Personal Statement Apple Inc. - 1338 Words

Apple Inc. Introduction When someone thinks about Apple, they realize that it is the biggest company in the world. This is because it has more than $700 billion in market capitalization, more than twice the second company. The immense appeal of the company is based on the fact that is has really embraced this concept of spirituality in the workplace. This is done through this philosophy of design and customer oriented focus. Through these two principles, they have innovated and developed some of the most popular devices people use today. In fact, they have created an almost cult-like following where people are very loyal to the brand and it is clear that it takes its position as seriously by encouraging creativity and being bold in their†¦show more content†¦Instead of seeing it this way, Jobs believed that the apple represented more than lust of knowledge, rather than as a sin (Gallo, 2012). Since he wanted to be different, Jobs also approved a logo with an apple with a bite taken out of it. He a lso sold his first computer for the price of $666.66, which many Christians believe is the sign of the anti-Christ (Rinallo, Scott Maclaran, 2013). While many would see this as something that is not spirituality, it is clear that spirituality is laid in the foundations of the company. Apple did not stop there. In 1984, it produced the now famous commercial that showed a women running to the stage in the dark and throwing something at the screen that showed â€Å"big brother† (Levy, 2006). This was in reference to the novel 1984, which was about dystopian future. The novel was steeped in spirituality in order to control the masses (Levy, 2006). The advertisers at Apple believed that this was the way to reach out to the masses because it showed uniqueness and the willing to break barriers. This is where they started to really embrace the concept of â€Å"think differently†, that would go on to define their company and products (Belk Tumbat, 2005). Moreover, the â€Å" big brother† reference was also a jab at IBM in which Apple was confronting through their ad. The ad suggest that Apple was anti-authoritarian and that Apple’s independence was tied to its spirituality based on its

Salem Witch Trials Essay - 1622 Words

Salem Witch Trials Throughout history millions of people have been scorned, accused, arrested, tortured, put to trial and, persecuted as witches. One would think that by the time the United States was colonized, these injustices on humanity would have come to an end, but that was not so. In 1692 a major tragedy occurred in America, the Salem witch trials. It all began when a group of girls accused others, generally older women, of consorting with the devil. The witchcraft hysteria in Salem, Massachusetts resulted from the strict Puritan code which aroused the girls interest in superstition and magic and caused strange behavior. The Salem witch trials were based on the Puritans and their God versus Satan and his†¦show more content†¦Ã¢â‚¬Å"They routinely enforced their concept of moral discipline to unreasonable degrees.† (6) Christmas and Easter were not celebrated by Puritans because they believed that they were not truly religious and came from pagan ideas. They occasionally got holidays from school during the harvest time. Toys were forbidden in Salem, they were thought of as frivolous and time-wasting. Dolls were especially harmful because they were supposed to be used for witches to work magic. Any child caught playing with toys would be taken to Parris for a long â€Å"talking-to.† In the seventeenth century there was never respect for the privacy of any individual. The community as a whole was expected to bring any deviants to the courts’ attention. Each citizen was expected to report even members of his own family who deviated from the strict Puritan code. People were appointed to walk about every Sunday and take note of those backsliders who did not attend church services. (7) People were familiar with each other’s affairs and willing to interfere at the slightest hint of sin or scandal. (8) Any deviant behavior was criminal. The Puritans did not take into account the myriad of shadings between various forms of misbehavior; everything not white was black. No distinction was made between persons who flatly violated the law and those who infringed on prescribed customs. The court took instant notice of anyone whoShow MoreRelatedSalem Witch Trials And The Witch Trial1494 Words   |  6 PagesFirst of all, I wanted to talk about what Salem Witch Trial is and who are the persons involve in this event. Salem Witch Trials, according to Encyclopedia Britannica is â€Å"A series of investigations and persecutions that caused 19 convicted â€Å"witches† to be hanged and many other many suspects to be imprisoned in Salem Village in the Massachusetts Bay Colony.† There are many people involve in Salem Witch Trials and I’ll be going to describe their role in this event, followed by the different case studiesRead MoreSalem Witch Trials And The Witch Trial Essay22 25 Words   |  9 Pagesaccused of witchcraft in Salem Village, Massachusetts, many more died in jail, and around 200 people total were accused of witchcraft during the Salem Witch Trials. Records from the event indicate that the Salem Witch Trials started when a group of young girls began acting strange, claiming they had been possessed by the Devil and bewitched by local villagers. The Salem Witch Trials is a much debated event; historians argue over the motivation and causes behind the trials and executions, not overRead MoreThe Trial Of The Salem Witch Trials905 Words   |  4 PagesI. Introduction In January 1692, when a group of juvenile girls began to display bizarre behavior, the tight-knit Puritan community of Salem, Massachusetts couldn’t explain the unusual afflictions and came to a conclusion. Witches had invaded Salem. This was the beginning of a period of mass hysteria known as The Salem Witch Trials. Hundreds of people were falsely accused of witchcraft and many paid the ultimate price of death. Nineteen people were hung, one was pressed to death, and as many asRead MoreThe Salem Witch Trials691 Words   |  3 Pageswere the Salem Witch Trials? The Trials happened in 1692 in Puritan Massachusetts, in a town called Salem. Nineteen men and women were hanged on grounds of practicing dark magic and making a pact with Satan (in other words, for being witches). Hundreds of people were imprisoned; several died there. Additionally, one man (of over seventy years!) was crushed to death with heavy stones and the lives of many were irrevocably changed. (Salem Witch Museum) IQ #2- How and why did the Salem WitchRead MoreThe Salem Witch Trials1202 Words   |  5 PagesThe Salem Witch Trials were a prime part of American history during the early 17th century. During this time, religion was the prime focus and way of life within colonies. This was especially true for the Puritan way of life. Puritans first came to America in hopes of practicing Christianity their own way, to the purest form. The Puritans were fundamentalists who believed every word transcribed in the Bible by God was to be followed exactly for what it was. The idea of the devil controlling a womanRead MoreThe Trials Of The Salem Witch Trials1866 Words   |  8 Pagessurrounding the cause of the Salem Witch Trials 1692 makes the topic captivating as many historian perspectives offer explanations for the causation of the trials, yet the personal context of each historian has determined its historic reliability. This questions the level of objectivity each historian has in their responses to the Trials. The aims and purposes of a historian, as well as their differing methodologies may alter the approach the have towards the investigation of the Trials. Many interpretationsRead MoreThe Trials Of Salem Witch Trials Essay1267 Words   |  6 PagesThe notorious witch trials in Salem began in Spring of 1692. This started after a young group of girls in Salem Village, Massachusetts, professed they were possessed by the devil. These young girls even went as far as accusing some local women of practicing witchcraft. As a frenzy spreaded throughout colonial Massachusetts, a specific court was summoned to hear cases. Bridget Bishop was the first convicted witch and she was hung in that June following her trial. Eighteen other people followed BishopRead MoreThe Trials Of Salem Witch Trials1069 Words   |  5 PagesEven though the Salem witch trials were made to seem formal, they were actually subjective and not based on fact. Since there were multiple people being accused of witchcraft, the trials were short and quick to sentence. The witch trials lasted less than a year. The first arrests were made on March 1, 1692, and the final hanging day was September 22, 1692. The Court of Oyer and Terminer was dissolved in October of 1692. The Salem Witch Trials occurred in the spring of 1692, when a groupRead MoreThe Trials Of The Salem Witch Trials1635 Words   |  7 Pagesovercome was the Salem Witch Trials. The Salem Witch Trials occurred in 1692 and 1693 in colonial Massachusetts. â€Å"More than 200 people were accused of practicing witchcraft – the Devil’s magic – and 20 were executed† as detailed by Jess Blumberg on the web article A Brief History of the Salem Witch Trials (Blumberg 2007). The trials had a major impact on the American society and the effects could be seen in colonial America as well as today. Why did the injustice of the Salam Witch Trials occur and whyRead MoreThe Trials Of The Salem Witch Trials2197 Words   |  9 Pagesestablish colonies based on the word of God. Salem, like many other towns at the time, had little distinction between church and state and focused all aspects of their society on God. (Roach) Due to these conditions, Salem became the site of the largest and most violent witch hunts in America. The significance of the trials comes from the large impact they had on American law. The conditions before, during, and after the Salem Trials were unlike the witch hunts in any other colonies in the New World

Study of the 2009 Influenza H1N1 emergence Pandemic Free Essays

Introduction Pandemic influenza is an epidemic of infectious disease that can spread among human population across the world. Its first appearance was in 1918 (Spanish Influenza H1N1), where it caused an epizootic outbreak in swine causing the most devastating and terrifying pandemic in history. Pandemic influenza H1N1 was then re-emerged again in 2009 (Swine Flu). We will write a custom essay sample on Study of the 2009 Influenza H1N1 emergence Pandemic or any similar topic only for you Order Now According to the World Health Organization (WHO) several factors must be present to be considered a pandemic such as: infected droplets released into the air and breathed in by others or close contact with infected pigs. Swine influenza is caused by Influenza A virus, which belongs to family orthomyxoviridae. They are pleomorphic-enveloped viruses therefore Influenza viruses are named based on the major surface antigens: Hemagglutinins (HA) and Neuraminidase (N). Neuraminidase is an enzyme that is responsible for releasing the progeny virus from infected cells, by cleaving sugar molecules that bind to the virus. By contrast, hemagglutinin is a lectin that mediates binding of the virus to the host cell and entry of the viral genomes into the host cell. Overall, there are at least 16 different HA subtypes named H1 through H16. The first three hemagglutinins, H1, H2, and H3 are the main HA subtypes present in Influenza viruses. It is important to understand the emergence of 2009 pandemic influenza, for which one has to recognize its genetic origins. Influenza A viruses are composed of a protein-studded coat that surrounds a genome made up of eight single-stranded RNA segments (PB2, PB1, PA, HA, NP, NA, MP and NS). These RNA segments of pandemic 2009 have resulted from co-mingling of genomes from two influenza viruses- N. American H1N1 and Eurasian swine H1N1. This concept helps to explain how viral genetic re-assortment has resulted in the emergence of the pandemic strain, with a mixture of swine, human and avian influenza viruses. One would predict that changes in the genetic makeup of this virus requires us to develop new vaccines on an annual basis to attempt to prevent this virus especially in those that are elderly or chronically ill, since for them, influenza can be extremely fatal. According to CDC (Centers for disease control and prevention) epidemiological data indicates that elder people (65 years) tend to be less affected by H1N1 virus. Perhaps this explains the age-related pre-existing immunity. Figure 1- shows age groups most affected by the H1N1 influenza reported to CDC in the United States from April 15 to July 24, 2009.As can be seen, the number of reported cases per 100,000 population was highest among individuals five to twenty-four years of age group (26.7 per 100,000). Recent research on the crystal structure of the HA from the pandemic virus A/California/04/2009 has revealed the similarity of the Sa antigenic site located on the hemagglutinin molecule, in particular, of the 2009 H1N1 virus with the early 1918 human H1 viruses. Exposure to older viruses circulating from 1918 through the 1930’s or 1940’s are likely elicited 2D1-like antibodies that can cross-react with the 2009 viral protein HA. As a result individuals exposed to these viruses, now over the age of 65 have some protection from swine flu by antibodies originally elicited more than 50 years ago. Further research has shown that 2D1- antibody can bind to identical Sa antigenic site in the 1918 and 2009 pandemic and cross-neutralize both 1918 and 2009 pandemic viruses in vivo. Perhaps this provides a strong explanation for the age-related pre-existing immunity and the low levels of mortality rate in elder people, in the current H1N1 pandemic. Today in this 21st century, new advanced vaccines and antiviral drugs have been introduced to prevent this virus especially in those who are unable to produce immunity against Influenza viruses. Compare to the third world where only small proportion of people were fortunate to have vaccines as a safety precaution. Even then, 3% of the world’s population (1.8 billion people) at the timedied of the disease. Nowadays scientists and many health organizations such as CDC or WHO are intensely looking in to whether or not the same virus will strike again. They have the knowledge and the discipline to get the world ready. Recently, CDC recommended a seasonal flu vaccination (trivalent seasonal influenza vaccine) as the most important step in protection against influenza viruses. This seasonal influenza vaccination has been recommended for every individual from the age of 6months onwards as not only it protects against H3N2 virus but also Influenza B and H1N1 Influenza A virus. This proves that seasonal influenza vaccine can still be used to protect against various viruses including 2009 H1N1 Influenza and H3N2. Recent research on neutralising influenza antibodies also proves that seasonal influenza vaccine can lead to increase in the production of neutralizing antibodies up to 80%. But vaccination with plasmid DNA encoding H1N1 influenza (HA) and boosting with seasonal vaccine can stimulate a greater than 50 fold increase in neutralizing antibody than that produced by one does of seasonal vaccine alone or DNA alone. Conclusion The future impact of the 2009 H1N1 influenza virus is not yet possible to predict as to which strain will cause the next pandemic or epidemic. On the one hand, the 2009 H1N1 influenza virus is still expected to continue to circulate as a seasonal influenza strain. Due to this, more people will now develop immunity to this current version of the virus. Despite of that, the World Health Organization (WHO) has warned many countries including Africa and Asia to prepare for more devastating flu epidemics in the future. This concern has been promoted due to the possible mixture of swine flu viruses with seasonal strains during the winter months and can transform in impulsive ways. The best possible way for an individual to protect against 2009 H1N1 influenza virus and other influenza viruses is through defensive measures such as covering mouth when sneezing or coughing, good hygiene and vaccinations against H1N1 influenza virus when possible. How to cite Study of the 2009 Influenza H1N1 emergence Pandemic, Essay examples

Bloomingdales international customer service Essay Example For Students

Bloomingdales international customer service Essay AT BLOOMINGDALES, WERE ALWAYS AT YOUR SERVICE Bloomingdales is successful because they have positioned themselves in the retailing market, by offering unique merchandise from around the world, targeting a affluent, educated group of patrons aged between 35-55 years, and focusing on Customer Service. This marketing strategy has been the back bone of their success. Advertisement campaigns of Bloomingdales has portrayed the focus of Customer Service, with slogans such as At Bloomingdales, were always at your service and You are like no one else in the world, Bloomingdales is like no other store in the world. . Bloomingdales is like no other store in the world, offering a unique retailing experience. It has been referred to as the retailing theatre in some of the worlds most influential magazines. Thus Bloomingdales has gathered a international reputation for their unique merchandise and services; becoming a hot tourist destination. The International Customer will have unique needs, that will have to be catered too in order to achieve return business and new clientele. LANGUAGE BARRIER World wide there is over 200 different languages spoken. Thus, there are vast differences among nations as to the languages commonly spoken. Even within nations, there is often diversity as to the languages spoken. For example, Canada (English and French), India ( Hindi and English) Japan ( Japanese, English and Korean) have two or more official languages. However , the obvious language barrier, is not the only concern. Words have a variety of meaning within diverse countries. To overcome this issue, Bloomingdales has available Personal Shopping Assistant Service. This is can be obtained at the International Service Desk, here they arrange for Associate that speaks the clients native language to assist. The signs in the store a mainly written in English, however there is a Store Directory is available in most languages. CUSTOM LAWS (i.e.: Stamp Duties and Taxes) Each country has their own Custom Laws and Taxation Law. Therefore it is imperative that the international clients are able to understand the specific conditions relating to the countries taxes, particularly when purchasing merchandise or services. This was again is overcome with a booklet about Custom Laws in a variety of languages available to all clients at the International Service Desk. As well as the booklet, the Associates are expected to have knowledge in relation to these. If more information is required there is a International Delivery Service available. CULTURE A Culture consist of a group of people sharing a distinctive heritage. It teaches behaviour standards, language, lifestyles, and goals; it is passed down from generation to generation and is not something that is easily changed. Almost every country has a different culture; continental difference exist as well. Some goods and services are unacceptable to some cultures. In some ways this issue has been addressed with the establishment of the International Service Desk, here the arrangement for an Associate who not only speaks the clients native language, but has a basic understanding of the culture to assist them in achieving their desired shopping experience can be achieved. Cultural awareness can be improved by employing foreign personnel in positions that will have direct contact with these clients and educating staff members on the cultural differences, thus allowing for a client to be comfortable during their shopping experience. The international market is defined as Involving the marketing of goods or services outside on organisations country, whether in one or several markets. An organisation usually enters this international market when the population base within they country becomes stagnant. However the technology advances are easing the growth of the international marketing, with automatic teller machines, international transfers, computerisation of retailing registers and Internet connect of most stores, communication, and productivity. This means the International market is becoming the norm, instead of the next course after population stagnation. .u4653514217f5c936bc1130cb6a4d6276 , .u4653514217f5c936bc1130cb6a4d6276 .postImageUrl , .u4653514217f5c936bc1130cb6a4d6276 .centered-text-area { min-height: 80px; position: relative; } .u4653514217f5c936bc1130cb6a4d6276 , .u4653514217f5c936bc1130cb6a4d6276:hover , .u4653514217f5c936bc1130cb6a4d6276:visited , .u4653514217f5c936bc1130cb6a4d6276:active { border:0!important; } .u4653514217f5c936bc1130cb6a4d6276 .clearfix:after { content: ""; display: table; clear: both; } .u4653514217f5c936bc1130cb6a4d6276 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4653514217f5c936bc1130cb6a4d6276:active , .u4653514217f5c936bc1130cb6a4d6276:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4653514217f5c936bc1130cb6a4d6276 .centered-text-area { width: 100%; position: relative ; } .u4653514217f5c936bc1130cb6a4d6276 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4653514217f5c936bc1130cb6a4d6276 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4653514217f5c936bc1130cb6a4d6276 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4653514217f5c936bc1130cb6a4d6276:hover .ctaButton { background-color: #34495E!important; } .u4653514217f5c936bc1130cb6a4d6276 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4653514217f5c936bc1130cb6a4d6276 .u4653514217f5c936bc1130cb6a4d6276-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4653514217f5c936bc1130cb6a4d6276:after { content: ""; display: block; clear: both; } READ: Who Really Was Pocahontas? Was She Like The Indian Girl In The Disney Essay The International customer is an attractive Market to pursue. As we reach the millennium and technology is increasing triple fold daily the world is becoming smaller, and the markets are becoming larger. With the Internet and other resources the ability to reach a larger market pool is becoming more obtainable and cost efficient. All countries will have differences in their consumer needs, this is due to .

Barack Obama - Announces Security Team free essay sample

How to Write a Compelling, Informative News Lede

How to Write a Compelling, Informative News Lede The lede  is the first paragraph of any news story. It’s also the most important part. The lede must accomplish three things: Give readers the main points of the story;Get readers interested in reading the story;Accomplish both â€Å"a† and â€Å"b† in as few words as possible. Typically, editors want ledes to be no longer than 35 to 40 words. Why so short? Readers want their news delivered quickly. A short lede does just that. What Goes in the Lede? For news stories, journalists use the inverted pyramid format, which features the five â€Å"W’s and the H† – who, what, where, when, why and how. Who – who is the story about?What – what is the story about?Where – where did the event you’re writing about occur?When – when did it occur?Why – why did this happen?How – how did this happen? Example 1:  Let’s say you’re writing a story about a man who was injured when he fell off a ladder. Here are your five W’s and H: Who – the manWhat – he fell off a ladder while paintingWhere – at his houseWhen – yesterdayWhy – the ladder was ricketyHow – the rickety ladder broke So your lede might go something like this: A man was injured yesterday after falling from a rickety ladder which collapsed as he was painting his home. This sums up the main points of the story in just 19 words, which is all you need for the lede. Example 2:  Let’s say you’re writing a story about a house fire in which three people suffer smoke inhalation. Here are your five W’s and H: Who – three peopleWhat – they suffered smoke inhalation and were hospitalized after a house fireWhere – at the houseWhen – yesterdayWhy – a man fell asleep smoking in bedHow – the cigarette ignited the mans mattress Heres how this lede might go: Three people were hospitalized for smoke inhalation yesterday from a house fire officials say was ignited when a man in the home fell asleep while smoking in bed. This lede clocks in at 28 words a little longer than the last one, but still short and to the point. Example 3: Heres something a bit more complicated. This is a story about a hostage situation. Here are your five W’s and H: Who – six people, one gunmanWhat – the gunman held six people hostage in a restaurant for two hours before surrendering to policeWhere – at Billy Bobs Barbecue JointWhen – last nightWhy – the gunman tried robbing the restaurant but police arrived before he could escapeHow – he ordered the six people into the kitchen Heres how this lede might go: A failed robbery of Billy Bob’s Barbeque last evening resulted in six being held hostage as police surrounded the building. The suspect surrendered without incident following a two-hour standoff. This lede is 29 words, which isnt bad for a story that has a bit more complexity to it. Write Ledes on Your Own Here are some examples to try on your own. Who – Barrett Bradley, the president of Centerville CollegeWhat – he announced tuition will be raised 5 percentWhere – at a gathering in the colleges amphitheaterWhen – yesterdayWhy – enrollment is dropping and the college is facing a $3 million deficitHow – he will ask the colleges board of trustees to approve the tuition hikeWho – Melvin Washington, point guard for the Centerville High School basketball teamWhat – he scores a record 48 points to lead the team to the state championship over the rival team at Roosevelt High SchoolWhere – in the schools gymnasiumWhen – last nightWhy – Washington is a gifted athlete who observers say has an NBA career ahead of himHow – he is a remarkably precise shooter who excels at making 3-pointersWho – Centerville Mayor Ed JohnsonWhat – he holds a press conference announcing he has a drinking problem and is stepping down from his postWhere – in his office at City HallWhen – todayWhy – Johnson says he is entering rehab to deal with his alcoholismHow – he will step down and deputy mayor Helen Peterson will take over

Research approach in the social world Essay Example | Topics and Well Written Essays - 2500 words

Research approach in the social world - Essay Example s, many researches were conducted regarding teenage pregnancy (Colleta, 1981; Barth and Schinke, 1984; Crockenberg, 1987; Whitehead, 1994; Kelly, 1997; Cater and Coleman, 2006). According to Teenage Pregnancy Associates (2011: 1), despite the case that the teenage pregnancy rate in United Kingdom decreased about 18 percent since 1998, England still had the highest rate accumulating a total of 35,966 conceptions under 18 years old in 2009. It is the case that the society in which we live in highly discriminates and stigmatises teenage pregnancy. There are different ‘imaginative measures’ to make teenage motherhood look nasty, disagreeable and immoral, thus ‘uglifying’ teenage pregnancy (Whitehead, 1994: 55 – 81). Girls who have been pregnant at an early age are labelled as sluts, ho, promiscuous, ignorant, incompetent, irresponsible, and so on (Kelly, 1997: 165 – 180). In this case, these young girls are stigmatized for being young moms. However, this concern is not just personal but also with the trend, the society is also alarmed. Different institutions like government, economy, education, church, and most specially, the institution of the family have been upset with the numbers young mothers. Basically, the reason that has pushed me to investigate this research topic regarding teenage pregnancy is because of how our society views these pregnant teens as well as the teenage moms. Thus, the necessity to conduct an exploratory study of the experienced and circumstances contributing to the crisis of teenage pregnancy can be backed – up by the current situation of our society in relation to the issues on teenage pregnancy. However, in this study, instead of looking from the perspective of society, this will examine the perspective of the young moms. The question of who will be the beneficiaries of this academic endeavor is not only the pregnant teens and teenage moms but the society as a whole because as the stories of these girls are told through this

Hitler's Rise to Power Research Paper Example | Topics and Well Written Essays - 1250 words

Hitler's Rise to Power - Research Paper Example This loss of focus also made him lose the support of other students, who always elected him in leadership positions and to compensate this, he formed a tendency of creating friendship with younger pupils, whom he could command and influence (Kershaw 18). However, his time in school was limited as he managed to convince his mother at the age of fifteen to quit school instead of repeating, after which he moved to Vienna, at the age of 18, to pursue his career interest, which was in artistic work with the money he had received as his father’s pension, who had died in 1903 when Hitler was 13 years old (Hant 16). This ended up frustrating him as no institution was ready and willing to receive him owing to the fact that he had no academic certificates to prove that he had completed secondary education. Despite being an Austrian, Hitler disliked his country of birth to the extent of refusing to enroll into the military service, which was compulsory for every youth and according to re ports, it took the authorities close to 4 years to track him so he can fulfill his obligations but by then, his poor health could not meet the minimum standards required to join the military. During his early life, Hitler had shown a lot of admiration for Germany and indeed, he held his history teacher, who was a German, and the then German Chancellor Otto von Bismarck, with high regard and as some of his role models (Hant 20). The start of the First World War opened a new opportunity for Hitler to enter Germany, his country of choice, after he made a choice to join and fight for the German army instead of the Austro-Hungarian forces, which he despised. This also gave him the chance to prove his worthiness as a fearless fighter, especially in his position as a dispatch-runner, which was one of the most dangerous positions as it involved acquiring and delivering messages from the command center to the forces on the frontline and which earned him the Iron cross rewards in 1924 and 191 8 (Kershaw 45). According to reports, it is during this time of the war that Hitler began his hatred towards the Jews and Marxists, whom he always described as cowards and a liability to German’s quest for victory. However, in 1918 just before Germany conceded defeat, Hitler suffered injuries in a mustard gas attack orchestrated by the British forces after which he was hospitalized in a German military hospital. With the war gone, Hitler suffered from severe cases of depression whereby it is reported that he spent most of his time crying, mostly because he could not accept the fact that Germany had lost the war. In addition, he had no academic papers to help him acquire formal employment and this meant that his future in Germany hanged in the balance and this was definitely more than he could bear (Kershaw 56). As stated earlier, Hitler was an outspoken person and he always made it clear that he was a strong proponent of anti-Semitism, anticommunism and Pan-Germanism (Toland 37). In addition to this, he never believed or subscribed to the school of thought that everyone was equal and as such, he was against any group or organization, which was trying to promote socialism. These qualities attracted the attention of German leaders, who shared the same opinions and they gave

Expert Testimony Reliability Case Study Example | Topics and Well Written Essays - 3500 words

Expert Testimony Reliability - Case Study Example Incompetent experts in criminal cases might be more newsworthy, but surveyors in civil courts face the same pressures. Last year, Geoffrey Wright, of EA Shaw, and I discussed the important role that expert witnesses have to play in dispute resolution (EG 23 July 2005, p90). The General Medical Council had just held that the evidence given by Professor Sir Roy Meadow at the criminal trial of Sally Clarke was "naà ¯ve, grossly misleading, incompetent and careless". He was found guilty of serious professional misconduct and stripped of his licence to practice. On 17 February, Collins J ruled that Professor Meadow had acted "honestly and in good faith": see Meadows v General Medical Council [2006] EWHC 146 (Admin); [2006] 09 EG 182 (CS). The appeal was allowed on the basis that his conduct should not have exposed him to such a sanction. In the same week, Lord Goldsmith, the attorney general, announced new measures designed to ensure that expert witnesses in criminal trials give their ob jective opinion only and do not act as advocates. Expert witnesses will have to reveal all of their evidence, and its source, to investigating police. They will also have to declare anything "that might adversely affect their credibility or competence as an expert witness "and must "not give expert opinion beyond their area of expertise". In contrast to a liberal admissibility view, Paul Milich maintains that "the jury's obvious limitations in evaluating complex scientific disputes cannot be overcome by the mythically powerful tools of cross-examination and closing argument." 2 He suggests that it may be over-hasty to assume that an adversarial proceeding will succeed in enabling a jury to understand scientific testimony satisfactorily. According to Mulch, when jurors are presented with complex scientific issues, they might choose to ignore these issues and make a decision based on other factors, such as an expert's physical appearance and his/her demeanor. Mulch's argument seems pl ausible because jurors might have to resort to this alternative if they really do not understand the proffered testimony. Since judges and juries do not share a common base of experience with an expert witness on the specialized matters being discussed in his/her testimony, they can have a difficult time probing into and evaluating the expert's reasoning and opinions. The accessibility of proffered claims can vary greatly depending on a number of factors, some of which were mentioned previously. The subject matter of some expert testimony can be inherently confusing, if not unintelligible, to laypersons. To return to a point made before, one

Youth Gangs And Youth Violence Criminology Essay

Youth Gangs And Youth Violence Criminology Essay To believe that the existence of youth gangs and juvenile violence is a myth is to believe that its causes are also fictional. But what is so fictional about this reality? There is no denying that there are gangs, brought about by many of Americas youth, who wants a quick fix in life. Studies back this up. The national survey of law enforcement jurisdiction counted almost a million gang members in the United States. Among these gang members, 46,000 were involved in gang accidents that spurred a violent crime (Hunzeker, 1993). According to the study by the West Virginia University (Hunzeker, 1993), about 20,000 violent offenses were connected to gangs, which includes 974 homicides, occurred in Americas 72 largest cities. Our contemporary information about gang formation considerably attributes their existence, again, to poverty and other social problems. This factor is magnified further when you add the availability of drugs and weapons in the community into the scenario. These variab les (poverty, drugs, and weapons) tell us much about the trend of gang formation. Research suggests that gangs and their crimes increase when community degenerates or if the economy drops (Hunzeker, 1993). Furthermore, when neighborhoods, schools, families in the community disperse or decays, most youth turn to gang membership as a means to build their esteem and re-establish their social identity. Now, there is absolutely nothing mythical about this. Truth of the matter is, gangs seem to be an attractive option where legitimate means of survival is lacking. Thus, gangs mirror societys identity-juvenile gangs are the reflection of the youth on the very society they live in. Almost any enrollment to gangs affords the youth protection and excitement, which is why the propensity for violence is always there. Drugs and weapons connected to the crime is only the direct result of the gangs inherent objectives. But the most violent crimes connected to gangs are not random shootings or drug disputes; rather it is the escalation of disputes between rival gangs. II. There are various points of views from experts on the causes of youth gangs and violence. John Hagan and Bill McCarthy of Cambridge University offer an insight between the relationship between juvenile and their participation to criminal activities. Moreover, they added, the common profile of a street youth is male, around 18 years old and comes from a broken home. Approximately 30% had lived with both biological parents before leaving home, 24% had lived with step-families, 18% had lived with a lone-mother, and 17% had lived in foster or group homes before taking to the street (Hunzeker, 1993). A full 87% of youth have undergone physical violence from their parents or guardian; and another 60% of them were bruised due to assault. Most criminologists peg street crimes to young men who are poor, unemployed, badly educated and frequently raised in unstable homes. These men account more than half of street crimes occurrences. These are the base roots of street crimes, but to explain why juvenile turns to street crime needs a much detailed analysis. Experts say that variables like poverty and poor health influence criminal behavior, but there is a large disagreement among them in what actually causes youth to go against the law and injure others. Elliot Currie, a crime expert of University of California at Berkeley for example, believes that street crimes are largely due to the U.S. failure to support poor families (Robinson, 2003, 2). In this case, there is a widespread inequality that gives rise to resentment and anger. Mercer Sullivan an anthropologist of Vera Institute, on the other hand, believes that education is to blame (Mears Travis, 2004, 31). He thinks that poorly educated young individuals, regardless of their race, are all curious of exploring crime. But as time moves on when some individuals mature through getting decent jobs, while others didnt because of racial disparity, inequality or other unjustifiable reasons that negatively affected them, these individuals become desperate and turns to street crime-such as burglary and mugging-to compensate. Other experts thrust their blame on the environment; others to mental disorder; still others to negative influences. At the same time, these youth begin to see the social system as unfair who look at themselves as unemployable, which significantly increases their involvement to possible criminal action. Now, why is this so? Because these juveniles grew up in a conventional society where they believed eventually betrayed them. Thus, they responded with depression and guilt, leading to a passive withdrawal and criminal behavior inhibition. They begin to narrow down their options and see that crime is the better alternative than employment to compensate their material needs. III. Addressing this issue begins looking for changes on how this problem can be mitigated, which can lead to more feasible solutions. In this case, we describe law enforcement authorities. Typically, the police try its best to curb the increasing problems of juvenile street crimes. They have two approaches: An aggressive stance and punishment to those hard-core predatory gang members; and the prevention of recruitment and early intervention to would-be gang members These two approaches may be effective on a poor community that has had enough of gang-related street crime. But what happens when theres a gang increase in a comparatively affluent towns and suburbs. The loophole of this approach is purely on perception. Usually when forums revolve around homeless youth, they are always tagged as the criminal perpetrators. This is due to the deeply rooted perspective that endured to popular media, which believes that delinquent street, homeless youths are bad, deviant, troubled, or misgui ded, who apparently have left their homes with insignificant reasons. Once out to the streets, they are labeled as involved in criminal activities, which puts at risk the publics health and safety. It is they who are the usual suspects for disturbing the peace; that causes problems to the public; that are driving away tourist by making streets unsafe; etc. Yet, these forums fail to point out that these homeless juveniles equally are victims of street crime. When living in the streets, young individuals are highly exposed to delinquent activities, dangerous locations, proximity to other offenders-that can all lead to victimization. Police and the community must have a better understanding of the causes. IV. First essential facet to improve on change preconceived ideas and stop the stereotyping and profiling juveniles on the streets. Officials and law-makers can start with the media, especially in this time and day where the bread and butter of television news are the spicing up of events. According to Rose (1994), street crimes are the coal that boils the crisis boiler. Reportage of street crimes are exaggerated in the United States that the real facts of the matter are left out to give way to perception and sensationalizing of events. The trouble with this source of information is that media executives reinforce their viewers stereotype by showing only one side of the offenders and not taking account of other reasons of the crime. Television enables its viewers to categorize what crime to what offender commits them, without giving more extensive information on why that crime took place in the sociological level. Viewers, in turn, are fed with profiling street juveniles. It shows that news reports overstate crime committed by minorities by consistent reportage and tableau of either Blacks, Latinos, Asians, etc. in a crime that shapes to false perception, which skews reality by giving a scary and untrue image of crime in America. What is needed as one of the most essential solutions to curbing juvenile street crimes is more information towards the public viewers on what sets criminal behavior among their youth. The community should realize that a criminal incident is not an isolated case-it is brought about by multiple, interrelationship of the juveniles condition, including poverty, homelessness, etc. The viewing public should see the connections of why street crime occurs. This is the only way to begin a solution against social delinquency, through a keen observation of interrelated factors.

John Locke Essays -- Empiricists, Empiricism

John Locke believes that man ought to have more freedom in political society than John Stuart Mill does. John Locke's The Second Treatise of Government and John Stuart Mill's On Liberty are influential and potent literary works which while outlining the conceptual framework of each thinkers ideal state present two divergent visions of the very nature of man and his freedom. John Locke and John Stuart Mill have different views regarding how much freedom man ought to have in political society because they have different views regarding man's basic potential for inherently good or evil behavior, as well as the ends or purpose of political societies. In order to examine how each thinker views man and the freedom he ought to have in political society it is necessary to define freedom or liberty from each philosophers perspective. In The Second Treatise of Government, John Locke states his belief that all men exist in "a state of perfect freedom to order their actions and dispose of t heir possessions and person as they think fit, within the bounds of the law of nature, without asking leave or depending upon the will of any other man. " (Locke 4) Locke believes that man exists in a state of nature and thus exists in a state of uncontrollable liberty which has only the law of nature to restrict it, which is reason. (Locke 5) However Locke does state that man does not have the license to destroy himself or any other creature in his possession unless a legitimate purpose requires it. Locke emphasizes the ability and opportunity to own and profit from property as being necessary to be free. In On Liberty John Stuart Mill defines liberty in relation to three spheres; each successive sphere progressively encompasses and defines more elements relating to political society. The first sphere consists of the individuals "inward domain of consciousness; demanding liberty of conscious in the most comprehensive sense; liberty of thought and feeling; absolute freedom of opinion and sentiment on all subjects, practical or speculative, scientific, moral, or theological." (Mill 13) The second sphere of Mill's definition encompasses the general freedoms which allow an individual to freely peruse a "...life to suit our own character; of doing as we like..." (Mill 13). Mill also states that these freedoms must not be interfered with by "fellow crea... ...ave left an indelible mark on the concept of freedom in political societies. John Locke favours greater freedom for man in political society than does John Stuart Mill does. Their beliefs regarding the nature of man and the purpose of the state are bound to their respective views regarding freedom because one position perpetuates and demands a conclusion regarding another. Locke system for dealing with man freedom and all other related matters severely limits the role of state to strictly guaranteeing individual freedom. This is the best method of preventing the perversion and abuse of the role and power of the state. Locke views simply stem from his faith in man and his potential to succeed independently, which collectively promotes the prosperity of the state. Mill does not implicitly trust or distrust man and therefore does not explicitly limit freedom, in fact he does define freedom in very liberal terms, however he does leave the potential for unlimited intervention into the personal freedoms of the individual by the state. This nullifies any freedoms or rights individuals are said to have because they subject to the whims and fancy of the state. from: ksampson@mustang.uwo.ca

Competency Goal Functional Areas Essay

To establish and maintain a safe, healthy learning environment. I keep children healthy by monitoring their health daily. I ask if they have any boo boos and if so how they got them and I put them on a daily health list, I also do this by carefully observing children, watching for signs of illness, making sure immunizations are up to date. I also keep children healthy by keeping the room clean. Children are informed and able to make good decisions on how to stay healthy like washing hands after going to the bathroom, blowing their nose or coughing into their hands, when we come in from outside and before after lunch. I also keep children safe by creating and environment where children gain the knowledge that allows then to make appropriate choices. I make sure activities are safe and developmentally appropriate. The children are encouraging to make good choices by having discussions, giving lessons, and reading books that talk about safety issues I try to create a fun and safe environment where children can learn and grow. I provide and age appropriate environment for the children. I do this by preparing a weekly lesson plan, providing activities for children of all developmental levels. I have activities that are for inside the classrooms which are for gross motor skills such as bean bags, musical instruments, dance music, and all sizes of blocks. I also have fine motor activities, such as large and small beads to string, Lego’s, locking flowers, stencils, scissors, crayon and markers. I also allow time for the children to practice writing skills like their names and letters also to draw beautiful pictures. Competency Goal 1 Functional Area 1: Safe In order to help provide an environment which is safe for the children in my care, I do the following to prevent and reduce injuries: I keep all cleaning supplies and chemicals locked up and out of the children’s reach, to avoid poisoning or other injuries. I am also certified in First Aid and CPR which give me the knowledge to handle any injuries or accidents. I am familiar with the classroom and center emergency evacuation procedures in case of a fire or other emergency. I maintain an easily accessible and current list of emergency numbers and also all the parent numbers. I inspect all toys and equipment, frequently throughout the day to ensure that they are safe for use. I teach safe use of playground equipment.Functional Area 2: Healthy In order to provide and environment that promotes health, and prevents illness and which teaches children about good nutrition and practices that promotes wellness, I do the following: I keep the toys and the rooms clean. I wash my hands and wear gloves before and after handling food. I wear gloves if and when children need help when going to the bathroom, cleaning their noses; in order not spread germs. I also teach the children how to wash their hands after using the bathroom, wiping their nose, coming in from outside, while letting them know how important, it is to washing their hands. I also follow centers’ policies for sick children to prevent other illnesses from spreading throughout the center. I also read books about health care and talk about going to the Doctor and Dentist. I also share the importance of healthy foods like fruits and vegetables.

Geography Fieldwork. To Delimit the Central Business District of Newcastle upon Tyne Essay Example

Geography Fieldwork. To Delimit the Central Business District of Newcastle upon Tyne Essay Example Geography Fieldwork. To Delimit the Central Business District of Newcastle upon Tyne Essay Geography Fieldwork. To Delimit the Central Business District of Newcastle upon Tyne Essay Newcastle is located in the north East of England (as shown in map 1). Newcastle upon Tyne is located in between Sunderland and Northumberland and is situated along the River Tyne. Newcastle is a major commercial and retail city but it has not always been. In the medieval period and late 18th century Newcastle had a totally different function as a city. Today where the current Quayside stands used for Leisure and Entertainment purposes was previously used as a port for Import, Export and Travel purposes.From on the banks beside the Quayside, mainly St Nicholas Street and Dean Street was previously used fore Defense as Gallagate city walls and the Castle or situated at the top of these. Now this area is also used for Leisure and Entertainment. Markets were also used such as the Groat, Bigg, Cloth, Green and Grainger markets and today these are still used as Retail (Markets) ands also Entertainment (such as the pubs and nightclubs situated along the Bigg Market).For use to be able to d elimit the CBD we must first be able to see some characteristics of a Central Business District or CBDs. In a CBD we would expect to find taller buildings than in a residential or industrial area. This is Due to the fact that land values in the CBD would be high due to competition for space. Also we would expect to see traffic restrictions such as One-Way streets, No parking, No entry and Bus lanes only. Also there would be some pediestrianised areas and Specialist and Department stores in the CBD. You would also find few or no residential areas in the CBD.Aim.My Aim is to Delimit the Central Business District of Newcastle Upon Tyne by using four methods of data collection; land use ratio, building height, traffic restrictions and pedestrian counts.Method.Because we had such a short time to collect our results in we were split into groups and designated different streets to collect data on. For our methods of data collection we used land use ratio, building height, traffic restricti ons and pedestrian counts on main streets in Newcastle upon Tyne.For our land use ratio method of collection we firstly had to work out land uses of the individual buildings in Newcastle. We did this by using goad maps of Newcastle and we used a key of S for shops and O for offices. We had to decide what exactly was a shop or an office. We only used the ground floor land use and we came to a decision that if something that want obviously a shop such as a coffee shop then if it sold something it was a shop e.g.; a travel agents. We decided that pubs and derelict buildings would be under that category of other and anything else e.g.; bank would be classed as a office. We then took this key and walked around Newcastle plotting our results on a goad map.For our building height method of collection we simply took a goad map and at each building on the street in Newcastle we counted the number of floors from the outside of the building and wrote them down on the map. For our traffic restr ictions we also used a goad map and we simply walked down each street in Newcastle and looked about for any traffic restrictions including double and single yellow lines, pedestrianised areas, one way streets, bus only lanes, no entry and no parking signs.For our pedestrian counts we simply took a point on every street and for 5 minutes counted the number of people walking past us. We only did this for the people closest to us as anything else would lead to confusion. We then wrote the number down on the map.We used this methods of data collection because these were the most accurate, the fastest and the easiest methods to use. As we only had roughly three hours to complete the method of collection in we needed the quickest way to do this. We also had to take into account some of the physical boundaries of Newcastle to decide on where to collect out data. We could not make our data collection any further North than the Town moor as this is a section of greenbelt land stops us collec tion any data from here. We could only go as far East as the A167M Central Motorway as this prevents us from taking any collections from there. We could not go any further South because of the River Tyne, which prevents us getting any data further. We could not go any further West than St James Boulevard, which prevents us getting any data further.Results.As we were in groups we only had a map of the streets our group was doing. When we got back to class we had to put all our results together on one single map. We did this still using Goad maps.For our land values map we colored in the individual building using a color key as follows. Green was representing a other category building e.g.; derelict land, Red representing a shop e.g.; a coffee shop and blue representing a office e.g.; lawyers. We then looked at the map and from where the colors were situated we were able to work out a CBD. Where the ratio of shops to offices where 3:1 we took that as the CBD. We were able to draw our first CBD outline from this map. We excluded areas such as from out CBD because there were more offices than shops here.For our building height weFor our traffic restriction map we simply drew on any traffic restriction we had recorded such as double yellow lines we marked on the street two yellow lines running the same length as they did. We marked on all traffic restrictions with their correct sign on a goad map. We were then able to work out a CBD from this by the key and seeing where the traffic restrictions became less frequent. Where there were a high number of traffic restrictions we classed this as the CBD.For our pedestrian count we simply wrote the number of people on a goad map where we stopped to do our pedestrian count. We could then see where the numbers of people decreased this is where we drew our CBD boundary.Analysis.For us to have one final CBD boundary we first needed to make a CBD outline from our data collection seperatly. We did this an the CBD outlines were n ot the same for each. This is because different things were affectng this as they were seperate methods of collection. We first did our CBDs seperatly. This excluded nearly all the same streets such as Strawberry Place, Forth Street, Durant Road and Sandyford Road. This was because from this point on many of the factors were decreasing such as building height and the number of pedestrians in the area.Conclusion.We have been able to delimit the CBD sucsessfully. Because we worked as a group and as seperate groups we had to come to decisions about certian factors and i think that out ideas were not all the same. For example when we disscused the isssue of land use in class we desided on that shops would include anything that sold somthing so a travel agents could also come into this catagory because they sold holidays. But when we got back into the classroom someone had said that travel agents was an office so some people may have coloured in the wrong thing. This also happened with p ubs because some people were putting them under the catagory of shop insted of Other. This was only confusion in the land use and no other catagory.Limitations.Some of the problems with the way we collected the data are that we only looked at the land use of the bottom floor while some buildings had a shop or other building on top of it.When we did our land uses we all had different ideas of what was a shop and a office. To improve this we could have wrote it down exactly to aviod confucion. Also when we did our pedestrian counts it was hard to keep an accurate count on a busy street and confusion occured because people were walking past you in different directions. With our building height counts you cannot always tell how many floors the acctuall building had as we were just counting the windows on the building and some floors ay not have had windows where we were counting.The way were presented the data was also a problem. For example on out pedesrian counts it was hard to tell t he nubers on the map because we had wroye them quite small and there was no colour on the map to immidiatly see where the higher or lower numbers were. Other methods we could have used to extend and collect our data could be land values for the CBD but we could not do this as the land values are hard to obtain. We also could have used traffic counts but as we did not have ver much time we exclued this as this would have been time consuming and hard.

Powder Compaction in relation to variation of excipient and application of QbD to link Formulation to development The WritePass Journal

Powder Compaction in relation to variation of excipient and application of QbD to link Formulation to development Introduction Powder Compaction in relation to variation of excipient and application of QbD to link Formulation to development , pharmatutor.org/articles/overview-of-co-processed-pharmaceutical-excipients-formulation-aspects?page=0,0 David Schoneker, (2011), The impact of excipient variability of QbD, IPEC. Viewed Apr 20th 2012, ich.org/fileadmin/Public_Web_Site/Training/GCG_-_Endorsed_Training_Events/APEC_LSIF_JCCT_workshop_Beijing__China_Dec_08/Day_3/Impact_of_Excipient.pdf John F. Gamble, Wing-Sin Chiu, Vivienne Gray et.al, (2010), Investigation into the degree of variability in the Solid-State properties of common pharmaceutical excipients-Anhydrous Lactose, AAPS PharmSciTech, Vol. 11, No. 4. Joseph Kushner, Beth A. Langdon , John I. Hiller , Glenn T. Carlsen, (2011), Exmining the Impact of excipient material property variation on drug product quality Attributes: A Quality –by Design Study for a Roller compacted , Immediate release tablet,   Journal of Phamaceutical Sciences, Vol 100, No 6. Sai P. Chamarthy,Rodolfo Pinal,  and M. Teresa Carvajal, (2009), Elucidating raw material variability –Importance of surface properties and functionality in pharmaceutical powders, AAPS PharmSciTech, 10(3): 780–788. USP, (2011), IPC-USP 10th Science and Standards symposium: Global Quality standards for   Biologicals and Chemical Drugs, viewed Apr 20th 2012, usp.org/sites/default/files/usp_pdf/EN/meetings/04TrackI-ChemicalsConcurrentSessions.pdf

Discuss how communication within an inter-professional team could Essay

Discuss how communication within an inter-professional team could affect collaborative working strategies - Essay Example Sometimes, patients cannot communicate verbally due to sickness and have to resort to nonverbal communication to interact with staff. Healthcare professionals must have the necessary listening and verbal and nonverbal communication skills (Beebe and Mottet, 2013:32). Consequently, effective clinical practice requires many cases where vital information must be relayed verbally and nonverbally and listening skills must be honed and applied. Team collaboration and inter-professional communication are essential. When healthcare practitioners are not using verbal and nonverbal communication effectively, as well as listening closely to patient needs, the lives of patients may be at risk (Markel, 2013:21). Lack of vital information and misinterpretation of information, poor listening skills, ignored changes in status and body language, and unclear orders using communication tools like mobile phones can endanger the lives of patients and put healthcare professionals in major dilemmas (Markel, 2013:25). Poor verbal and nonverbal communication, as well as poor listening skills, creates scenarios where medical mistakes can occur. These mistakes have the potential to result in serious injuries or sudden patient deaths. In the UK, mental health mistakes, especially those caused by poor communication and listening, are a major challenge in current organisations (Happell, Platania-Phung, Scott, & Nankivell, 2014:37). According to research conducted by the Joint Commission on Accreditation of Healthcare Organisations, mental health mistakes would rank 5th in the list of top ten causes of patient deaths in America if they were included in the annual official statistics. This is ahead of serious illnesses like Alzheimer’s, gunshots, AIDS, diabetes, breast cancer, and accidents (Waldeck and Kearney, 2013:34). The study also revealed that over 50,000 people die in America every year because of medical mistakes. In the UK, up to 33,000 patients die annually

Information Technology Essay Example | Topics and Well Written Essays - 1000 words

Information Technology - Essay Example This report declares the Internet presents a number of gains for senior citizens. It is used as a means of communication via E-mail, chat rooms, debate groups, direct messaging, and so forth. It is found that ninety five percent of seniors who use the Internet do so to remain in touch with associates and relatives. Keeping this significant information regarding the Internet usage of seniors Pill Incorporated will have to advertise about its products Liflex and Forevex on the sites of messaging services. Pill Incorporated has two options whether to paste their advertisement of Liflex and Forevex through a banner on the sites of messaging services providing a hyperlink to the official web site of Pill incorporated. Another way is that Pill incorporated can send their email messages about Liflex and Forevex through using the messenger services databases of seniors residing in United States. This paper stresses that the Internet also provides a wealth of health care information that can be predominantly valuable for the seniors when healthiness turns out to be a larger matter and concern. Seventy five percent of elder Internet users collect health care information on line. The search engines like google, yahoo, and dogpile are main sources to access this information. These companies take some amount of money from online sellers depending upon the competition of online sellers of a product to provide the link of their websites on top when a person uses search engines to get information using a key word related to a product.

Plan For a Student and an IEP Term Paper Example | Topics and Well Written Essays - 1500 words

Plan For a Student and an IEP - Term Paper Example Also, included in this plan are the school administrators, students with the appropriate ages, and related services personnel. The Individualized Education Program acts as the foundation of a quality education ground for each child with any form of disability. This paper will come up with a plan that will look to include a child with disabilities in a general class. It will cover some of the characteristics of the disabled child, a list of personnel assigned to the child, and strategies or modifications needed for the child with disabilities to succeed. Finally, it will come up with an Individualized Education Program for this child. A plan for including a child with disabilities in a general class of learners This section will outline a plan that will seek to include a student with disabilities in a general class of students who do not have disabilities. Characteristics There are ten categories of disabilities that might face students. These categories follow as: autism, development delayed, intellectual, sensory, emotional, neurological, communication, specifically learning disability, physical and other health issues (Bateman, 2006). The student in this research is one who suffers physical disabilities issues. A physically disabled person refers to one whose disabilities are as a result of an improper function of any physical part of their body. This could be the legs, eyes, ears, hands among others. A better word of these individuals would be the term disabled. Some of the characteristics of a physically disabled person are as follows: they lack the ability to walk, blindness or their hands might be deformed (Bateman, 2006). This is because some vital part of their physical body parts might not be functioning properly. Personnel assigned to child Major personnel that should be related to these students for them to perform effectively are the school administration, teachers, other students, parents, and guardians. The child also needs to have a committee sta ff representative. Third party personnel include medical practitioners or health care givers whose duties include dealing with the medical, psychological, or health conditions facing the disabled students (Bateman, 2006). After the Individual Education Plan is created and placement is determined, now comes the implementing part. The child's teachers are accountable for implementing all program modifications, educational services or supports as stated by the Individual Education Plans. Schools should have an Individual Education Plan in place at the start of a school year. Initial Individual Education Plans must be created within a month of the resolve of eligibility. The services stated in the pupil’s Individual Education Plan must be provided as soon as possible. This plan follows as: Yearly review The Individual Education Plan team is responsible for carrying out an annual review of the document. This is important in making sure that the student is meeting educational aims or making progress on the standards specified for every objective (Wright, 2010). Acceptance and amendments A formal Individual Education Plan must be signed by a guardian or parent before any of the stated services may start to function. Nevertheless, guardians or parents do not have to sign any document when it is at first planned (Wright, 2010). Technical safeguards School personnel have a duty to issue the parents of this child with a technical safeguard notice,

Critique of Pure Reason Essay Example for Free

Critique of Pure Reason Essay Immanuel Kant (1724–1804) is the central figure in modern philosophy. He synthesized early modern rationalism and empiricism, set the terms for much of nineteenth and twentieth century philosophy, and continues to exercise a significant influence today in metaphysics, epistemology, ethics, political philosophy, aesthetics, and other fields. The fundamental idea of Kants â€Å"critical philosophy† — especially in his three Critiques: the Critique of Pure Reason (1781, 1787), the Critique of Practical Reason (1788), and the Critique of the Power of Judgment (1790) — is human autonomy. He argues that the human understanding is the source of the general laws of nature that structure all our experience; and that human reason gives itself the moral law, which is our basis for belief in God, freedom, and immortality. Therefore, scientific knowledge, morality, and religious belief are mutually consistent and secure because they all rest on the same foundation of human autonomy, which is also the final end of nature according to the teleological worldview of reflecting judgment that Kant introduces to unify the theoretical and practical parts of his philosophical system. 1. Life and works Immanuel Kant was born April 22, 1724 in Konigsberg, near the southeastern shore of the Baltic Sea. Today Konigsberg has been renamed Kaliningrad and is part of Russia. But during Kants lifetime Konigsberg was the capitol of East Prussia, and its dominant language was German. Though geographically remote from the rest of Prussia and other German cities, Konigsberg was then a major commercial center, an important military port, and a relatively cosmopolitan university town. [1] Kant was born into an artisan family of modest means. His father was a master harness maker, and his mother was the daughter of a harness maker, though she was better educated than most women of her social class. Kants family was never destitute, but his fathers trade was in decline during Kants youth and his parents at times had to rely on extended family for financial support. Kants parents were Pietist and he attended a Pietist school, the Collegium Fridericianum, from ages eight through fifteen. Pietism was an evangelical Lutheran movement that emphasized conversion, reliance on divine grace, the experience of religious emotions, and personal devotion involving regular Bible study, prayer, and introspection. Kant reacted strongly against the forced soul-searching to which he was subjected at the Collegium Fridericianum, in response to which he sought refuge in the Latin classics, which were central to the schools curriculum. Later the mature Kants emphasis on reason and autonomy, rather than emotion and dependence on either authority or grace, may in part reflect his youthful reaction against Pietism. But although the young Kant loathed his Pietist schooling, he had deep respect and admiration for his parents, especially his mother, whose â€Å"genuine religiosity† he described as â€Å"not at all enthusiastic. † According to his biographer, Manfred Kuehn, Kants parents probably influenced him much less through their Pietism than through their artisan values of â€Å"hard work, honesty, cleanliness, and independence,† which they taught him by example. [2] Kant attended college at the University of Konigsberg, known as the Albertina, where his early interest in classics was quickly superseded by philosophy, which all first year students studied and which encompassed mathematics and physics as well as logic, metaphysics, ethics, and natural law. Kants philosophy professors exposed him to the approach of Christian Wolff (1679–1750), whose critical synthesis of the philosophy of G. W. Leibniz (1646–1716) was then very influential in German universities. But Kant was also exposed to a range of German and British critics of Wolff, and there were strong doses of Aristotelianism and Pietism represented in the philosophy faculty as well. Kants favorite teacher was Martin Knutzen (1713–1751), a Pietist who was heavily influenced by both Wolff and the English philosopher John Locke (1632–1704). Knutzen introduced Kant to the work of Isaac Newton (1642–1727), and his influence is visible in Kants first published work, Thoughts on the True Estimation of Living Forces (1747), which was a critical attempt to mediate a dispute in natural philosophy between Leibnizians and Newtonians over the proper measurement of force. After college Kant spent six years as a private tutor to young children outside Konigsberg. By this time both of his parents had died and Kants finances were not yet secure enough for him to pursue an academic career. He finally returned to Konigsberg in 1754 and began teaching at the Albertina the following year. For the next four decades Kant taught philosophy there, until his retirement from teaching in 1796 at the age of seventy-two. Kant had a burst of publishing activity in the years after he returned from working as a private tutor. In 1754 and 1755 he published three scientific works — one of which, Universal Natural History and Theory of the Heavens (1755), was a major book in which, among other things, he developed what later became known as the nebular hypothesis about the formation of the solar system. Unfortunately, the printer went bankrupt and the book had little immediate impact. To secure qualifications for teaching at the university, Kant also wrote two Latin dissertations: the first, entitled Concise Outline of Some Reflections on Fire (1755), earned him the Magister degree; and the second, New Elucidation of the First Principles of Metaphysical Cognition (1755), entitled him to teach as an unsalaried lecturer. The following year he published another Latin work, The Employment in Natural Philosophy of Metaphysics Combined with Geometry, of Which Sample I Contains the Physical Monadology (1756), in hopes of succeeding Knutzen as associate professor of logic and metaphysics, though Kant failed to secure this position. Both the New Elucidation, which was Kants first work concerned mainly with metaphysics, and the Physical Monadology further develop the position on the interaction of finite substances that he first outlined in Living Forces. Both works depart from Leibniz-Wolffian views, though not radically. The New Elucidation in particular shows the influence of Christian August Crusius (1715–1775), a German critic of Wolff. [3] As an unsalaried lecturer at the Albertina Kant was paid directly by the students who attended his lectures, so he needed to teach an enormous amount and to attract many students in order to earn a living. Kant held this position from 1755 to 1770, during which period he would lecture an average of twenty hours per week on logic, metaphysics, and ethics, as well as mathematics, physics, and physical geography. In his lectures Kant used textbooks by Wolffian authors such as Alexander Gottlieb Baumgarten (1714–1762) and Georg Friedrich Meier (1718–1777), but he followed them loosely and used them to structure his own reflections, which drew on a wide range of ideas of contemporary interest. These ideas often stemmed from British sentimentalist philosophers such as David Hume (1711–1776) and Francis Hutcheson (1694–1747), some of whose texts were translated into German in the mid-1750s; and from the Swiss philosopher Jean-Jacques Rousseau (1712–1778), who published a flurry of works in the early 1760s. From early in his career Kant was a popular and successful lecturer. He also quickly developed a local reputation as a promising young intellectual and cut a dashing figure in Konigsberg society. After several years of relative quiet, Kant unleashed another burst of publications in 1762–1764, including five philosophical works. The False Subtlety of the Four Syllogistic Figures (1762) rehearses criticisms of Aristotelian logic that were developed by other German philosophers. The Only Possible Argument in Support of a Demonstration of the Existence of God (1762–3) is a major book in which Kant drew on his earlier work in Universal History and New Elucidation to develop an original argument for Gods existence as a condition of the internal possibility of all things, while criticizing other arguments for Gods existence. The book attracted several positive and some negative reviews. In 1762 Kant also submitted an essay entitled Inquiry Concerning the Distinctness of the Principles of Natural Theology and Morality to a prize competition by the Prussian Royal Academy, though Kants submission took second prize to Moses Mendelssohns winning essay (and was published with it in 1764). Kants Prize Essay, as it is known, departs more significantly from Leibniz-Wolffian views than his earlier work and also contains his first extended discussion of moral philosophy in print. The Prize Essay draws on British sources to criticize German rationalism in two respects: first, drawing on Newton, Kant distinguishes between the methods of mathematics and philosophy; and second, drawing on Hutcheson, he claims that â€Å"an unanalysable feeling of the good† supplies the material content of our moral obligations, which cannot be demonstrated in a purely intellectual way from the formal principle of perfection alone (2:299). [4] These themes reappear in the Attempt to Introduce the Concept of Negative Magnitudes into Philosophy (1763), whose main thesis, however, is that the real opposition of conflicting forces, as in causal relations, is not reducible to the logical relation of contradiction, as Leibnizians held. In Negative Magnitudes Kant also argues that the morality of an action is a function of the internal forces that motivate one to act, rather than of the external (physical) actions or their consequences. Finally, Observations on the Feeling of the Beautiful and the Sublime (1764) deals mainly with alleged differences in the tastes of men and women and of people from different cultures. After it was published, Kant filled his own interleaved copy of this book with (often unrelated) handwritten remarks, many of which reflect the deep influence of Rousseau on his thinking about moral philosophy in the mid-1760s. These works helped to secure Kant a broader reputation in Germany, but for the most part they were not strikingly original. Like other German philosophers at the time, Kants early works are generally concerned with using insights from British empiricist authors to reform or broaden the German rationalist tradition without radically undermining its foundations. While some of his early works tend to emphasize rationalist ideas, others have a more empiricist emphasis. During this time Kant was striving to work out an independent position, but before the 1770s his views remained fluid. In 1766 Kant published his first work concerned with the possibility of metaphysics, which later became a central topic of his mature philosophy. Dreams of a Spirit-Seer Elucidated by Dreams of Metaphysics, which he wrote soon after publishing a short Essay on Maladies of the Mind (1764), was occasioned by Kants fascination with the Swedish visionary Emanuel Swedenborg (1688–1772), who claimed to have insight into a spirit world that enabled him to make a series of apparently miraculous predictions. In this curious work Kant satirically compares Swedenborgs spirit-visions to the belief of rationalist metaphysicians in an immaterial soul that survives death, and he concludes that philosophical knowledge of either is impossible because human reason is limited to experience. The skeptical tone of Dreams is tempered, however, by Kants suggestion that â€Å"moral faith† nevertheless supports belief in an immaterial and immortal soul, even if it is not possible to attain metaphysical knowledge in this domain (2:373). In 1770, at the age of forty-six, Kant was appointed to the chair in logic and metaphysics at the Albertina, after teaching for fifteen years as an unsalaried lecturer and working since 1766 as a sublibrarian to supplement his income. Kant was turned down for the same position in 1758. But later, as his reputation grew, he declined chairs in philosophy at Erlangen (1769) and Jena (1770) in hopes of obtaining one in Konigsberg. After Kant was finally promoted, he gradually extended his repertoire of lectures to include anthropology (Kants was the first such course in Germany and became very popular), rational theology, pedagogy, natural right, and even mineralogy and military fortifications. In order to inaugurate his new position, Kant also wrote one more Latin dissertation: Concerning the Form and Principles of the Sensible and Intelligible World (1770), which is known as the Inaugural Dissertation. The Inaugural Dissertation departs more radically from both Wolffian rationalism and British sentimentalism than Kants earlier work. Inspired by Crusius and the Swiss natural philosopher Johann Heinrich Lambert (1728–1777), Kant distinguishes between two fundamental powers of cognition, sensibility and understanding (intelligence), where the Leibniz-Wolffians regarded understanding (intellect) as the only fundamental power. Kant therefore rejects the rationalist view that sensibility is only a confused species of intellectual cognition, and he replaces this with his own view that sensibility is distinct from understanding and brings to perception its own subjective forms of space and time — a view that developed out of Kants earlier criticism of Leibnizs relational view of space in Concerning the Ultimate Ground of the Differentiation of Directions in Space (1768). Moreover, as the title of the Inaugural Dissertation indicates, Kant argues that sensibility and understanding are directed at two different worlds: sensibility gives us access to the sensible world, while understanding enables us to grasp a distinct intelligible world. These two worlds are related in that what the understanding grasps in the intelligible world is the â€Å"paradigm† of â€Å"NOUMENAL PERFECTION,† which is â€Å"a common measure for all other things in so far as they are realities. † Considered theoretically, this intelligible paradigm of perfection is God; considered practically, it is â€Å"MORAL PERFECTION† (2:396). The Inaugural Dissertation thus develops a form of Platonism; and it rejects the view of British sentimentalists that moral judgments are based on feelings of pleasure or pain, since Kant now holds that moral judgments are based on pure understanding alone. After 1770 Kant never surrendered the views that sensibility and understanding are distinct powers of cognition, that space and time are subjective forms of human sensibility, and that moral judgments are based on pure understanding (or reason) alone. But his embrace of Platonism in the Inaugural Dissertation was short-lived. He soon denied that our understanding is capable of insight into an intelligible world, which cleared the path toward his mature position in the Critique of Pure Reason (1781), according to which the understanding (like sensibility) supplies forms that structure our experience of the sensible world, to which human knowledge is limited, while the intelligible (or noumenal) world is strictly unknowable to us. Kant spent a decade working on the Critique of Pure Reason and published nothing else of significance between 1770 and 1781. But its publication marked the beginning of another burst of activity that produced Kants most important and enduring works. Because early reviews of the Critique of Pure Reason were few and (in Kants judgment) uncomprehending, he tried to clarify its main points in the much shorter Prolegomena to Any Future Metaphysics That Will Be Able to Come Forward as a Science (1783). Among the major books that rapidly followed are the Groundwork of the Metaphysics of Morals (1785), Kants main work on the fundamental principle of morality; the Metaphysical Foundations of Natural Science (1786), his main work on natural philosophy in what scholars call his critical period (1781–1798); the second and substantially revised edition of the Critique of Pure Reason (1787); the Critique of Practical Reason (1788), a fuller discussion of topics in moral philosophy that builds on (and in some ways revises) the Groundwork; and the Critique of the Power of Judgment (1790), which deals with aesthetics and teleology. Kant also published a number of important essays in this period, including Idea for a Universal History With a Cosmopolitan Aim (1784) and Conjectural Beginning of Human History (1786), his main contributions to the philosophy of history; An Answer to the Question: What is Enlightenment? (1784), which broaches some of the key ideas of his later political essays; and What Does it Mean to Orient Oneself in Thinking? (1786), Kants intervention in the pantheism controversy that raged in German intellectual circles after F. H. Jacobi (1743–1819) accused the recently deceased G. E. Lessing (1729–1781) of Spinozism. With these works Kant secured international fame and came to dominate German philosophy in the late 1780s. But in 1790 he announced that the Critique of the Power of Judgment brought his critical enterprise to an end (5:170). By then K. L. Reinhold (1758–1823), whose Letters on the Kantian Philosophy (1786) popularized Kants moral and religious ideas, had been installed (in 1787) in a chair devoted to Kantian philosophy at Jena, which was more centrally located than Konigsberg and rapidly developing into the focal point of the next phase in German intellectual history. Reinhold soon began to criticize and move away from Kants views. In 1794 his chair at Jena passed to J. G. Fichte, who had visited the master in Konigsberg and whose first book, Attempt at a Critique of All Revelation (1792), was published anonymously and initially mistaken for a work by Kant himself. This catapulted Fichte to fame, but he too soon moved away from Kant and developed an original position quite at odds with Kants, which Kant finally repudiated publicly in 1799 (12:370–371). Yet while German philosophy moved on to assess and respond to Kants legacy, Kant himself continued publishing important works in the 1790s. Among these are Religion Within the Boundaries of Mere Reason (1793), which drew a censure from the Prussian King when Kant published the book after its second essay was rejected by the censor; The Conflict of the Faculties (1798), a collection of essays inspired by Kants troubles with the censor and dealing with the relationship between the philosophical and theological faculties of the university; On the Common Saying: That May be Correct in Theory, But it is of No Use in Practice (1793), Toward Perpetual Peace (1795), and the Doctrine of Right, the first part of the Metaphysics of Morals (1797), Kants main works in political philosophy; the Doctrine of Virtue, the second part of the Metaphysics of Morals (1797), a catalogue of duties that Kant had been planning for more than thirty years; and Anthropology From a Pragmatic Point of View (1798), based on Kants anthropology lectures. Several other compilations of Kants lecture notes from other courses were published later, but these were not prepared by Kant himself. Kant retired from teaching in 1796. For nearly two decades he had lived a highly disciplined life focused primarily on completing his philosophical system, which began to take definite shape in his mind only in middle age. After retiring he came to believe that there was a gap in this system separating the metaphysical foundations of natural science from physics itself, and he set out to close this gap in a series of notes that postulate the existence of an ether or caloric matter. These notes, known as the Opus Postumum, remained unfinished and unpublished in Kants lifetime, and scholars disagree on their significance and relation to his earlier work. It is clear, however, that these late notes show unmistakable signs of Kants mental decline, which became tragically precipitous around 1800. Kant died February 12, 1804, just short of his eightieth birthday. 2. Kants project in the Critique of Pure Reason. The main topic of the Critique of Pure Reason is the possibility of metaphysics, understood in a specific way. Kant defines metaphysics in terms of â€Å"the cognitions after which reason might strive independently of all experience,† and his goal in the book is to reach a â€Å"decision about the possibility or impossibility of a metaphysics in general, and the determination of its sources, as well as its extent and boundaries, all, however, from principles† (Axii. See also Bxiv; and 4:255–257). Thus metaphysics for Kant concerns a priori knowledge, or knowledge whose justification does not depend on experience; and he associates a priori knowledge with reason. The project of the Critique is to examine whether, how, and to what extent human reason is capable of a priori knowledge. 2. 1 The crisis of the Enlightenment To understand the project of the Critique better, let us consider the historical and intellectual context in which it was written. [5] Kant wrote the Critique toward the end of the Enlightenment, which was then in a state of crisis. Hindsight enables us to see that the 1780’s was a transitional decade in which the cultural balance shifted decisively away from the Enlightenment toward Romanticism, but of course Kant did not have the benefit of such hindsight. The Enlightenment was a reaction to the rise and successes of modern science in the sixteenth and seventeenth centuries. The spectacular achievement of Newton in particular engendered widespread confidence and optimism about the power of human reason to control nature and to improve human life. One effect of this new confidence in reason was that traditional authorities were increasingly questioned. For why should we need political or religious authorities to tell us how to live or what to believe, if each of us has the capacity to figure these things out for ourselves? Kant expresses this Enlightenment commitment to the sovereignty of reason in the Critique: Our age is the age of criticism, to which everything must submit. Religion through its holiness and legislation through its majesty commonly seek to exempt themselves from it. But in this way they excite a just suspicion against themselves, and cannot lay claim to that unfeigned respect that reason grants only to that which has been able to withstand its free and public examination (Axi). Enlightenment is about thinking for oneself rather than letting others think for you, according to What is Enlightenment? (8:35). In this essay, Kant also expresses the Enlightenment faith in the inevitability of progress. A few independent thinkers will gradually inspire a broader cultural movement, which ultimately will lead to greater freedom of action and governmental reform. A culture of enlightenment is â€Å"almost inevitable† if only there is â€Å"freedom to make public use of ones reason in all matters† (8:36). The problem is that to some it seemed unclear whether progress would in fact ensue if reason enjoyed full sovereignty over traditional authorities; or whether unaided reasoning would instead lead straight to materialism, fatalism, atheism, skepticism (Bxxxiv), or even libertinism and authoritarianism (8:146). The Enlightenment commitment to the sovereignty of reason was tied to the expectation that it would not lead to any of these consequences but instead would support certain key beliefs that tradition had always sanctioned. Crucially, these included belief in God, the soul, freedom, and the compatibility of science with morality and religion. Although a few intellectuals rejected some or all of these beliefs, the general spirit of the Enlightenment was not so radical. The Enlightenment was about replacing traditional authorities with the authority of individual human reason, but it was not about overturning traditional moral and religious beliefs. Yet the original inspiration for the Enlightenment was the new physics, which was mechanistic. If nature is entirely governed by mechanistic, causal laws, then it may seem that there is no room for freedom, a soul, or anything but matter in motion. This threatened the traditional view that morality requires freedom. We must be free in order to choose what is right over what is wrong, because otherwise we cannot be held responsible. It also threatened the traditional religious belief in a soul that can survive death or be resurrected in an afterlife. So modern science, the pride of the Enlightenment, the source of its optimism about the powers of human reason, threatened to undermine traditional moral and religious beliefs that free rational thought was expected to support. This was the main intellectual crisis of the Enlightenment. The Critique of Pure Reason is Kants response to this crisis. Its main topic is metaphysics because, for Kant, metaphysics is the domain of reason – it is â€Å"the inventory of all we possess through pure reason, ordered systematically† (Axx) — and the authority of reason was in question. Kants main goal is to show that a critique of reason by reason itself, unaided and unrestrained by traditional authorities, establishes a secure and consistent basis for both Newtonian science and traditional morality and religion. In other words, free rational inquiry adequately supports all of these essential human interests and shows them to be mutually consistent. So reason deserves the sovereignty attributed to it by the Enlightenment. 2. 2 Kants Copernican revolution in philosophy To see how Kant attempts to achieve this goal in the Critique, it helps to reflect on his grounds for rejecting the Platonism of the Inaugural Dissertation. In a way the Inaugural Dissertation also tries to reconcile Newtonian science with traditional morality and religion, but its strategy is different from that of the Critique. According to the Inaugural Dissertation, Newtonian science is true of the sensible world, to which sensibility gives us access; and the understanding grasps principles of divine and moral perfection in a distinct intelligible world, which are paradigms for measuring everything in the sensible world. So on this view our knowledge of the intelligible world is a priori because it does not depend on sensibility, and this a priori knowledge furnishes principles for judging the sensible world because in some way the sensible world itself conforms to or imitates the intelligible world. Soon after writing the Inaugural Dissertation, however, Kant expressed doubts about this view. As he explained in a February 21, 1772 letter to his friend and former student, Marcus Herz: In my dissertation I was content to explain the nature of intellectual representations in a merely negative way, namely, to state that they were not modifications of the soul brought about by the object. However, I silently passed over the further question of how a representation that refers to an object without being in any way affected by it can be possible†¦. [B]y what means are these [intellectual representations] given to us, if not by the way in which they affect us? And if such intellectual representations depend on our inner activity, whence comes the agreement that they are supposed to have with objects — objects that are nevertheless not possibly produced thereby? †¦[A]s to how my understanding may form for itself concepts of things completely a priori, with which concepts the things must necessarily agree, and as to how my understanding may formulate real principles concerning the possibility of such concepts, with which principles experience must be in exact agreement and which nevertheless are independent of experience — this question, of how the faculty of understanding achieves this conformity with the things themselves, is still left in a state of obscurity. (10:130–131) Here Kant entertains doubts about how a priori knowledge of an intelligible world would be possible. The position of the Inaugural Dissertation is that the intelligible world is independent of the human understanding and of the sensible world, both of which (in different ways) conform to the intelligible world. But, leaving aside questions about what it means for the sensible world to conform to an intelligible world, how is it possible for the human understanding to conform to or grasp an intelligible world? If the intelligible world is independent of our understanding, then it seems that we could grasp it only if we are passively affected by it in some way. But for Kant sensibility is our passive or receptive capacity to be affected by objects that are independent of us (2:392, A51/B75). So the only way we could grasp an intelligible world that is independent of us is through sensibility, which means that our knowledge of it could not be a priori. The pure understanding alone could at best enable us to form representations of an intelligible world. But since these intellectual representations would entirely â€Å"depend on our inner activity,† as Kant says to Herz, we have no good reason to believe that they conform to an independent intelligible world. Such a priori intellectual representations could well be figments of the brain that do not correspond to anything independent of the human mind. In any case, it is completely mysterious how there might come to be a correspondence between purely intellectual representations and an independent intelligible world. Kants strategy in the Critique is similar to that of the Inaugural Dissertation in that both works attempt to reconcile modern science with traditional morality and religion by relegating them to distinct sensible and intelligible worlds, respectively. But the Critique gives a far more modest and yet revolutionary account of a priori knowledge. As Kants letter to Herz suggests, the main problem with his view in the Inaugural Dissertation is that it tries to explain the possibility of a priori knowledge about a world that is entirely independent of the human mind. This turned out to be a dead end, and Kant never again maintained that we can have a priori knowledge about an intelligible world precisely because such a world would be entirely independent of us. However, Kants revolutionary position in the Critique is that we can have a priori knowledge about the general structure of the sensible world because it is not entirely independent of the human mind. The sensible world, or the world of appearances, is constructed by the human mind from a combination of sensory matter that we receive passively and a priori forms that are supplied by our cognitive faculties. We can have a priori knowledge only about aspects of the sensible world that reflect the a priori forms supplied by our cognitive faculties. In Kants words, â€Å"we can cognize of things a priori only what we ourselves have put into them† (Bxviii). So according to the Critique, a priori knowledge is possible only if and to the extent that the sensible world itself depends on the way the human mind structures its experience. Kant characterizes this new constructivist view of experience in the Critique through an analogy with the revolution wrought by Copernicus in astronomy: Up to now it has been assumed that all our cognition must conform to the objects; but all attempts to find out something about them a priori through concepts that would extend our cognition have, on this presupposition, come to nothing. Hence let us once try whether we do not get farther with the problems of metaphysics by assuming that the objects must conform to our cognition, which would agree better with the requested possibility of an a priori cognition of them, which is to establish something about objects before they are given to us. This would be just like the first thoughts of Copernicus, who, when he did not make good progress in the explanation of the celestial motions if he assumed that the entire celestial host revolves around the observer, tried to see if he might not have greater success if he made the observer revolve and left the stars at rest. Now in metaphysics we can try in a similar way regarding the intuition of objects. If intuition has to conform to the constitution of the objects, then I do not see how we can know anything of them a priori; but if the object (as an object of the senses) conforms to the constitution of our faculty of intuition, then I can very well represent this possibility to myself. Yet because I cannot stop with these intuitions, if they are to become cognitions, but must refer them as representations to something as their object and determine this object through them, I can assume either that the concepts through which I bring about this determination also con.