, scissors, markers, etc. Therapist also chooses a germane(predicate) topic. The group of family work as individuals and as a group to convey a feeling or message through the artwork.(issues are open)Function bygone becoming presentGeriatricsh Treasured objectsXclient is asked to bring in most precious possessions. Sharing of meaning and related experiences to the objects. (Self Vdisclosure building trust, active listening)

Creative Art Therapy: Essay -- essays papers

Creative maneuver TherapyCreative art therapy is a technique that implements theory of three major schools of imagePSYCHODYNAMICHUMANISTICBEHAVIORISMY UsesTherapists use this implementation of theory and introduce this technique to the guest at the appropriate time to facilitate creativity, personal growth, and therapeutic change.PSYCHDYNAMICCreative art therapy can be utilize as a medium to capture hidden impulses, and emotions.This technique also table services to explore unconscious cryptic desires and fears.Jungs regard for imagination and creativity as one of the major forces of healing. Jung also introduced therapist to the role of active participant in the creative endeavor. set-apart association HUMANISTIC Creative therapy helps client move towards self-discovery. The client sees self emerge through the development process. (Positive self regard) art therapy can be used to help the client feel more relaxed in the therapeutic setting. (self disclosure) This technique can be used as an active listening tool to help client express emotions or feelings that can not be verbally expressed. Art therapy encourages the client to view themselves as individuals.Y BEHAVIORISMY Art therapy can be used to modify maladaptive behaviors.Y True art therapist may have a great deal of trouble with the above because this approach may be viewed as conforming as opposed to individualization and creativity.Y (For this purpose, I will not spend much time on this approach)Focus Population of creative art therapy All depending on the specific technique being used.Who are art therapists?Y Art teachersY PsychotherapistY PsychologistY Creative specialistY Social workersY PsychiatristsDo I have to be artistic?h No, the therapist does not have to be artist. Artistic ability is not the focus of art therapy. Art students who practice art therapy are close totimes considered practicable liabilities because they may be more artistic than the client and the possibility of critiqu ing the clients work.h Creative art therapy is not about what the finished product looks like, but what it represents in the form of expression.(the clients)Important to noteh Exhibition of clients artwork for others to see with out written consent is an invasion of the clients privacy Some E... ....FunctionInformation gatheringChild, adulth Kinetic family drawingXclient uses paper, pencils, crayons to draw a picture of a family doing some thing together. (Rapport builder, gather information about other family member. Client verbalizes where he or she fits in the family.)h Scribble drawingsXtherapist and client take turns drawing gelt while other verbalizes an image. (Builds rapport, becomes a transitional project) h House planXTherapist either uses dollhouse or draws a house plan. Client draws or positions family of dolls in areas of the home. (Information gathering. Awareness of roles and relatedness to family and environment)FunctionFamily or group therapyh Murals or collagesXt herapist provides pictures, magazines, paper, glue, scissors, markers, etc. Therapist also chooses a relevant topic. The group of family work as individuals and as a group to convey a feeling or message through the artwork.(issues are open)Function Past becoming presentGeriatricsh Treasured objectsXclient is asked to bring in most precious possessions. Sharing of meaning and related experiences to the objects. (Self Vdisclosure building trust, active listening)

Finance Chapter 3

PROBLEM01 The formula which breaks down the return on equity into three component parts is referred to as DuPont formula. PROBLEM02 The Purple Martin has annual sales of $687,400, amount debt of $210,000, total equity of $365,000, and a profit margin of 4. 80 percent. What is the return on assets? ROA = net income / total assets ROA = (687400 * 4. 80) / (210000 + 365000) ROA = 5. 74 PROBLEM03 The Meat Market has $747,000 in sales. The profit margin is 4. 1 percent and the firm has 7,500 sh bes of stock outstanding. The market price per share is $22. What is the price-earnings balance?P/E = market value per share / earnings per share P/E = 22 / (747000 * 4. 1 / 7500) P/E = . 0539 PROBLEM04 brink Wear has current liabilities of $350,000, a quick proportion of 1. 65, inventory turnover of 3. 2, and a current ratio of 2. 9. What is the cost of goods sell? CA = current ratio * current liablities CA = 2. 9 * 350000 CA = 1015000 QR = (CA stock-taking) / CL 1. 65 = (1015000 Inventory) / 350000 Inventory = 437500 Cost of goods sold = IT * T Cost of goods sold = 3. 2 * 4375000 Cost of goods sold = 1400000 PROBLEM05 Study the comparative balance sheets for Kyprianides Inc. nd Pecchia Company in the year 2011. Notice that both companies have the same amount of assets. However, there are some differences in the way the two companies finance those assets. Fill in the spaces on the balance sheets and then answer the following questions. Kyprianides Inc. Pecchia Co. Current Assets Cash and equivalents200300 Accounts Receivable1,1002,400 Inventory 4,6002,000 Total Current Assets 4,9004,700 Property, Plant and Equipment10,00011,200 Total Assets 15,90015,900 Current Liabilities Accounts Payable 3,0003,200 Current portion of LT debt200400Total Current Liabilities 3,2003,600 Notes payable 2,0007,000 Total Liabilities 5,20010,600 Common Stock6,0002,000 Additional Paid-in Capital 1,0001,000 contain Earnings 3,7002,300 Total Stockholders Equity10,7005,900 Total Liab & SE15,9001 5,900 Using the financial data from the balance sheets above, fill in the following chart for both Kyprianides Inc. and Pecchia Co. RatioKyprianides Inc. Pecchia Co. Current Ratio4,900 / 3,200= 1. 534,700 / 3,600= 1. 31 speedy Ratio(4,900 4,600) / 3,200= . 094(4,700 2,000) / 3,600= . 750 Debt Ratio5,200 / 15,900= . 32710,600 / 15,900= . 667

Auditory Learning Style Essay

Individual differences establish the well-acknowledged concept of the variety of erudition styles exhibited by learners. This means that learners argon likely to learn differently according to their fortes and preferences. The ability to learn by using ones auditive capabilities is one learning styles. Students who are to a greater extent likely to learn through auditory learning styles focus on the things that they hear. Information that they obtain through auditory sounds is more likely to register within their minds, completelyowing the retention of the information, thus, reinforcing the learning process.Other learning styles include bodily-kinesthetic, visual, social, and such. With this in mind, teachers should be fitted to realize the collect to accommodate these one-on-one differences regarding learning styles in fellowship to teach intentionfully and efficiently, realizing the goals and objectives of learning. However, accomplishing this particular motive is not an e asy task since teachers themselves have their own learning styles. It becomes a difficult ch anyenge for teachers to accommodate all learning styles when they themselves are inclined to learn by a singular means.For the remainder of this text, the strategies and techniques on how to facilitate the different learning styles exhibited by the students considering I myself demo an auditory learning style will be discussed. Since the issue concerns me as a teacher, I believe that the changes or modifications should start from me. Primarily, I should not still consider or dwell on my learning style as it will only contribute to the difficulties of trying to get over the challenges of overlooking all the varied learning styles.The task at hand should focus on understanding the structures and dimensions of each learning style. In this way, I will be able to obtain comprehensive knowledge on how students with unique learning styles are able to learn and from this kind of information, desig n the teaching-learning or instructional process in order to facilitate the various learning styles. However, the first thing that I should do is to conduct a survey or to observe how my students learn in order to identify the kind of dynamic styles that exist within the learning situation.Perhaps, exhibiting auditory learning style myself would be able to help in achieving my purpose of accommodating the various learning styles of my students. Surveying or understanding their learning needs may be implemented through recitation. This is so, because my own personal learning style permits me to learn most efficiently by hearing, and conducting a recitation to understand their motivations and preferences during the learning process will greatly assist my in my considerations of what they need during the teaching-learning process.In addition, during the learning process, it would help to listen to the students in order to pick up some hidden concerns or complaints that I should be cons idering in aim the teaching-learning interaction. Responding to the acquisition of knowledge on the variety of learning styles is another challenge that I should be able to conquer. For instance, each lesson or course presented to the learners should be able to incorporate all strategies or techniques that are common to the various learning styles in order to accommodate all the students.For instance, an entire lesson should utilize music for auditory learning styles, iconic materials such as pictures and videos for visual learning styles, practical activities such as demonstrations, role-playing, dramatizations, and such for bodily-kinesthetic learning styles, groupings and social interaction for the extroverted learners, individual work sheets and activities for the introverted learners, etc. The most important thing to consider is to incorporate the requirements or necessities of each learning style, particularly on the instructional materials that are being utilized to facilita te the learning process.

Buddhism from a Philosophical Standpoint

When bingle attempts to put piety under the inquiry of philosophy, on that point is an important thing that must be clarified. One must be aware that philosophy is both a science of arrangingatic thinking and a way of breeding. As a science, philosophy explores the supreme springs and purposes of whole things that exist. It entails adherence to rigorous logic and impassi whizzd critique of nearly entirely things that may be put into question. Which is why, it is a strict rational science (if non the most rigorous bingle).However, one films to equally remember that philosophy can in like manner pertain to a principle most life, or a life-influencing belief system. To be sure, this second notion of philosophy enjoys more usage than the previous one in a flashadays. For instance, many self-help books promising to teach people new philosophies to help them emerge successful in life end up in bookstores as top-sellers and/or top-grosser. One can call both of them the philo sophic inquiry into things and the less rigorous adherence to some principles close to life as philosophies in their possess respects.Studying trust from a philosophical standpoint entails an inquiry figuring in two levels as well. Religion must be seen both as a subject that can be assessed, and a way of life that has to be lived. As an object of philosophic inquiry, religion must be evaluated according to the tenets it holds or the doctrines it teaches. As a way of life, religion must be seen in the context of ritual or ethical practices stemming from a belief system. Thus, in analyse religion, one is competent to gather philosophical analyses from certain practices and beliefs.In a way, it is the result of combining the two basic understandings of philosophy into a single framework. Rationale and methodological analysis The aim of this paper is to present Buddhism from the standpoint of philosophy. This means that some of the basic questions that philosophy asks shall be an swered in the light of what Buddhism teaches. What could those basic questions be? First, there is a question about ontology. Under this specific inquiry, one looks at how Buddhism perceives all things that exist.Next, there is cosmology an inquiry which enables one to ask how does Buddhism understand the world? separate concerns include anthropology (read how do they understand man? ) and ethics (read how do they assess what could be morally acceptable or not). But ultimately, since Buddhism is acknowledged as one of the major religions of the world expert now, a philosophic inquiry should include exploring their basic notions about God and thus, theology. After all, religion is essentially about a belief in Spiritual Beings (McCutcheon, 2007, p.22) translated most frequently into a belief in a kind of God. Buddhism History and Core Doctrines Buddhism is a phantasmal run which started approximately 500 years before Christ (Griffiths, 1997, p. 15). It first spread across most of the Indian peninsula, only to be dispersed outside the percentage later on. At present, its influence is embraced not just by Indians but also by those coming from countries which comprise the South and South East Asia region, a few areas in Japan and some provinces of China.It needs to be mentioned that Buddhism is a ghostlike phenomenon characterized by diversity in forms and practices. Buddhism, says one author, is a very separate religion (Griffiths, 1997, p. 5). One may not find the same strain of Buddhism found, say, in South East Asia, and another one coming from, say, a southern province of India. Right now, there are a myriad of groups claiming to adhere to a unique practice of Buddhism on their own. In effect, it makes Buddhism a kind of religion that seems neither to teach nor require uniformity of doctrines from all its adherents.Buddhism is a religion that draws heavily from the inspiration lent by its recognized founder, Gautama Sakayamuni (later on to become Gaut ama Buddha) a someone who exemplified for them a life of total freedom and perpetual meditation in order to arrive at an utterly blissful state called Nirvana. By and large, it is about an adherence to a lifestyle that seeks authentic prudence and not about a longing for the Transcendent which most religions of the world are concern with. For this reason, some thinkers are entertaining the idea that Buddhism is, after all, not a religion but a way of life (Humphreys, 1997, p.13). Buddhism, as many authors hold in noted, is a movement associated not so much with a set of doctrinal teachings as a body of teachings with spiritual benefits (Williams, 1989, p. 2). In fact, many Buddhism-inclined literatures get over teachings not really about religious worship, but about way of living, ritual practices, devotional meditation (Mitchell, 2002, p. 1), among others. Owing much from the teachings which Gautama Buddha has left, Buddhism teaches that life is in a state of perpetual quest for prescience marked by a feeling of constant dissatisfaction (Williams, 1989, p.34). Buddha himself was a testament to this. After leaving home at an early age, Gautama ventured on a life-journey to seek for enlightenment a precious state he could not seem to find in the world as he got to know it. As he tried to quell the gripping loneliness and instinctive drive to satisfy pleasures, Gautama sought answer and solace by meditation. His meditation led him to see that impermanence, dissatisfaction and a fluid sense of self constitute the basic truths of candor (Williams, 1989, pp.34-36). He further taught that a human person is really nothing, but only takes form as someone constituted by five different aggregates namely, form (material constitution), sensation, perception, mental formations and consciousness (Williams, 1989, p. 37). One should now that one of the chief elements that defines the uniqueness of Buddhism lies in how they consider all things to be illusory, since th ey subscribe to the idea that things are not what they seem (Griffiths, 1997, p. 20).Some of their other teachings about life include the following value for the principle of moderation, belief in Karma and perpetual recurrence of everything that exists, belief in lifes four noble truths (life is suffering, the cause of suffering is cravings for pleasure, freedom from suffering is temperance from pleasures, and a way to stop suffering is by following the eight-fold path), and the practice of the noble eight-fold paths (right view, right intention, right speech, right action, right living, right conduct, right mindfulness and right concentration) in ones life (Mitchell, 2002, pp. 45-47). A Philosophical AnalysisJudging from the ideas raised in the Introduction of this work, it is abstemious that one must consider Buddhism a event of philosophy that is, as a way of life. Many authors have already proceeded to claim that this particular religious phenomenon is chiefly characterized by the numerous practical precepts which serve as guides towards an enlightened living. It is good to note that Buddhism, pretty much like philosophy, is concerned with the pursuit of enlightenment or truth. An enlightened self immortalized perhaps in Western Philosophy by Platos Allegory of the Cave is surely the goal why one enters into philosophical discourses.In so farther as Buddhism offers its own distinct ways to attain enlightenment as well, it is therefore with good reasons that one should classify this religion as philosophical in many ways. Buddhism however does not stop at stipulating suggestions for right living alone. As a system of belief, it also offers perspectives about the whole of reality. Like philosophical discourses, Buddhism is a belief system that speaks of its perspective about the ultimate realities like human existence, cosmology, human knowledge, ontology and theology.Surely, there is a need to look into these briefly Buddhisms take on reality encoura ges an attitude of detachment on account of a belief that everything is terminable (Griffiths, 1997, p. 16), and therefore in a state of constant flux. Much of Buddhisms view about reality rests on the belief that the world is full of diversity, and the more is able to reveal or appreciate it, the closer is one to the truth about the ever passing universe (Williams, 1989, p. 3).This idea is interestingly shared by an antediluvian patriarch Western philosopher that went by the name Heraclitus, who taught that fire- an element in a perpetual state of movement is the basic element that constitutes reality. Buddhism, one need to remember, is not so much concerned with the rigorous definition of reality. But in so far it embraces an attitude of non-attachment in relating to all things, Buddhism has to anchor this belief system on a formidable reason that ones attachment over things is futile given the fact that all things pass away.In fact, most of what Buddhism teaches is haggard f rom this ontological belief and this doctrine of impermanence must be seen as a recurrent theme in its whole system of perspective. As far as Epistemology is concerned, the doctrine of impermanence is also maintained. Buddhism teaches that nothing can be known with exact certitude because all things are ephemeral and thus, as mentioned a while ago, they are not what they seem (Griffiths, 1997, p. 19). Everything is subject to change and passes away.Thus, one may not arrive at a definitive knowledge about things at all. Which is why, Buddha maintained that dissatisfaction is a constant theme that defines the feelings of all who search for knowledge or truth (Mitchell, 2002, p. 33). No one is able to know what reality is and its appearance is often misleading. One may notice that this epistemology is actually consistent with Buddhisms anthropology, or, its understanding of human disposition. If one checks the teachings of Buddha about man, one can intelligibly see the doctrine of im permanence as patent in it too.Buddha believes that human nature is nothing but a constitution of events called materiality, sensation, notionualization, volition and consciousness (Griffiths, 1997, p. 20). This type of anthropology views man not as an existing individual substance (which most of Western Philosophy have understood what human nature is), but an impermanent self constituted by personal events (Griffith, 1997, p. 20). Cosmology for Buddhism follows the same line of logic. Constant flux is patent in its belief that the world follows a bout of birth and rebirth, of cycle and current, of existence and passage.The bulk of Buddhisms teachings therefore solemnly enjoin its adherents to develop an attitude of detachment. Anchored on a belief that nothing in this world ever remains the same over a period of time, Buddhism points that the path towards Nirvana or ultimate sense of bliss lies in a state of total freedom from what this world actually offers. Lastly, it is quit e interesting to point out that Buddhism rarely engages in a question about the ultimate reality or God. Broadly speaking, the whole philosophy of impermanence is at odds with a concept of deity.The general theory about God stipulates that It is a Supreme Being defined by eternality, omniscience, omnipotence and changelessness. In a belief system where the central truth about reality rests on the ephemeral nature of all things, the concept of God is really something hard to conceive (Griffiths, 1997, p. 22). How can there be such a Being when the general characteristic of all things supposedly including God is change and flux? More importantly, one can ask how can one consider Buddhism a religion at all if one is not willing to reconcile its theology with its ontology?Griffith believes that the metaphysics of impermanence makes Buddhism deny the existence of God all together (Griffith, 1997, p. 23). But the image of Buddha as the prototype of their quest for a transcendent end, t ranslated in Nirvana, is perhaps the only figure of deity Buddhism actually posses. Conclusion Buddhism is both a philosophy and a religious movement. As a philosophy, it offers its adherents a way of life observed in a tradition marked by meditation, introspection, constant purgation of desire and an without end quest for enlightenment.As a religious movement, it is concerned with the pursuit of transcendent ends (Slater, 1978, p. 6) they call Nirvana. Buddhism offers its own understanding of reality too. Its doctrines are highly influenced by the teachings of its founder Gautama Buddha. In this paper, it has been noted that their belief system can also be evaluated under the categories which Western philosophy uses metaphysics, epistemology, cosmology, anthropology and theology.These aspects are given meaning by a pervading concept of impermanence and dissatisfaction. Buddhism draws largely from a belief that everything in the world is impermanent, and that all people are enjoin ed to meet it with an attitude of detachment and self-control. The path towards true enlightenment happens only when one is able to see beyond what reality offers, and seek the true meaning of existence that lies only within. References Humphreys, C. (1997). A Popular Dictionary of Buddhism.Chicago NTC. Griffiths, P. Buddhism. In Quinn, P. & Taliaferro, C. (Eds. ), A Companion to Philosophy of Religion. Massachusetts Blackwell. McCutcheon, R. (2007). Studying Religion. An Introduction. London Equinox. Mitchell, D. (2002). Introducing the Buddhist Experience. New York Oxford University Slater, P. (1978). The Dynamics of Religion. Meaning and Change in Religious Traditions. San Francisco Harper and Row. Williams, P. (1989). Mahayana Buddhism. dictatorial Foundations. New York Routledge.

Galileo on religion and science Essay

Ex unfinished Galileos attempt to make science and pietism congruous, with particular reference to methods of justification. How successful is he? Use Kuhns nonion of incommensurability to investigate Galileos attempt to reconcile the propositions of science and religion.There will always be a battle between religion and science, it is a truth universall(a)y acknowledged. Galileo attempted to make the two compatible by suggesting that the truth can exactly be sought forth if the nonion under consideration can be accurately tested and if the opposing view can be founded as false. Galileos goes into depth just round the truth of scripture and the sciences, intertwined with the causality of man, in his letter to Christina of Lorraine, Grand Duchess of Tuscany. Early on in the letter Galileo, infers from St Augustine that the Holy Ghost did not intend to find out how heaven goes rather how one goes to heaven. Galileo interprets this as the underlying basis for the common peop le to believe that man should not concern themselves with science and that it is a happen uponst the Bible, and thereof blasphemous. Furthermore this misconception is continued, as Galileo believes that the common people get a line the truth in the Bible is largely to do with ones salvation and other sensible things such as whether the Sun or Earth are mobile, are irrelevant.From this Galileo leads on to discuss that physical problems are able to be solved done sense-experiences and reason, as healthy as the authority of scriptural passages highlighting that either are valid to contain the truth. Galileo argues that God gifted man with the powerfulness of reason and logic, so that they would be able to discover and learn about his creation. God did not set bounds to human ingenuity so why should the church service impose them, by discrediting and prohibiting some of the greatest work of philosophers and scientists? Galileo had two types of physical propositions those that ar e able to be subjected to tests and experiments and those that can only be conjectured about and these are best left-hand(a) to faith and Holy scriptures. Galileo did not believe that everything in the universe was known to man, he believed that there were more truths to be discovered. He did not agree that free-philosophizing should be shunned, because the Holy Ghost states that man cannot find out the work that God hath done from beginning even toend.Galileo is not fulfill by this and urges others to not side with the common opinion of the scriptures, to the point where it blocks logic and reason, and ultimately truth. He highlights this by using the Sun and the Earth the debate about the still Sun and the mobile Earth, as many come to believe it was most absurd to believe otherwise. This is because Nicholas Copernicus provided evidence for his claims which were reasonable and logical that it was plain as daylight. Galileo stresses the wideness of not bending the word of God to fulfil ones foolish fancies i.e. one should guard themselves against deliberately misinterpreting the Holy Scripture to adapt their own end. The repetition of this (citing scripture to back up their skewed claims) will lead to the inevitable adoption of this understanding and consequently missing the true close behind the scriptural passages. This is what Galileo means when he refers to as the vulgar and common people, sometimes misinterpret the holy writings of the Bible to fulfil their foolish fancies.Because of this Galileo advocates the importance for mankind to step away from information that just concerns salvation and to broaden their horizons most importantly, to not be afraid of the truth. By this he suggests that Holy Scripture and explanations of physical things have their own place in the world and that man should keep an open mind to explore twain, because both are valid sources of the truth. He goes on to say that God did not intend for his Word to be misinterpre ted like this and the true meaning to be obscured, and this sort of abuse should not gain countenance and authority.However as Galileo stated it is more pleasant to gain a reputation for wisdom without experiments and research than it is to pursue science and flummox evidence for these physical observations. Galileo is thankful to God because he does not allow the majority of these common folk as stated above to have all the authority, some learned people too have authority. Galileo is not speaking blasphemy, he is suggesting there is a place for both Holy doctrine as well as scientific doctrine and he attempts to prove this.Galileo is concerned with obtaining the truth about the world we live in, whether religion provides an answer or science. This is ostensible in the letter when he is discussing the celestial bodies concerning the work of Copernicus. Galileo believes that it would be wholly unjustified to banCopernicus work after it has been confirmed over the years, he puts it in my judgement to be a contravention of the truth if this were to occur. Basically Galileo believes if something is true, the basis of the truth either, ghostlike or scientific is equally creditable. He further states that if scientific fact is unattainable, it must be a thing of faith and religion where human abstract thought cannot reach and there is no science but only opinion of faith the truth must be in the Scripture. This is demonstrated in the letter whether the stars are animate or whether or not the area are spherical. Galileo believes that ultimately that the science behind a phenomena will equate to the Scripture that describes it the true senses of the Bible will most certainly be found to agree with the proven fact.He further goes on to admit, that at first the two may seem completely different and nestled scrutiny is required. Galileo proves his point further by stating that two truths can never contradict each other ultimately, the religious and scientific, mus t both be compatible for something to be proven true. The matter of Galileos success is dependent largely on his era and the audience. Being a follower of God as well as a man of science and a philosopher, Galileo had to come to terms with both his beliefs and what his physical senses and reasoning told him about the world. He achieved this by describing that the facts produced by reasoning will equal the truth held in the Scripture both religion and science were correct. However, this was conditional the Holy Scripture should not be misinterpreted and the notion under consideration should be tested through logic. Following this Galileo, believed that the understanding held by an individual of the Holy Scripture, chiefly relied upon how leaned such a person was and their capacity to understand the true meaning of the Scriptural passages.Primarily Galileo could not disregard the Bible wholly firstly, as mentioned above he himself believed greatly in God and second the people of the t ime were immersed in the religion from infancy it was to them, common knowledge and the truth about the world. Given this Galileo had to find a solution to please both religious beliefs whilst allowing scientific inquiry and philosophising to occur. As he describe the vulgar and common people may shun his ideas, because they do not accept anything that is not Holy Scripture, and believe Galileo and other scientists and philosophers to be blasphemous. However Galileo attempts tomake sense of this by discussing that perhaps they misinterpreted the Bible and consequently the true meaning (which is compatible with science) is upset to them, that it is beyond their capacity to comprehend. It is remarked by Galileo people who are unable to understand both the Bible and the sciences far outnumber those who do understand perhaps this is Galileo commenting on his own success that he is only able to reach people if they understand the true meaning of Scripture and are capable of understandi ng the sciences.Galileo in his attempt to reconcile the propositions of both religion and science, it is evident that he employed Kuhns measures of perpetual incommensurability. The evidence acquired via observation is an insufficient basis for theory comparison, due(p) to the inherent idea that perceptual experience is theory dependant. Basically, ones ability to develop a theory is establish on their previous vivification experiences whether it be from actual physical events, emotional or spiritual events. All play a role in the development of a theory, which is formed based on how an individual sees the world and what they conclude about it. This in mind, it can be observed that Galileos religious upbringing and his adulthood, greatly influenced his views on religion and science.Galileo believed that Holy Scripture and the sciences were compatible it can be inferred from his letter (as previously discussed) that when human reasoning is unable to provide an answer than it must b e left to faith. Extrapolating on this one may conclude that Galileo could be suggesting that the true meaning of science was written in the Bible and God gifted world with the power to reason, to ultimately find out the truth of the world, of creation. It is this notion that people may find it hard to come to terms with because, it was believed that God did not want humans to discover the truth. However, Galileo questioned (as did many others) why then did God bestow reason and logic on humans? This ultimately drives Galileo in his quest to make religion and science compatible. This reflects the perpetual incommensurability of Kuhn that ones background will inevitably colour their perception, as demonstrated by Galileos attempt to reconcile religious faith and the sciences.Reference listAll in text citations and all information about this essay were sourced from the following ATS2867, Thinking about Science reputation guide and Readings, Monash University, 1998 15-3051-66.

Management and National Service Training

Taguig city univesity Bachelor in science in computer science Checklist Name bookman no. vanquish code Subject description Units Grade Instructor Semester 1 Eng 111 Effective reading, writing and listening skills/study and thinking skills 3 Fil 111 Sining ng pakikipagtalastasan 3 Math 111 Basic maths algebra 3 Com 111 Basic computer (i. t) 3 Soc. Sc 111 General psychology 3 Cs 111 s1 Logic grammatical construction and introduction to programming 3 Cs 111 s1 fundamental of typing and word processing 1 P. 111 Introduction to physical activities 2 Nstp 111 National service knowledge program i 3 Semester 2 Eng 122 Effective speech 3 Fil 122 Pagbasa at pag sulat sa ibat bang disiplina 3 Math 122 Applied math trigonometry 3 Soc sc. 112 General sociology 3 Cs 123 s1 File processing and database ashes 3 Cs 124 s1 Computer programming i 3 Phys 121 l1 College physics i 4 P. e 122 Dance with music 2 Nstp 122 National service pedagogy program ii 3 Semester 3 Eng 213 Research and technical writing 3 Nat sc 211 Biological science 3 Soc sc 213 Philippine history, constitution and government 3 Phys 212 l1 Collage physics 2 4 Math 213 uninflected geometry 3 Cs 215 Probability and statistics 3 Cs 216 s2 Computer programming ii 3 Cs 217 s3 Computer programming iii 3 P. e 213 Dual/individual/aquatic/combative sports 2 Semester 4 Lit 221 Panitikang pilipino 3 Nat sc 222 Physical science (geology) 3 Soc. Sc 224 Entrepreneurship 3 Acg 221 Fundamental of accounting 3 Math 224 Differential calculus 3 Cs 228 s1 database design management 3 Cs 229 Electronics for cs switching theory 3 Cs 2210 s1 Data structure and file brass section 3 P. e 224 Team sports 2 Semester 5 Lit 312 Asian and world literature 3 Soc sc 315 Rizals life employments and writing 3 Math 315 Integral calculus 3 Cs 3111 Discrete mathematics i 3 Cs 3112 Operating outline 3 Cs 3113 Present ation skills in i. t 3 Coe 311 lt Logic design 4 Cs elec 311 Html / web knave design 3 Semester 6 Soc sc 326 Values ad work ethics 3 Soc sc 327 Principles of economics with taskation and agrarian reform 3 Cs 3214 Discrete mathematics ii 3 Cs 3215 l1 Research in computer science 3 Cs 3216 Automata and language theory 3 Cs 3217 System analysis and design i 3 Cs 3218 s1 Computer and organization with assembly language programming 3 Cs 3219 Data communication and networking 3 Cs elec 322 Microprocessor 3 Semester 7 Cs 4120 s1 System analysis and design ii (implementation) 3 Cs 4121 Management and information outline and current trends and issues in i. t 3 Cs 4122 I. t professional ethics and values 3 Cs 4123 l2 Industrial organization and management 3 Cs 4124 E-commerce 3 Cs elec 413 Software engineering 3 Cs elec 414 Project management 3 Cs elec 415 Semester 8 Ojt 412 On the job training 6 personnel casualty by__________________ ______ Taguig City Univesity Bachelor in Science In Travel Management CHECKLIST Name Student No. Subject Code Subject Description Units Grade Instructor Semester 1 Comm arts 1 efecive reading, writing and listening skills/study and thinking skills 3 fil 1 sining ng pakikipagtalastasan 3 nat sci 1 Pinciples of safety, hygiene and sanitation 3 Tc 1 priciples of tourism 3 lit 1 survey o world and Filipino literature 3 math 1 business math 3 nat sci 2 environmental science 3 p. 1 introduction to physical activities 2 Nstp 1 theme service training program I 3 Semester 2 comm arts 2 Advanced language skills in critical thinking and problem resolution 3 fil 122 pagbasa at pag sulat sa ibat bang disiplina 3 logic formal and informal theories 3 tc 2 principles of tourism 2 3 tc 3 culinary arts and sciences 3 comp 1 business computer 3 hum 1 appreciation of various forms of arts 3 pe 2 bounce with music 2 nstp 2 national servi ce training proram II 3 Semester 3 c 4 total quality management 3 transmission time 1 world tourism geography and culture 3 trm 2 Philippine tourism geography and culture 3 math 2 basic statistics 3 bc 1 principles of management 3 tc 5 tourism planning and development 3 bc 2 human behavior in organization 3 p. e 3 dual/individual/aquatic/combative sports 2 Semester 4 soc. Sci. 1 ethnic anthropology with IP 3 tc 6 entrepreneurship and business planning 3 bc 3 principles of marketing 3 c 4 basic pay 3 trm 3 international and domestic tour planning, packaging and pricing 3 bc 5 business communication 3 p. e 4 team sports 2 Semester 5 trm 4 air, sea and land travel sales and management part I 3 soc sci 2 public psychology 3 bc 6 management information system 3 bc 7 basic accounting 3 trm pe 1 tour guiding and escorting 3 trm pe 2 travel documentation 3 flp foreign language profiiency 3 Semester 6 oc sci 3 philippine hist ory, gvernment and constitution 3 trm 5 E- commerce the internet and the global distribution system 3 trm 6 travel management 3 soc sci 4 basic economics 3 trm pe 3 travel accounting 3 trm pe 4 tourism laws, legal responsibilities and taxation 3 flp 2 foreign language profiiency II 3 Semester 7 trm pe 5 air, sea and land travel sales and management part II 3 trm pe 6 cooperate travel management 3 tc 7 events management 4 ms 1 life and work of rizal 3 Gsr gorup study research (thesis feasibility study with oral defense) 3 Semester 8 OJT 412 on the job traning in taravel management 6 Release by________________________ Taguig City Univesity Bachelor in Science In Criminology CHECKLIST Name Student No. Subject Code Subject Description Units Grade Instructor Semester 1 eng 1 efecive reading, writing and listening skills/study and thinking skills 3 fil 122 sining ng pakikipagtalastasan 3 ath 1 Collage algebra 3 soc sci 1 p olitical science with philippine constitution 3 comp 1 computer application 3 soc sci 2 general psychology 3 crim 1 introduction to criminology and psychology of crimes 3 p. e 1 fundamentals of martial arts 2 Nstp 1 national service training program I 3 Semester 2 eng 2 speech and oral communication 3 fil 2 pagbasa at pag sulat sa ibat bang disiplina 3 math 2 plane trigonometry 3 ea 1 police organization and administration with polica and planning 3 crim 2 philippine criminal justice system 3 crim 3 ethics and values 3 lea 2 industrial security management 3 soc sci 3 society and culture with pop ed 2 p. e 2 disarming techninques 3 nstp 2 national sevice taining progam II Semester 3 eng 3 technical report writing I 3 clj 1 Criminal law (book 1) 3 nat sci 1 general chemistry 3 lea 3 police patrol operation with police communication system 3 lea 4 plolice intelligence 3 riminalistics 1 personal identification 4 phil hist philippine history 3 p. e 3 first aid and water survival 2 Semester 4 eng 4 technical report writing II 3 ciminology 4 juvenile delinquncy and crime documentary 3 cdi 1 fundamentals of ciminal investigating 3 ciminalistics 2 police photography 4 clj 2 Criminal law (book 2) 3 nat sci 2 forensic chemistry and toxology 5 philo 1 logic 3 p. e 4 Marksmanship and combat shooting 2 Semester 5 it 1 philippine literature / panitikan ng filipinas 3 soc sci 4 basic economics with tax 3 lea 5 Police personnel and record management 3 cdi 2 Traffic management and accident investigation 3 ciminalistics 3 Forensic ballistic 3 ciminalistics 4 Questioned documents examination 4 ca 1 institutional correction 4 3 Semester 6 rizal course conduct and works of rizal 3 criminalistics 5 Photography (lie detector) 4 ca 2 Non- institutional correction 3 cdi 3 Special crime investigation 3 riminology 5 Human behavior and crisis management 3 cdi 4 organize crim e investigation clj 3 Criminal procedures 3 Semester 7 lea 6 Combative police system 3 cdi 5 Drug education and vice control 3 cdi 6 Fire technology and arson investigation 3 criminalistics 6 Legal medicine 3 criminology 6 Criminological research and statistics 3 clj 4 Criminal evidence clj 5 Court recommendation Semester 8 practicum 1 and 2 on the job traning and community immersion 6 ENROLLMENT SYSTEM Taguig City University Enrolment System is a system which is used to help the enrolment organizer to make the enrolment transaction become more fast and easily. It will store all the complete exposit of the students easily. REGISTRATION The Registration form is a form which the students must fill in during enrollment. It contains the basic requirements for the enrollment process. Student records information system (SRIS) is an automated system that will arrange and computerize students information such as ID number, name, address, contact no. e-mail, and other registration form information. OLD go OF ENROLLMENT TCU 1. Inquire/Scheduling of Examination 2. Examination 3. Result of examination 4. If passed, requirements 5. Interview 6. Enrolment Steps * Passing of requirements authenticate original requirements * Selecting Course * confirmation (signing) * Select Schedule * Seal (Enrolled) * Sectioning * ID picture * Medical OTHER SCHOOL PROCESS * Secure a Student Admission mannequin from the Registrars Office. * Fill out the Student Admission Form and submit it together with the required documents to the Registrars Office for validation. Take the exam or reference if required by the Registrar. * Consult the Registrar about the courses to enroll in and the registration schedule. * Select a class schedule, fill out the Registration Form and submit it to the Registrars Office for assessment. * Pay the corresponding fees to the cashier. * Obtain a copy of the form with the official stamp by presenting the official pass on to the Registrars Office. * Present your copy of the Registration Form on the first day of classes for identification. FLOWCHART

Aerial War Strategies Essay

There are two things that we first give up to clarify and establish before we dig into the different fightfare doctrines of the tetrad subjects. First Mahan and Corbett were rife personalities in the field of nautical fightfare whose doctrines diverge in some while contradict in most areas. Secondly we need make it wanton that Douhet and Mitchell were theorists of aerial warfare strategies whose doctrines, like Mahan and Corbett have been largely recognized by experts in their respective fields.In this paper we will be evaluating their basic doctrines and theories and and thence would compare and contrasts those ideas in order for us to come up with a well-established, unbiased conclusion of who among them were considered original psyches. This method would also allow us to have the necessary evaluation of their doctrines which whitethorn support our conclusion on who had pre directed their cases in the most objective manner. In order to do this, we have to evaluate how the a uthors Jablonsky and Paret presented their cases and then out of these would draw the conclusion on whose case have been presented objectively.Jablonsky downs several similarities as well as disagreements in the theories of Mahan and Corbett in terms of nautical war tactics. According to Jablonsky, Mahans marine theory centers on the political-economic argument for sea fountain1. On the different hand, he summarizes the idea of Corbett by stating that he had linked naval military tactics with that of diplomacy and economic elements of schema. For Jablonsky, Mahans scope of presenting his case is far narrower in comparison with that of Corbetts.Based on Mahans The Influence of sea Power upon History (1660-1783), which was written in 1890, the author concentrated on defending his case on the national naval forces on which a goodly decision of battlefield strategies should be found on. Mahan contends that victory is all about sinking the other fleet. In order to do this, decisi on-makers has to understand, Mahan stressed, that diplomacy has to be an underlying part of the naval operations.His presentation of his theories was primarily based on the British history of fighting their trade battles, of which Britain was considered of great strength in sea condition during the eighteenth and nineteenth century. His argument was that, British adversaries failed in their own battles because they failed to appreciate the necessity of sea power2. Mahans presentation of his argument is in that locationfore historical which nub that he made his case by presenting historical facts and have such take downts analyzed according to his propositions.His book was non only a history of the naval battles which had taken place in the period it also drew lessons on why the victor was successful, based on the oerall system of the g overnments involved. According to Paret, Mahan was well-established as an evangelist of sea power3. The integration of handicraft in Mahans t heory comes in aspect of assessing that targeting the opponents fleet by ones fleet is one sure demeanor of protecting a nations commercial advantage4. But here, we can draw some other ideas that whitethorn have been implied in Mahans theory.For example, collide withing naval advantage over the enemy is not just for the sole purpose of protecting the naval commercial delivery of the nation. Taken in a different perspective, naval strategies and commerce indeed come hand in hand in order that both may survive and eventually gain their edge over the enemies. To make it clear, it is in naval commercial activities (naval trade) that a nation gets much money to sustain its economy. profession activities take place through the sea and in that respectfore it is largely important that a country should be able to protect its sea territories.On the other hand, it is in a nations economic stand that would define the quality and quantity of military resources that it would provide for its naval protection. It is undeniably clear that naval technologies should be kept updated along with the strategies involved in order to win a battle. Mahans thesis was that commerce was fundamental to maritime power, and that the best way to threaten and/or defend it was to engage the enemys most powerful forces in decisive battle.He also maintains that the visit of maritime commerce through command of the sea was the fundamental function of the navies. Jablonsky could be justly in claiming that Corbetts scope of sea power is broader with that of Mahan. This is primarily because Corbett focused not on great naval battles but on the use of sea power in a larger context. The context of his theory centers on strategy suited to a maritime power employ amphibious warfare that is directed towards the enemies delicate peripheries4. Corbett largely presented this strategy in his book England in the vii Years War.Like Mahan, Corbett presented his case apply historical battle events and this time he used Englands. Although both are advocates of gaining sea power to gain victory, Corbetts strategy was more of a defensive style rather than offensive as advocated by Mahan. Another notable difference with that of Mahan is that Corbett recognizes the limitations of naval power and so his argument was that there should be a well-coordinated land and naval strategies, rather than independent naval action, in order to gain the edge over the enemies.His concept of naval war strategies was slowr known as limited war theory which assessed that there exists a dynamic relationship between criminal offense and exculpation at sea. Corbett in Britains traditional way of war adapted this concept. Like Mahan, Corbett believes that commerce was the primary driving force of the Anglo-Spanish war although there was also recognition of other factors such as religious and political matters. He explained that it was primarily the desire of the British for market expansion that King Phi lip II could not ignore in resolving problems in his territories (now Belgium and Holland).Because of the trade expansion, Spains income derived from America was severely affected and which then ignited the war. Corbett could then be right by concluding that commerce was the main reason why Spain went into war with England. In Corbetts analysis, the war was initially provoked by the decree issued by the Spanish government which prevented American colonies to trade with English ships. Based on this event, Corbett got its point taken Britains Maritime Strategy was based on commerce.This was shown in his complete discussion of the step by step actions taken by both warring parties and Corbett stressed that Spain indeed wanted to control England for the purpose of using the English Navy. In fact, Spain even came to the point of arranging the marriage of King Charles Vs son Philip with Englands Mary Tudor. Although religious factors, as mentioned in the first place were part of the igni ters of the Anglo-Spanish war, it was Englands increase in commercial shipping that strengthened their Maritime Power against Spain.In his book Drakes Successors, Corbett stressed that the maritime strategy of England evolved from initially of commercial purposes to an accepted, well-established national method of Englands display of power. Jablonsky said that this particular book had clearly established Corbett as an independent maritime thinker and demonstrated through historical study, the limitations of maritime power. In this book, Corbett concluded that military and maritime strategies were interconnected.Since Englands tradition was a government-controlled navy, Corbett views its maritime strategy as a combination of the political with the military and required great insight. It is this aspect of Corbetts theory that reveals his resemblance with the idea of Clausewitz. Finally in his book entitled England and the 7 Years War, Corbett confirmed his argument that although sea battles are the goal of a fleet, these battles must be sought and obtained by the fleets interference with the enemys military and diplomatic arrangements. Corbett cited France establishment of strong sea communications that is well-placed in the Straits and its Mediterranean Frontier and that without it, everything would be useless as defense strategies. While Mahan and Corbett come along to have succeeded in defending their claim of winning the war by strengthening a nations sea power, Guilio Douhet and he-goat Mitchell have their completely different stand for advocating line of credit power. Guiio Douhet was an Italian military officer who was known to have taken an active part in the Libyan campaign in Tripoli in 1911 to 1912.Douhet was famous for ardently supporting strategic attack concept and the military superiority of air power over other forms of warfare. His name was also aired during WWI for organizing Italys bombing campaign. Douhets ideas however were not immediat ely accepted by his own country. In fact, he was even jailed after a court martial for having been an open critic of the aerial weakness of his nation. It was until the Italians were defeated by the Australian Air durability at Capoetto that Italian Air Force was able to confirm that Douhet was right.According to Douhet, command of air should be the first objective during war and having achieved it, subsequent bombing of industrialized and population centers would be so disruptive and destructive that the enemy would be forced to sue for peace. Using this argument, one may even see Douhet as a man who does not aim to win the war in the name of peace but of complete destruction of the enemy. Unlike Corbett, Douhet maintains that control of the air followed by strategic bombing could win a war independent of land and sea power. Having stated his case well enough, Douhet was regarded as the fuss of air power.After having been recalled and promoted to Brigadier Generals rank in 1921, Douhet was appointed by Benito Mussolini as the head of the aviation program of his country in 1922. It was also in 1921 that his book entitled Command of the Air was first published. His strategies was also proven to be effective not only by Italian Air Force but also served as basis for the development of aerial strategies of other countries like Britain and the United States. It was this influence and recognition that gave way to the give of other air power advocate, the American Billy Mitchell.Mitchell was not however an early advocate of air power because he was originally enlisted and assigned in the Army General Staff after gaining outstanding war records during Philippines and Alaska tours. He even went through private flying lessons in 1916 before he was sent to France as part of the American contingent. Even then, Mitchells interest in air force strategies led him to be the top US airman at the end of the WWI. Like Douhet, Mitchell did not make it through full recognitio n of his theories that easy.Like Douhet, he was an open critic of the war and navy departments of his country curiously on the grounds that the people concerned do not see the possibility of winning the war by mere dependence on air power. Also like Douhet, Mitchell later proved his critics wrong and his theories undoubtedly efficient. Unlike Mahan and Corbett, Mitchell argued that the best way to defend the US coasts from warship attacks is to strengthen its air power. The critics were in question(p) of the possibility that an aircraft can sink one battleship. To prove his case, Mitchell agreed to have his theories be evaluated through a live test.Around June or July of 1921, live tests were conducted using Mitchells theories and this event successfully allowed air bombers to sink three captured German vessels including a USS Alabama during the first trial. On the next trial, they were able to sink another two obsolete US vessels. Despite these trial successes, Mitchells critics were not completely convinced and so he forced to make his stand be known to the public. For that reason, he was tried in the court martial, found guilty for the violation of the 96th articles of war in December 1925 and was suspended for five years.Mitchell however obdurate to resign in 1926. The Pearl Harbor bombing was probably the most prominent event that confirmed the accuracy of Mitchells theories. Like the prophet Muhammad who foretold the kernel East war crisis, Mitchell had his own prophecy of the Pacific War as early as 1924. Through a formal report submitted after a trip in Japan, Mitchell estimated that Japan would attack by air and sea on Pearl Harbor from Hawaii at 730am of December 7. Mitchell added that there would be an accompanying aerial attack on the Philippines by 1040am on the same day.The horrifying actual scenario was that the Pearl Harbor attack happened at 755am (Hawaii), which Mitchell was only off by 25minutes. The actual attack in the Philippines occu rred on 1245pm and Mitchell slightly miscalculated by only two hours. It was too late to commend Mitchell for the possible counter attack by the US military forces should they considered Mitchells. Should the Pearl Harbor have been prevented, the United States would not have desperately considered atomic bombing of Hiroshima and Nagasaki just to pacify Japan.Should Mitchells theories have been at least studied from the time it was submitted, it should have saved millions of Japanese lives and should delayed the birth of atomic power for war purposes. Although Paret and Jablonsky considered Douhet as an original thinker in comparison with Mitchell, it was in the latters time that such aerial strategies have been fine needed. Like Douhet, Mitchell insists that the potency of air power in any future conflict and that air power would be the most decisive element in any future conflict.Unlike any other war strategy advocates, Mitchell believed that strategic bombing could on its own d efeat the enemy5. Mitchell as I in person see it was not in anyway a prophet for foretelling the details of the Pearl Harbor attack. His prophecy could not be merely based on a rough guessing of events that is going to take place because the actual report he submitted to the authorities was about two decades early and even the most smart as a whip person in the world cannot make such a wild guess.Mitchell got it almost one hundred percent accurate because he has his sound basis for studying the possibilities and he probably have gathered and analyzed enough data for him to come up with his report. His edge with other intelligent personalities in the field of warfare is that Mitchell had his mind wide open to war possibilities and that open mind enabled him to grab the opportunity to take the pieces of the puzzle together.The problem with his critics was that they seem to have taken things personally against Mitchell and so they were not able to comprehend the truth behind his theor ies and the wide possibilities of its efficient application to American aerial war strategies. It was just being sad that once in the histories of Italian and American nations, it took Douhet and Mitchell to be jailed first before they have proven their cases right.Put in another way, Italy and America caused millions of lives and vast amount of properties to be destroyed first before they were able to accept that they have to accept their weaknesses in their warfare strategies and be able to finally realize that they have people in their own nations that can save their future. Upon evaluation of Jablonsky and Parets presentation and critical review of the theories of the four authors, this paper argues that Paret have been more objective than Jablonsky in the sense that Parets was more of presenting their ideas.His presentation was backed up with seem to be more genuine personal backgrounds of the theories especially their experiences that would relate and somehow gave the theoris ts the capacity to make their own arguments. Although Jablonsky have also presented the theorists ideas by basing on the books written by them, this paper sees that Jablonskys method of comparison have drawn some fine lines of advocating one over the others.

Popular Culture in Today’s Society

Reflections of tonic Culture on Society Popular gardening, commonly referred to as pop culture, is endlessly changing and heavily influencing people worldwide one can hardly tell the history of the human race without some mention of pop culture. Pop culture molds and defines the beliefs and values, as well as, influences the actions of society. Social media, as well as the natural ache we all carry to fit in, pushes people to embrace and afford to pop culture. Pop culture greatly influences what people choose to do, much(prenominal) as where to eat, what to buy, where to go on vacation, or what music music to get wind to.We pay all viewd an advertisement on the radio for the local restaurants or heard our favorite musician telling us which radio station we should listen to. What about our favorite celebrity boasting about which store they buy their clothes from? We see these people being adored by the public and deprivation to be interchangeable them. So we head out to the n earest department store and buy the same brand of jeans or sneakers. When we see celebrities we want to ne like them, be adored like them. In his poem Emily Dickinson and Elvis Presley in Heaven, Hans Ostrom says that Dickinson sports Levis and western blouses with rhinestones andPresley wears baggy trousers and T-shirts, a lettermans jacket from Tupelo High (759). Ostrom is devising reference to how Emily Dicksinson and Elvis Presley are even following current trends in Heaven. Pop culture has a considerable influence on the way we, society, judgment ourselves and each other. When we look at the covers of magazines and see the thin women and the buff men, we think that is the acceptable way to look and work to make ourselves look that way. We see that as the only way to be considered attractive and acceptable. As people, ant to be like the things we see around us.We yearn to be accepted and befuddle run aground that submitting to the current fads gains us the popularity and acc eptance we ache for. In the essay Corn-Pone Opinions it was said that We are creatures of outside influence as a rule we do non think, we only imitate(Twain 717). If someone hears that a specific movie receiving good reviews from the people in their neighborhood, they will go see that movie to fit in, whether it seems like something that would interest them or not. Someone will spend their whole life going to see the movies or eating at the restaurants that veryone else likes or other such things because the outside influences are always pouring in upon us, and we are always obeying their orders and accepting their verdicts(Twain 719). Pop culture is often used as a doer to reflect someones views, which are then accepted into the minds of society. An example of this is the 1954 hit, Godzilla. This movie was released with the intent of spreading the political views of the director, Ishiro Honda. However, the version of the movie that became popular worldwide was stripped of the pol itical subtext- and the anti-American, antinuclear messages(Staples 23). Americans would not want to watch a movie that was dripping in disdain towards the American governments decision to use nuclear weapons. Had Godzilla been shown as more than a conventional monster-on-the-loose movie, it probably would not have been as popular in the United States (Staples 723). Even today people are using fond networking sites such as youtube, facebook, and twitter to express their opinions about what is going on in the world (i. e. Kony 2012). Society is also reflected in popular movies and books. Most adolescent movies follow the same simliar plots with similiar characters.They have a tall, slim female who rules the school with her jock boyfriend. Nowadays the enemy is no longer authority, it is other teens and the social remains that they impose on one another(Denby 709). These movies have an outcast who, in the end, always triumphs and, somehow, overrun the social system. These movies are so popular and successful because it is what the listening wants to see. People can relate to the kids who cannot be the beautiful ones, or makeout with them, or avoid being insulted by them(Denby 709). We view these people as heroes because we, urselves, want to be like them and triumph. Even books are written in a way that makes them more entertaining for their audience. As a child, you read picture books using quarrel and images interchangably(McCloud 738). Then you progressed to chapter books, which had less pictures, but still used both pictures and words to tell the story, and then novels that do not contain pictures. However, today people have begun to lose an interest in reading. We would rather see pictures telling the story because words and pictures have great powers to tell stories when creators fully exploit them both(McCloud 738).Pop culture has a way of forming itself to fit what society is interested in. Pop culture is one of the biggest contributing factors to th e way our society works. It works towards forming our opinions and beliefs and even contributes to what we decide to do, buy, eat, etc, The things we hear about on the radio, the people we see on television and in movies are all parts of pop culture, working its way into our lives and molding our society. In conclusion, the extent of pop cultures relfection on society is a major one I personally believe that it is nothing but a reflection of our society.

Doing Business in Russia

Export and Investment Chapter 5 Trade Regulations, usance and Standards Chapter 6 Investment Climate Chapter 7 Trade and Project Financing Chapter 8 personal credit line snuff it Chapter 9 Contacts, grocery Research and Trade Events Chapter 10 Guide to Our operate 1 6/7/2013 Return to table of contents Chapter 1 Doing Business in Russia Market Overview Market Challenges Market Opportunities Market Entry Strategy Market Fact Sheet Link Market Overview Return to topWith a long landmass, extensive raw(a) resources, more than 140 million consumers, a growing middle class, and almost illimitable groundwork needs, Russia re importants one of the most promising and eexciting markets for U. S. exporters. Russia is the worlds 11th largest economy by nominal gross domestic product (gross domestic product) and 7th largest by purchasing power parity (PPP). It has the high-pitchedest per capita GDP ($13,400) of the BRICS countries (Brazil, Russia, India, China, and South Africa). Russia is an upper middle income country, with a highly educated and trained workforce and sophisticated, discerning consumers.Russias economy is still recovering from the economic crisis that began in 2008, with GDP growth estimated at 2. 8% for 2013. In terms of trade in goods, Russia was the United States 27th largest export market and the 16th largest exporter to the United States in 2012. Russia was Americas 21st largest trading partner overall. U. S. exports to Russia in 2012 were $10. 7 billion, a natural record book and an increase of almost 30% from 2011. This is six cadences more than the growth rate for overall U. S. exports worldwide, which rose by 5%. Russian exports to the United States in 2012 were $29 billion, a decrease of 15% from 2011.Russias leading trade partners were recently Netherlands, China, Germany, Italy, Ukraine, and Tur secern. U. S. accumulated investment in Russia is approximately $10 billion. According to Russian data, the United States is Russias 10th largest foreign investor. Russia joined the World Trade Organization (WTO) in imposing 2012. This brought the worlds largest economy outside the WTO into the organization and bound it to a set of rules governing trade. sexual congress also enacted legislation to extend permanent normal trade transaction to Russia in the same year.Russias membership in the WTO entrust liberalize trade with the rest of the world and create opportunities for U. S. exports and investments. For industrial and consumer goods, Russias average bound tariff rate declined from almost 10% to under 8%. U. S. manufacturers and exporters will get more certain and predictable access to the Russian market as a result of Russias commitment not to raise tariffs on any products above the negotiated rates. For American businesses, Russias accession to the WTO will also bring the following 3 More liberal treatment for service exports and service providers.Sthronger commitments for testimonial and enf orcement of IPR. Rules-based treatment of agricultural exports. Market access under country-specific tariff-rate quotas. Improved transp arncy in trade-related rule-making. More effective WTO dispute resolution mechanisms. The United States is working vigorously to expand bilateral trade and investment cooperation to win two Russia and the United States. In the last several years, the positive atmosphere resulting from the reset of bilateral relations has direct to an unprecedented advance in economic cooperation between our countries.From 2009 to 2011, U. S. exports to Russia rose markedly by about(predicate) 57%, and total United States-Russia trade increased by more than 80%. There is more than more room for growth in this important relationship. Return to top Market Challenges Russia is the largest country in the world, spanning nine era zones and encompassing over 17 million square miles. Seriously underdeveloped infrastructure poses logistical challenges, especially in accessing markets outside of major cities.An incomplete transition from central planning has led to an insufficiently iintegrated economy and disparities in wealth distribution, both geographically and demographically. Conducting business might be hinder by burdensome regulatory regimes poor intellectual property rights (IPR) protection and enforcement widespread corruption and inadequate rule of law inconsistent application of laws and regulations lack of transparency and the continued presence of large state-owned, or state-controlled, enterprises in strategic sectors of the economy.Investments in strategic sectors of the Russian economy are subject to Russian authorities control. Recent reforms make it easier for companies to hire expatriate employees, but the Russian immigration and visa system conducts time and patience for business travelers to obtain necessary permissions to do business in Russia. English is not astray spoken although knowledge of the language is exp anding especially in the major cities. Return to top Market Opportunities In alphabetical order Agricultural Equipment Apparel Automotive Parts and Service Equipment/Accessories Aviation 4 Chemicals/Plastics turn Consumer Electronics Electric Power Generation and Transmission Equipment Energy Efficiency/Green Build Medical Equipment Refinery Equipment guard and Security Equipment Travel and Tourism to the United States Return to top Market Entry Strategy bill time, personnel, and capital seriously, as developing business in Russia is resource-intensive. Conduct market research, such as with the U. S. commercialised Services Gold Key or International Partner Search services, to identify opportunities and capability Russian business partners.Conduct due diligence, such as with the U. S. Commercial Services International caller Profile service, to ascertain the reliability of business partners. Consult with U. S. companies already in the market, as well as with the U. S. Commercial Service and business organizations such as the American Chamber of Commerce in Russia and the U. S. -Russia Business Council. Communicate regularly with Russian business partners to ensure common understanding of expectations. Frequent travel to Russia is sthrongly recommended in order to establish and maintain relationships with partners and to understand hanging market conditions. Maintain a long-term timeframe to run through plans and achieve positive results. Return to table of contents 5 Return to table of contents Chapter 2 Political and Economic Environment For background information on the political and economic environment of the country, interest click on the link below to the U. S. Department of State Background Notes. http//www. state. gov/r/pa/ei/bgn/index. htm training on Russia can be found at the following link http//www. state. gov/r/pa/ei/bgn/3183. tm Return to table of contents 6 Return to table of contents Chapter 3 Selling U. S. Prod ucts and Services Using an Agent or Distributor Establishing an Office Franchising Direct Marketing Joint Ventures/Licensing Selling to the presidency Distribution and Sales Channels Selling Factors/Techniques Electronic Commerce Trade Promotion and Advertising set Sales Service/Customer Support Protecting Your Intellectual Property Due Diligence local anaesthetic anesthetic Professional Services Web Resources Return to top Using an Agent or DistributorEncompassing nine time zones, Russia is the largest country in the world by landmass. Therefore, many businesses tend to approach the Russian market on a regional basis. Most new entrants start in capital of the Russian Federation and then move into the regions any through an existing distributor or by seeking new distributors in those locales. As both Moscow and St. Petersburg are major universe and business centers, many Western firms have representatives there. The Northwest federal official District consists o f the northern part of European Russia and includes eight federal subjects (equivalent to U.S. states), including Russias second largest city, St. Petersburg. St. Petersburg and the surrounding Leningrad Region are home to Russias largest port facilities, and the area has significant natural resources, especially in forest products and oil and heavy weapon. The regions population of over 13 million provides a stable and highly educated workforce. In addition, the region shares a long border with Finland, and nearly 40% of European Union-Russia trade takes place along this border.American companies have make significant investments in northwest Russia Caterpillar, Ford, GM, International Paper, Kraft Foods, Wrigley and ConocoPhillips are some of the U. S. brand names with investments there. just about companies have successfully entered the Russian market by starting distribution in other key regions first because of market features and industry sector concentrations (e. g. , woodw orking in northwest Russia and energy insures in Sakhalin and western sandwich Siberia) and then expanding elsewhere. Well-organized distribution channels are established in western Russia, especially in Moscow and St.Petersburg, and continue to 7 develop rapidly in southern Russia, the Volga region, Urals, Siberia, and Russian Far East. With a high concentration of mineral resources (diamonds, favourable, silver, tin, tungsten, lead and zinc), fishing, and timber resources, the Russian Far East also represents business opportunities for U. S. exporters. The Russian Government is promoting a shift in the region to deep processing of natural resources and fostering local production of high value-added products, while preserving a reasonable focus on resource extraction.Deep processing is center on the timber, fishing, and agricultural (meat and milk production) industries and will create a need for equipment in these areas. Local and global environmental groups are supporting thi s strategy, aimed at more sustainable economic development in the region. The Russian Government has mega-projects in the fuel and energy sectors, including continued development of the major Sakhalin oil and gas project at a cost of over 1. 8 trillion rubles. Chemical production facilities using natural gas will likely be built along the pipeline routes.A large-scale petro- and natural gas chemical industry is expected to develop in the Russian Far East along the main pipeline routes to include methanol, ammonia, and fertilizer products, as well as manufacturing of polymeric plastics. These new projects will require procurement of equipment and machinery to support their production. The mining sector is also expected to be developed, including continued development of gold deposits in the Amur and Magadan regions and the Chukotka Autonomous Region.New projects in the mining sector will drive up the demand for expand fleets of road construction machinery, and other equipment by loca l companies. The development of regional aviation as a mearns to connect population centers in the Russian Far East is another Government priority. A new Federal program (adopted in April 2013) plans to allocate 101 billion rubles to support regional aviation, including the upgrade of local airdromes infrastructure. This will create business opportunities for suppliers of regional aircraft and equipment, as well as for service providers specializing in airport modernization.

A Comparative Study of Norman Holland and David Bleich Essay

ref repartee admonition is a general term that refers to contrary approaches of juvenile criticism and literary theory that focuses on the resolutions of indorsers and their reactions to the literary school schoolbookbookual matterual matter hold back. It also, in M.H Abrams words, does non designate any unitary critical theory, but a focus on the process of coning a literary text that is sh ard by many of the critical modes(268). reviewer Response criticism is described as a free radical of approaches to realizeing literature that explicitly emphasize the lecturers role in creating the heart and soul an run into of a literary go. It refers to a group of critics who require, non a literary go, but referees or audiences responding to that literary hold out. It has no single starting point. They seriously ch altogetherenge the dominancy of the text-oriented theories such as New unfavorable judgment and Formalism.Reader Response theory holds that the ratifi er is a necessary troika part in the author-text-reader kind that constitutes the literary work. The relationship between readers and text is highly evaluated. The text does not exist without a reader they are complementary to distributively other. A text sitting on a shelf does nothing. It does not get hold alive until the reader conceives it. Reader Response criticism encompasses discordant approaches or types. Of theses types is the Subjectivist Reader Response criticism, which embraces critics such as David Bleich, Norman Holland, who are my focus in this paper, and Robert Crossman.Those critics enamour the readers repartee not as one guided by text but as one make by a deep-seated, individualized psychological needs. They also are called Individualists. As they think that the readers response is guided by his psychological needs, whencece some of them, like Norman Holland, have a psychoanalytic view of that response. In the psychoanalytic view the reader responses to the literary work in a highly personal way. The real meaning of the text is the meaning created by the individuals psyche.Lawrence Shaffer defines psychoanalytical Criticism as an approach to literary criticism, influenced by Sigmund Freud and Carl Jung, which views a literary work as an facial expression of the unconscious- of the individual psyche of its author or of the collective unconscious of a society or of the all human race (44). Reader Response critics have applied the psychoanalytical view to their analysis of the experience of imageation a work. that is to say they focus on the psyche of the reader. Prominent among those who applied the psychoanalytical view is the Ameri domiciliate critic Norman Holland. Born in Manhattan in1927, Holland is an American literary critic and theorist who has foc employ on human responses to literature, film, and other arts. He is copen for his work in Psychoanalytic criticism and Reader Response criticism.Holland began his Psych oanalytic writings with Psychoanalysis and Shakespeare (1966). In which he made a survey of what psychoanalytic writers has said about Shakespeare. He urged psychoanalytic critics to study real people, the audience and readers of literature, rather than imaginary reputations. His region to Reader Response criticism was capacious. He has written about the way self (reader) interacts with world (text) in iv bulks The Dynamics of literary Response (1968), Poems in Persons (1973), 5 Readers Reading (1979), and Laughing A psychology of Humor (1982) (Berg 266). correspond to Holland there are three explanation- instances in Reader Response system. First, text-active model, in which the text defines the response. The second model he calls reader-active, in which readers create meanings, and undergo the meter reading experience by exploring the text and all its items. Word forms, word meanings, syntax, grammar, on up to complex individual ideas about character, plot, genre, themes, or values(Holland). Thus the reader explores and infer acrosss the text.Most who pioneered this view like Holland are Americans such as David Bleich, Stanley Fish, and Louise Rosenblatt. The third model is a compromise, and Holland calls it bi-active, in which the text cooks part of the response and the reader the rest. Holland thinks that a reader-active model is right. He believes that it explains likeness and difference in reading. Similarities come from similar hypotheses formed by gender, class, education, race, age, or interpretive familiarity (Holland). fleck the difference come from differing hypotheses that result from individual beliefs, opinions and values, i.e. ones indistinguishability. Holland considers a test-active model is wrong, and therefore a bi-active model is also wrong as it is half wrong and consequently all wrong.Holland suggests that when we interpret a text, we unconsciously react to our identity themes. To defend ourselves against our fears and wis hes, we transform the work in order to lighten up psychic pressures (Shaffer 48). Literature allows us to recreate our identities and to know ourselves as Holland deduced afterward the Delphi seminar, in which he worked at the State University of New York at Buffalo with other critics such as Robert Rogers, David Willbern and others.The Delphi seminar was designed to get students know themselves. The readers re-creation of his identity could happen when he transact with the text in four ways defense, expectation, fantasy, and transformation, which Holland reduces to the acronym DEFT (Newton, Interpreting Text 144). Defenses are ways of copying with inner and outer reality, specially conflicts between different psychic agencies and reality. Holland thinks that we defend in many ways we repress our fears and our painful thoughts or feelings, we deny sensory evidence or we isolate one emotion or idea from another. Expectations are our fears and wishes.Fantacies is what the individ ual puts out from himself into the outside world.In the Delphi seminar Holland and the rest of critics helped students break off how they each bring a personal style (identity) to reading, writing, learning, and teaching (Newton, Twentieth-Century 208). The seminar discussed the texts and also their associations, but focused on the associations. Students mastered the subject matter, and also precept how people re-create or develop a personal identity. Each student had great insight to himself, and his characteristic ways with text and people. Holland thinks that just as the organism of a child constitutes the existence of a mother and the existence of a mother constitutes the existence of a child, so, in identity theory, all selves and objects constitute one another (Newton, Twentieth-Century 208). So, I think the existence of a text constitutes the existence of a reader and vice versa, and the understanding of the text constitutes an understanding of self as well.In The Dynamics of literary Response (1968), Holland was interested in the fact that texts embody fantasies. Later on, his thinking about texts reversed and he inferred that it is the reader who makes fantasies which she transforms or projects onto the literary text. People internalize differently because they internalize according to a core group identity theme (Berg 267). In Poems in Persons (1973), Holland explains that readers create the text, and he also questions the objectivity of the text. In this book Holland suggests that a poem is nothing but specks of carbon black on dried wood flesh, and suggests that these specks have nothing to do with people, yet people who do thing to these specks (Berg 267).When we introject literary work we create in ourselves a psychological transformation, where we feel as if it were within the text or the work yet it is not. This takes us to Hollands movemental model in which the reader initiates and creates the response. Holland saw that reading is a dea lingal process in which the reader and the text mesh together. And it is a personal transaction of the reader with the text in which there is no fundamental course of study between the texts role and the readers role (Newton, Interpreting Text 142), so the roles of the text dovetails with that of the reader.Holland has hired a group of students for an experiment. They read short stories and discussed them with him in interviews in which he asked questions and elicited associations. Their responses showed a more variety than he could explain. contrary readers might interpret a poem or a story differently at the direct of meaning, morals, or aesthetic value. The text itself, however, was a fixed entity that elicited fairly fixed responses (Holland). He regards the text as an verifiable entity and has no role in the process of interpretation.But in his next book 5 Readers Reading (1979) he gives more evidence of the subjective creation of the reader. He tried his model on actual re aders. Five readers read A Rose for Emily by Faulkner, and in the process of reading they create very different stories, stories which inevitably reflect the identity themes of their creators (Berg 267). When he listened to their understandings of a given character or event or phrase, he found them invariably different. Their emotional responses were diverse. So, the idea that there is a fixed or appropriate response was an illusion.Holland deduces that fantasies, structures, and forms do not exist in a literary work as he previously conceived, but they exist in the individual readers re-creation of the text. Holland thinks that each person reads differently, and this difference stems from personality (Newton, Twentieth-Century 204). Holland found that he could understand the readers differing responses by reading their identities. And he could explain their different reactions to the poem or short story by sayinging to their identity themes, as their patters of defences, expectati ons, fantasies, and transformations go away help. The transformational model of his Dynamics was correct, but it was the reader who does the transformation and not the text. The text was only a raw material. So Holland arrives at the deduction that people who have fantasies after his previous assumption that text embody fantasies. Hollands thinking about texts reversed after David Bleichs prodding who insisted that texts do not have fantasies, people do.To understand a literary work, Holland claims that you should grok it through with(predicate) the lens of some human perception, either your own experience, or someone else, or even a critics analysis of the work. These perceptions vary from individual to individual, from community to community, and from culture to culture. He thinks that one cannot perceive the raw, naked text, as he can only perceive it through some one elses process of perception. Thus Holland claims that if readers free responses to texts are collected they w ill have virtually nothing in putting surface (Newton, Interpreting Text 143).According to Holland the relation between the subjective and physical object is undifferentiated and can not be separated. For there is a transactional process of interpretation where the roles of the reader and the text are intertwined, and the line dividing them blurs and dissolves. He thinks that readers should accept interpretation as a transaction between the readers unique identity and the text. Holland, however, does not want to take the side of the objective or that of the subjective, yet he is looking for a vanishing point between them, and wants to make both text and reader meet at an intersection of interpretation.David Bleich (1936-) is a Jewish critic, a son of a rabbi, a professor of Talmud, and a Subjectivist Reader Response critic. In Subjective Reader Response, the text is subordinated to the individual reader. The subject becomes the individual reader as he reacts to the text and reveal s himself in the act of reading. For example, when a reader is addressed with a story of a father who do bys his child, then the intensity of that readers reaction may lay it his/her conflicted relation with his own father. Subjective criticism has been attacked as being too relativistic. Defenders of this approach point out that literature must work on a personal, emotional level to move us powerfully.David Bleich takes an approach differs from Hollands. H is primary concern in his book Readings and Feelings is pedagogy rather than psychology. He thinks that reading is a wholly subjective process(Rabinowitz 86), and that the different or competing interpretation can be negotiated and settled. He examines the ways in which meanings or interpretations are constructed in a class room community, with particular emphasis on the ways in which a group can negotiate among competing interpretations(86).In Readings and Feelings, Bleich presents a detailed account of his teaching techniques during a typical semester(Berg 269). Thats why he is concerned with pedagogy and not psychology. He introduces himself to his class and discusses the way he wants his students to look at literature. The first preliminary sessions were designed to help students be acquainted with their subjective feelings, and how to hand over them. so far the idiosyncratic personal responses of the students are accepted and discussed sympathetically.With the students Bleich plunges into different literary genres including poetry, short story, and novel. Yet before discussing these genres, Bleich wants his students to be as personal as possible when they discuss poetry. He wants their affective responses, their free associations, any anecdotical material that occurs to them (Berg 269).Bleich focuses on questions such as what is the most(prenominal) important word, the most important passage, or the most important aspect of a story (269). Thus, he believes that his students move from the personal to the interpersonal and then to the social. The cause of these movements is not the change in genre but the tenor of the questions Bleich asks(269) is what guides the movement.Shaffer says that In Subjective Criticism (1978), Bleich assumes that each persons most urgent motivations are to understand himself and that all objective interpretations are derived at long last from subjective responses (Shaffer 48).Like Norman Holland, Bleich focuses on the subconscious responses of the readers to the text, including his emotional responses, our infantile, adolescent, or simply gut responses (Berg 268). According to Bleich the interpretation of texts or the personal responses to texts are in a way or another motivated. Namely we are motivated by certain things to make a certain interpretation or response to a literary work in particular or a work of art in general. Our interpretations are a motivated activities, and any act of interpretation, or meaning-conferring activity is motivated, andit is important for us to understand the motives behind our interpretations(270).Bleich suggests that only way to figure out and determine these motivations behind our interpretations of texts is to took our subjective responses to texts where each readers response receives the same respect(270). A sheer desire to self-understanding and self-knowledge is what motivates us as readers. We interpret in order to gain some kind of knowledge which will resolve some bother, or we do it to explain something that was puzzling us(270).Bleich goes further and says that if a certain set or school of interpretation prevails it is not because it is closer to an objective truth about art(Newton, Twentieth-Century 234). If a community of students concur upon certain interpretation to a given text, then the standard truthcan only devolve upon the community of students(234). So, when students come up with a consensus reading of a certain text, and scoff nem con upon its interpretation, then th eir subjective feeling and values are the same. Thus the literary text must come under the control of subjectivity either an individuals subjectivity or the collective subjectivity of a group(233).The group comes up with a consensus after discussing their personal responses with each other and negotiates ideas and individual responses. This idea of negotiation that Bleich introduces helps the group weighs and discusses each ones own responses in order to come to a group decision(Berg 271). Then Bleich says that critics and their audiences assume interpretive knowledge to beas objective as formulaic knowledge(Newton 232). The assumption of the objectivity of a text is almost a lame played by critics (232). Critics know the fallacy of the objectivity of a text, and believe in critical pluralism, videlicet allowing multiple interpretations of the same work.Bleich does not ignore or deny the objectivity of the text or a work of literature. But text is an object that is different from other objects as it is a symbolic object. A text is not just a group o words written in ink on a sheet of paper. It, unlike other objects, has no function in its material existence. For example, an orchard apple tree is an object that its existence does not depend on whether someone eats it or sees it, however, a texts or a books existence does depend on whether someone writes it and reads it (Newton 233).The work of literature is a response to the authors life experience, and the interpretation of the reader the response to his reading experience. The readers subjective interpretation creates an understanding to the text. Through this transaction between the reader and the text, I think we can come across with an understanding of literature and of people as well. This artistic transaction helps to blur and dissolve the dividing line between the subjective and objective. It is idle as Bleich found to imagine that we can avoid the entanglements of subjective reactions and motives(Ne wton, Twentieth-Century 235). As our motive in our subjective interpretations is our desire to self-knowledge and self-understanding, then the study of ourselves and the study of the literary work are ultimately a single enterprise.Though Holland and Bleich are Individualist Reader Response critics, they have different views in particular issues. Norman Holland thinks that in order to understand a students or a readers interpretation of a text he should examine his psyche and uncover his identity theme. Bleich takes a different position. He is concerned with pedagogy rather that psychology, therefore he examines the ways in which meanings are constructed, and how a group of readers could negotiate interpretations.Holland suggests that the readers role is intermingling with that of the text. The reader re-creates the text influenced by his/her subjective responses and introjects his/her fantasies on the literary work. Through this transaction with the text we re-create our identities , and our identity themes provide individual differences in interpretations, and the result is a wide army of interpretations that allow us to explore many responses. Bleich denies Hollands identity theme. He thinks that interpretations are not an outcome of our differing identity themes, but they are a result of our motives, feelings, and preoccupations.Hollands Delphi seminar helped students or readers know their selves and discover that each one of them can bring a personal style (identity) to reading. So, the issue of self-discovery or self-knowledge is agreed upon by Holland and Bleich as well, however their ways of achieving it differ.Holland does not side with either the subjective or the objective split, yet he is looking for a vanishing point between them. In his Dynamics he used to consider the text as an objective reality, or a raw material. Yet the role of the reader combines that of the text in a transactional process of reading and interpretation. Thus there is no fun damental division between the roles of both the reader and the text, they dovetail with each other. For Bleich, the text is a symbolic object that has no function in its material existence. The existence of text depends on whether someone writes it or reads it. So, the existence of the text and the existence of the reader is interdependent.Holland holds the same view when he says that the existence of a mother constitutes the existence of a child and vice versa, also the existence of selves constitutes the existence of objects. Thereby, the dividing line between the objective and subjective blurs and dissolves. This constitutes that we cannot ignore the entanglements of subjective reactions and motives to the objective text or to be accurate, the text which is a symbolic object.both critics agree on the idea of the transactional process of reading, whether by Hollands identity themes which help reader interpret the text and understand himself, or by Bleichs desire to self-knowledge that motivates reader to interpret the text and understand it. Both apply a transaction that leads to an understanding and interpretation of a text along with the readers own self. This aim of gaining knowledge and this study of ourselves and of art are ultimately a single enterprise.I think that Holland does not agree that there could be a consensus interpretation which is agreed upon by a group of readers. He thinks that each reader has his own personality or identity theme, and thereby interpretations will be multiple and diverse. While Bleichs idea of negotiation among readers can lead to a accordant decision about the meaning of the literary work. The negotiation among readers enable them to express their personal feelings freely and depict their responses without the fear of being rejected. For instance, in David Bleichs class, there is a democracy. Each readers response receives the same respect, and there is no underestimation of their idiosyncrasies. This helped them devel op from the personal to the interpersonal and then to the social.While in Hollands view, there can be no unanimous interpretation of a given work of art. For each reader is influenced by his/her identity theme. Also, Hollands subjects report their responses in terms of the clichs of the various subcultures and cultural discourses work to constitute the consciousness of American college students. Holland concludes that not the individuality of his students butthe way their individuality is in fact a product of their cultural situation(Rabinowitz 86).In conclusion, Holland and Bleich did not in a way or another negotiate a consensus rather, by some irritated leap, Holland becomes convinced of what Bleich had to tell him(Berg 271).Works CitedAbrams, M.H. Reader-Response Criticism. Glossary of literary Terms.6th Ed. New York Harcourt Brace College Publishers, 1993.Berg, Temma F. Psychologies of Reading. Tracing Literary Theory. Ed.Joseph Natoli. Urbana and Chicago Illinois UP, 1987. 248 -274.Holland, Norman N. Reader-Response already is Cognitive Criticism.Bridging the Gap. 8 Apr. 1995. Stanford University. 26 Dec.2007 ., The Story of a Psychoanalytic Critic. An Intellectual. 26 Dec.2007 .Laga, Barry. Reading with an Eye on Reading An conception toReader-Response. Reader Response. 1999. 23 Dec. 2007.Newton, K. M. Reader Response Criticism. Interpreting the Text ACritical Introduction to the Theory and Practice of LiteraryInterpretation. Great Britain Billing and Sons, 1990. 141-153., ed. Norman Holland Reading and Identity A PsychoanalyticRevolution. Twentieth-Century Literary Theory. LondonMacmillan, 1989. 204-209., David Bleich The Subjective Character of The CriticalInterpretation. Twentieth-Century Literary Theory. LondonMacmillan, 1989. 231-235.Rabinowitz, Peter J. Whirl without End Audience-Oriented Criticism. modern Literary Theory. Ed. G. Douglas Atkins and LauraMorrow. USA Macmillan UP, 1989. 81-85.Shaffer, Lawrence. Psychoanalytic Criticism. Literary Cri ticism.1sted. New Delhi IVY Publishing House, 2001. 44-48.