Buying the Perfect Horse :: Free Essay Writer

Buying the Perfect Horse Last weekend a Mr. Charlie Goodrich called my office. He told me that an old friend of mine, who had given me very high recommendations, had referred him to me. Mr. Goodrich said that he was looking for a horse. He was not sure what exactly he was going to use it for, but he was examining a couple possibilities. Since my job is to help people decide which breed of horse would best suit their plans and lifestyles, I needed to know exactly what it was he wanted to use a horse for. He told me that he owned a very reputable stable, with a variety of expensive breeds, and he was looking to expand his stock. Mr. Goodrich said that he wanted a stallion with a future in racing, and good siring bloodlines. That is what many owners do with retired racehorses. After the horse’s racing career is over they are sent to what is like a retirement home for horses. Here they live out the rest of their lives, breeding and siring many young foals. I explained to him that two of the best horses for racing were the Thoroughbred and the Arabian. My personal favorite is the Arabian, I told him, because of it’s unique beauty and rich heritage. In order to try and find which would be the best for him I researched both breeds and presented him with the results. While both the Thoroughbred and the Arabian are very beautiful, and both are well reputed in the racing world, the Arabian horse is far superior. Its ancient, mysterious origins, and unique beauty make it a very desirable horse. It excels on the track, and produces incredible offspring. The Arabian stallion has also been the subject of many novels, etching its figure into many hearts, and making it even more popular. Origins The term Thoroughbred describes a breed of horse whose ancestry traces back to three foundation sires – the Darley Arabian, the Godolphin Arabian, and the Byerly Turk. Named after their respective owners – Thomas Darley, Lord Godolphin, and Captain Robert Byerly – these three stallions were brought to England around the turn of the 17th century and bred to the stronger, but less intelligent, native horse. They were bred to native spring mares – very probably Scottish Galoways – and the resulting foals were the first real thoroughbreds.

Health care Essay

Chapter 1 Scarcely a news report goes by that does not address the number one health concern in the United States, obesity. Obesity has long been a concern of the healthcare industry, and the focus on children is increasing. Obesity is considered the number one health risk for children in the United States today. Research demonstrates it is not only a concern but one that is now reaching epidemic proportions. The number of children who are overweight has doubled in the last two to three decades; currently, one child in five is overweight. Research further indicates that if a child is overweight at age 6, his or her likelihood of adult obesity is more than 50 percent. Obesity presents numerous health problems for children; hypertension and Type II diabetes, coronary heart disease, stress on weight-bearing joints, low self-esteem, and the risk for chronic health problems in adulthood. One of the most severe problems is sleep apnea (interrupted breathing while sleeping), which, in some cases, can lead to problems with learning and memory. (Blasi, 2003) Problem Statement, Purpose and Rationale Childhood obesity has become an epidemic in recent years, with more than 9 million children labeled obese, and the decrease in physical education requirements may be affecting the health of children. Children need to maintain a regular rate of physical activity to maintain optimal health and this activity should be present in the physical education program. The purpose of this study is to determine if participating in a routine exercise program can help reduce excess weight and maintain optimal fitness, by designing and implementing a daily fitness program for students. Obesity is defined as body weight, which is more than normal for a particular age, gender, and height. Obesity can be measured through BMI (Body Mass Index) calculations that are based on a person’s height and weight. Obesity is the end result of a person taking in more calories than they expend in a day. Even a small imbalance between energy input and output can lead to significant weight gain over time. Most obese children demonstrate a slow but consistent weight gain over several years. Eating too much and moving around too little are the main causes of obesity. Most experts agree that watching excessive amounts of television is a significant risk factor associated with obesity. Research has demonstrated that almost half of children ages 8-16 years watch three to five hours of television daily. Extreme cases of obesity are generally contributed to inactive children, eating too many snacks with a high fat content. (Blasi, 2003) Possible Causes The simple answer to the problem of childhood obesity is more calories are taken in than are expended in a day, which when accumulates results in obesity. However there are a variety of factors that affect and may contribute to obesity and the solution may be as complex. Increasing physical activity to meet or exceed daily dietary intake is something that people can control and therefore have an impact. This study will focus on the increase in physical activity for students and monitor their progress throughout the duration of the study. There is no longer a question about whether or not childhood obesity exists. It does. Environmental conditions, such as television, video games, and computers can have an influence if children don’t take part in other physical activities. Certainly, the increase in fast food diets and the intake of sugar has an impact on a child’s weight, particularly if not balanced with other foods and activities. Soft drinks have become a mainstay in the daily diet of American children. A recent long-term research study examined soda consumption and its effect on children’s body weight. The study found that â€Å"for each additional daily serving of a sugar-sweetened soft drink, the incidence of obesity was significantly increased. Researchers also discovered that the odds of becoming obese increased 1. 6 times for each additional glass of sugar-sweetened soft drink consumed above the daily average. † (Blasi, 2003) In 1998, The National Association for Sport and Physical Education issued guidelines stating that young children should strive for 60 minutes of physical activity each day to promote health and well-being. Clearly, this is a valuable goal for both children and adults, but may not be the only contributing factor for obesity. The factors that contributing to obesity are complex, and can include economic, social, cultural, behavioral, nutritional, psychological, and genetic factors. However, individual differences make it unclear the extent to which each of these factors contributes to obesity. An individual’s genetic makeup combined with the environment in which the person lives may have an impact. Eating and activity patterns have been shown to be consistently related to obesity. These are also the two factors that we can most readily have an impact on. (Blasi, 2003) Most states require students to participate in some type of physical education program, the time spent in physical education declines with each subsequent grade. â€Å"About one third (39. 7 percent) of elementary schools require physical education in kindergarten, one half (50 percent) of elementary schools require physical education in grades 1 through 5, one fourth (25 percent) in grade 8, and only 5 percent in grade 12. † (Garbe & Hoote, 2004) This is in conflict with recommendations made by the American Academy of Pediatrics (AAP). The AAP recommends that K-12 students have daily opportunities for physical education. The National Association of State Boards of Education (NASBE) backed this notion with the development of guidelines, stating that elementary school students should have at least 150 minutes per week of physical education and at least 225 minutes per week when they reach middle/ junior and senior high school. The School Health Policies and Programs Study (SHPPS), conducted in 2000, found that only 8 percent of elementary schools, 6. 4 percent of middle/junior high schools, and 5. percent of senior high schools provide daily physical education for the entire school year for all grades. (Garbe & Hoote, 2004) Both the school environment and the family environment must absorb the responsibility for childhood obesity. While the school cafeteria provides food choices, the physical education program determines the time allocated to physical activity, and the school curriculum controls opportunities to learn about the relationship between personal behaviors and health. Away from school, the family environment strongly influences child health. Chapter Two Literature Review According to the Centers for Disease Control and Prevention, 15 percent of young people in the United States are overweight, defined as a body weight at or above the 95th percentile on Body Mass Index-for-age percentiles. An additional 15 percent of children (those above the 85th percentile) are classified as being â€Å"at risk of overweight. † The health risks of obese children cannot be overstated. The risks in terms of physical health include hypertension, heart disease, diabetes, and increased risk of obesity in adulthood. The cumulative effects of obesity don’t stop there. â€Å"Obesity also exerts a heavy psychological toll on children: the likelihood of impaired quality of life for obese children is 5. 5 times greater than for healthy children. † (Anderson & Butcher) Increasing childhood obesity is related to increasing adult obesity. Although the obese share of the population is expected to increase with age, obesity today is increasing with age more quickly than it did thirty years ago. (Anderson & Butcher, 2006) Although a public school cafeteria has not traditionally provided the healthiest of meals, the problems continue to grow with the introduction of fast foods, such as McDonalds, Taco Belle and Pizza Hut, to the lunch offerings. â€Å"In addition, hundreds of under-funded school districts have negotiated â€Å"pouring rights† contracts to sell brands of soda and allow young people easy access to vending machines during recess breaks. Soda consumption among adolescents has nearly tripled between 1977-78 and 1994. † A 12-ounce serving of carbonated soda contains the equivalent of 10 teaspoons of sugar. Soda consumption has been shown to be an independent risk factor for obesity in children. In addition to sodas becoming readily available during school time, vending machines are present in a majority of schools. (Staveren & Dale, 2004) Currently, there are minimal opportunities for children to be physically active during school time. Recent budget cuts have resulted in cuts to physical education. Physical Education is necessary if children are going to maintain a healthy body weight and good health. Children should receive at least 60 minutes, and up to several hours, of age-appropriate exercise on all or most days of the week. Few schools offer any structured physical activity outside of the physical education classes. (Staveren & Dale, 2004) Simply adding physical education opportunities may not be enough to make significant impact or reduction in childhood obesity. Children who are obese are not comfortable in the physical education class. Not only is it physically challenging, but embarrassing as well. Obese children may feel more vulnerable in the physical education class than they do anywhere else in the school. Due to the number of overweight and obese children, it is obvious that physical education programming needs to be restructured and adapted to suit this population. An obese child is not going to benefit from being made to run laps that they are not physically capable of doing. Physical Education may have to take more of an individual approach with students, helping them to identify goals, and then designing a fitness plan to meet those goals. More wellness information should be incorporated into the curriculum, benefiting all children. The competitive nature of physical education needs to be re-evaluated in order to meet the needs of obese children. Focus should be place on health. Physical education instructors will also need to motivate children, and finding activities that they enjoy and then building on those may provide the motivation necessary. (Irwin, et. Al. , 2003) Physical educators are confronting a growing need for developmentally appropriate movement education among very young children. Children are more sedentary and more obese, on average than their counterparts 20 years ago, and they need to develop. movement skills and habits for healthy, active lifestyles. (Helm & Boos, 1996) Researchers at the University of California at San Diego tried to determine how excess weight affects obese children and their ability to perform normal activities. The study, surveyed 106 obese children (57 boys and 49 girls; average BMI of 34. 7) between the ages of 5 and 18 years. They were asked questions such as whether they ever experienced problems due to participating in physical activities, bathing themselves, other kids not wanting to be their friends, or being unable to pay attention during class. The interview also asked how often they felt depressed or worried and whether they ever missed school because they did not feel well. The results of each interview were graded on a scale of 100 and then compared to the published data on healthy children and children with cancer who were receiving chemotherapy or had chemotherapy recently. The average score for obese children (67) was drastically lower than healthy children (83) and even slightly less than children with cancer (69). The biggest difference in the scores between the obese children and the other two groups was related to their social functioning–20 points lower than the healthy group and 9 points lower than the children with cancer. One major reason obese children had lower scores in this area is because they get picked on and teased at school, while children with cancer usually receive sympathy. More often than not, the obese children had a physical or emotional problem: 65 percent had at least one medical condition, 37 percent had high cholesterol or a similar condition, 13 percent had either depression or anxiety, and 4 percent had diabetes. It may be due to these complications that obese children are on average absent from school four days a month, while healthier children miss on average less than a day a month. (JOPERD, 2003) A growing need in physical education is to help young people enjoy the rewards of exercise through participation. This need could be addressed by teaching students the health benefits derived from maintaining active lifestyles. Additionally, physical educators could emphasize the results of exercise which appeal to young people, such as improved physical appearance. For example, improved physical appearance can be included in a discussion of body fat reduction. This exercise benefit should not be the only focus of the discussion, but could certainly be a part of it. (Douthitt & Harvey, 1995)

English investigation Essay

Introduction: For this project I am going to analyse how women and men behave when using language in casual situations? There have been many previous research finding and conclusions about gender and conversational behaviour. For example Jennifer Coates identified two approaches, which she describes as dominance and difference. Jennifer Coates was a writer to wrote about the language differences between men and women. Dominance argues that because women occupy a less powerful position in society than men, their constitutional behaviour is less assertive and less confident. Men are dominant within society, so it is not surprising that they tend to dominate mixed sex conversations. Women are said to be used to male dominance, and as a result of social conditioning will often be polite and respectful when speaking to men. Whereas the idea of difference is where the focus is more on differences in male and female attitudes and values, that are said to be inculcated from childhood, when we form, and are influenced by, single sex peer groups. Studies of children’s play have found that in boy’s games there is more emphasis on competition and confrontation, while girl’s games are more cooperative. In adulthood, women’s talk often focuses on personal feelings and problems and this helps to explain why their approach to conversation is more sympathetic and supportive. Also this Description of Data: My data consists of three transcripts; one, which took place in a college canteen between four girls meaning it, was very informal and casual. My second transcript took place on a college field while three boys were watching a game of football played by fellow peers. They discussed the game and also had background conversations. My third transcript is of three girls talking about the world cup football match very briefly while talking more about football and surrounding topics. I felt that my first transcript I recorded was not sufficient enough to be analysed well and in detail, I therefore recorded a further transcript to increase my data and to make a more intricate analysis. Aims: The aim of my investigation is to find out to what extent are there significant differences in the ways that men and women behave on conversation. Methodology: For my investigation I collected three transcripts; I did this, as this is the most effective way of collecting sufficient data that I would be able to analyse for my specific subject. I am going to look at how women talk in casual situations looking at aspects that expert researchers have found such as Jennie Coates, she found two approaches based on the ideas of dominance and difference which I will look at and try to find out to what extent do my transcripts prove this. I will also look at cooperation and competition as the experts have found that boys seem to be more competitive when using language whereas girls seem to be more co operative, even though this research was proved by using children as examples I would still like to see if it is still the case when men and woman are older and to what extent they still either are competitive or cooperative when using language. As well as looking as what the experts have found I am also going to look at the role played by the speakers in my transcript and relate it too attitudes and values as well as educational background, which is pretty much the same for each speaker as they all go to the some college. I will also look into the social class of the speakers. I will look at the status, purpose, context and audience for each transcript and analyse each topic accordingly. I am also going to look at the 6 frameworks – lexis, semantics, phonology, graphology, grammar, discourse, pragmatics and the sociolinguistics which has been defines as the study of language in its social context. Analysis: First of all I am going to analyse the context of my data. The first transcript is between four friends occasionally five when they contribute to the conversation. The conversation is very informal and very casual with no real meaning or purpose except for socialising during break time, which means the conversation is quite forced to some extent even though they were talking about what they liked to talk about. All the women contributed equally I would say; to the conversation. Although women are characteristically and socially known for being quite capable and good at making conversation there is not a lot of prove from the experts or researchers that suggests that males do not make conversation or are any less capable. Therefore when looking at the men’s conversation I saw that they were just as able and good at making conversation. The men’s conversation was between three people occasionally four or five when they contributed to the conversation. This conversation was also very informal and casual and was also something that the men wanted to talk about. In the conversation you can see that between them there is one more dominant male who tends to initiate conversation and interrupt or overlap other speakers also could be know as holding the floor. However I researched about dominance in conversation and read, â€Å"you just don’t understand- men and women in conversation† by Deborah Tanning and she said â€Å"claiming that interruption is a sign of dominance assumes that conversation is an activity in which one speaker speaks at a time, but this reflects ideology more than practice. She also said that she recorded conversations in which many voices were heard at once and it was clear that everyone was having a good time. She then asked people of their impressions of the conversation and they said they had enjoyed themselves. However when she played the tape back they were embarrassed about their conversational style. Which suggests that when people being female or male do dominate the conversation they maybe don’t realise they are doing it. I also found that in my other female conversation between three girls there was one slightly more dominant participant mainly due to her personality, however it was also in most cases successful cooperative over lapping as the over lapping is positive and as Deborah tanning says in her book † the overlaps are cooperative because they do not change the topic but elaborate on it. However in my male conversation there is unsuccessful cooperative overlapping as for example when a participant says he had England trials† (referring to a friend out side the conversation) another participant says â€Å"yer but don’t he look like peter pan† which is quite negative and stops the conversation which is a negative response that does not enable the conversation to carry on without changing the topic. In one of my transcripts where the four or five female participants are talking on participant says, â€Å"Err she looks really bad† (referring to a celebrity in a magazine that looks rough) by saying the word â€Å"really† she is intensifying what she is saying. In my other transcripts there are two examples of women using intensifiers, one where a participant says, â€Å"she’s really pretty† and another when a participant says â€Å"well I think peter crouch is actually quite really cute† Robin Lakoff published an influential account of women’s language. In a related article she published a set of basic assumptions about what marks out the language of women. Among these assumptions were the use of intensifiers especially the words ‘so’ and ‘very’ for example † I’m so glad to see you† I found intensifiers within my female transcripts but none in my male transcripts. However as my transcripts were quite short and the time I had to collect my data was limited if I had more data I could have compared this more fairly to get better and faired results. Zimmerman and West (1915) taped informal conversations between students in coffee bars, shops and other public places. They found that women talk about ‘feelings’ whereas men talk more about ‘things’. Women conversation is often focused on personal experiences, relationships and problems. The topic of male conversation tends to be more concrete, relating to information, facts objects and activities. And from my own experiences these finding are accurate but also my data could also suggest this as well, for example in my females transcripts there is reference to a personal experience that doesn’t really play a part in the structure of the conversation, it is quite random. The participant says † Rory always corrects my spelling its well annoying on msn he always like types things in a little star and then says correct spelling† the participate gets interrupted while saying this as it is nothing to do with the conversation. Also in my transcript I can see that men use more taboo language than women do for example in my male conversation one participant says â€Å"fucking legend† whereas in my female conversation there was no swearing words used. However as my transcripts were quite short they do not relate to all females.

Black Codes

Thomas Dixon September 13, 2012 Honors U. S History Black Codes The Black Codes were laws in the United States after the Civil War with the intent of limiting the basic human rights and civil liberties of blacks as much as possible. Black Codes is used most often to refer to laws passed by Southern states at the end of the Civil War to control the labor, housing and other activities of newly-freed slaves.In Texas, the Eleventh Legislature produced these codes in 1866, right after the Civil War. The law reaffirmed the position that slaves and free blacks had held in Texas and was intended to make blacks work. The codes showed how stubborn white Texans were accepting blacks as equals and also their fears that freedmen would not work unless forced. The codes continued legal discrimination between whites and blacks.The legislature, when it amended the 1856 penal code, emphasized the difference between whites and blacks by defining all people with one-eighth or more black ancestry as pers ons of color, subject to special parts in the law. The black codes were enforced immediately after the American Civil War. Though different from state to state, they each set out to secure a steady supply of cheap labor, and continued to assume the weakness of the freed slaves. The black codes had their roots in the slave codes that had formerly been in effect.The idea behind slavery in America was that slaves were property, and, as such, they had few, if any, legal rights. The slave codes, in their many loosely-defined forms, were seen as effective tools against slave unrest, particularly as a protective method against revolts and runaways. Enforcement of slave codes also varied, but bodily punishment was widely and harshly used to great effect. These black codes were very unfair and lucky for African Americans are not used today. Black Codes Ryan Fagan U. S. History Honors Bushong 4/27/12 How did the Black Codes prevent the immediate integration of the freed black men into society? Written pages: 5 The Civil War caused many issues for American Society, from the physical separation of the southern states, to the issue of ending slavery, being the most well known, and for good reason. While the north wanted the slaves to be free, the south did not, which obviously caused Problems. This topic of free vs. slavery did not begin after the war started though, the government had dealt with many different cases and often the ended in favor of slavery.After the Civil War the issues with slavery still existed because of the creation of Black Codes, codes that basically forced the â€Å"free† men to report to a white employer or supervisor who decided what they could and could not do freely. These are just few of many reasons that the integration of freed black men, and men of color, took almost a century after the day they w ere legally released to truly have their freedom. One of the many reasons that the integration of the freed men into society was not more immediate was because of the stance of the national government before the war.The north may have not been slave states, but when it came to helping a slave in need, they were not going to be the ones to lend a hand. The Dred Scott case is a prime example of this stance. In this case a slaved argues that his owner moved from a slave state to a free state, thereby causing him to become a free citizen of society. This case was extremely controversial. While on one hand the slave made a point, the other hand caused the government to deny his request for freedom, without real rational reason.When the government’s stance changed and Abraham Lincoln became president, the newly elected president caused the country to go to war with itself because of his public stance on slavery. This tragic event caused the south to secede from the United States an d form their own government. Of course the sole issue of the south’s secession was not the loss of slavery, but also had an economic aspect as well. When the Civil War was over, it was quite obvious that the southern states still had a deep and powerful hatred for anyone of color.This hatred, as mentioned before, is the primary reason for the southern states creating the Black Codes. Not only did the Black Codes cause issues between the southern ex-slave owners and their freed slaves, but it also caused a great number of issues in the northern states. The northern states saw these Black Codes as an unfair and cruel way of bringing back slavery. Primarily because in the southern states state government, the white legislators saw no real reason to end the inequality between the white men, and the men of color (â€Å"Constitutional rights foundation,† 2011).Without establishing a new state of mind the governments in the southern states would continue to make these laws, l eaving the federal government unable to make any real changes to ensure the well being of the men of color. This only delayed the integration of the men of color into society even longer, because the relationship between the state governments and the national governments were too fragile at this point in time to make anything positive happen. In reviewing the South Carolina Black Codes, it is clear how biased and restricted the everyday lives of the freed men were.In order to integrate into society completely, the freed man would not only need to attempt to change the views of the white men around them, they were still required to follow the Black Codes. Rebellion could only get the freed men so far because they were not permitted to own anything that could be used as a weapon. The South Carolina Black Codes also prevented the migration of freed men to South Carolina without the approval of two South Carolina white men.These white men, known as freeholders, were essentially the peop le responsible for the freed men, also known as servants, that they approved. After that the Black Codes basically permit slavery to those who take on the responsibility for the freed men. The reason that the free slaves were not able to immediately integrate in society was the Continued existence of the Black Codes. The Black Codes only promoted the previously accepted view of superiority and resulted in lasting conflicts between the races for years.The immediate elimination of the Black Codes would have completely removed any political power that one race would have ad over the other, which in turn would have prevented the conflicts of pride and respect. An immediate overturning of the Black Codes would have also caused the issues of indirect slavery, and violations of rights given to all men by the Bill of Rights and the Constitution. The overall attitude towards freed slaves would have been completely different and would have resulted in a faster change in public opinion and wou ld have allowed the integration of the freed slaves to be much more fluid.Work Cited Black codes and jim crow laws. (n. d. ). Retrieved from http://www. sciway. net/afam/reconstruction/blackcodes. html Constitutional rights foundation. (2011). Retrieved from http://www. crf-usa. org/brown-v-board-50th-anniversary/southern-black-codes. html Herda, D. J. (1948). The dred scott case: Slavery and citizenship  . Berkeley Heights, NJ: Enslow Publishers, Inc. The mississippi black code (1865). (n. d. ). Retrieved from http://wps. ablongman. com/long_longman_lahdemo_1/0,8259,1546454-,00. html

Strategy for Siam Canadian Food Co Case Study Example | Topics and Well Written Essays - 1250 words

Strategy for Siam Canadian Food Co - Case Study Example At present, Siam Canadian Co., Ltd. has inter-linked offices strategically located throughout Asia-including Thailand, Vietnam, Myanmar (Burma), China and India. In 1997/98 the Thai economy was in a deep recession as a result of the severe financial problems facing many Thai firms, particularly banks and financial institutions.Siam Canadian, in an effort to expand its bases, had to determine if opening a branch in Burma would be feasible at that time. It was important for the company to explore the possible risks of such a move, and a study of the country of Burma was necessary. One risk that needed to be addressed was the United States decision in April 1997, to clamp sanctions on Burma. It quickly became evident, however, that the United States had less economic leverage in Burma than in many countries around the world. And it failed to persuade Burma's neighbors in the region-- its primary trading partners -- to join in any form of sanctions.   Effects of US economic sanctions also were offset by Burma’s admission into the Association of South-East Asian Nations in 1997. One Burmese official had already shrugged off the sanctions. "We have been surviving without any assistance from the US government for years, so I don't think these sanctions will have any effect on the Myanmar (Burmese) economy," he said. Another possible risk was the existence of a powerful military group, which is 1997 was renamed the Union Solidarity Development Association and was recognized as the military junta’s political wing. Nevertheless, Siam Canadian was not affected by these risks. Thailand has never expressed openly what sectors might be at risk from market access, but it has had experience in the agriculture and food sectors and the strategy has always been to conform to importing countries’ expectations.     

The Only True Wisdom Is In Knowing You Know Nothing Essay

The Only True Wisdom Is In Knowing You Know Nothing - Essay Example C) The charges brought against Socrates were of impiety and corrupting the youth of Athens. Socrates did not fear death, and drank his poison eagerly because he thought of death as something to examine, just as life. D) The allegory of the cave suggests that most people are seeing not reality but shadows of reality, much as one who is chained in a cave for their entire life. Socrates used this allegory to explain that intellectual pursuits, like stepping out of a cave and into the sunlight, eventually lead to more clear understanding of the world. I agree that there is more to perceive in the world than most people are aware of, but I disagree that it negates the validity of the â€Å"shadows† which we can all perceive. 2 A) We cannot prove the existence of anything outside of our own minds. All of our knowledge of things outside of ourselves comes to us through our senses, but only our minds can be trusted to exist. B) Descartes doubts the existence of anything beyond his own mind, because he cannot prove conclusively that anything else exists. If it is possible for the existence of an object perceived to be disproved, then it may not exist. However, the fact that you can be deceived means that your mind must exist. He famously summed this argument: â€Å"Cogito, ergo sum.† ... In the example of the wax, imagination explains the perception of change and for the possibility of other changes which we can't imagine. Intellect explains the understanding of the wax as something distinct, the same thing whether it is solid or liquid. 3 A) The stakes are very high; You have a lot to lose if you make the wrong decision. According to James, believing in God is beneficial to people, and as the decision cannot be made rationally on the basis of evidence it is incumbent upon us to leave the decision to our â€Å"passionate nature†. As that nature encourages us to strive for beneficial states, it is prudent to believe in God. I disagree with James' assertion because the stakes are only high within the context of some religions, and because one can enact a different decision at any time. B) The first objection Aquinas notes is the existence of evil. If God is omnibenevolent, then why does evil exist in the world? He counters this by saying that God's goodness is s o great that he causes goodness to come out of evil. Aquinas' second stated objection is that everything which we can see and understand can be accounted for by other first principles, so there is no need to believe in the existence of God. His response is that nature as well as human reason were both ultimately caused by God, as â€Å"Prime Mover†. C) A ship owner is aware that his ship needs repairs, but sets sail anyway. The ship sinks mid-ocean, and all aboard die. According to Clifford, the ship owner is morally responsible for the deaths of his crew because he made the decision to set sail based on faulty evidence. Clifford says â€Å"It is wrong in all cases to believe on insufficient evidence; and where it is presumption to

Gender and Work - Masculine or Feminine Work Essay

Gender and Work - Masculine or Feminine Work - Essay Example Any activity which led to the seeking of subsistence means was covered in the heading of â€Å"work† while all other activities of â€Å"reproduction† and assuring the sustenance of life cycle (nursing) were reduced to â€Å"limitation†. Unfortunately, the later was what women were supposed to do by default and therefore men took the charge of the more proactive role of sustenance of family like tracking and killing animals for food. This natural evolution of role created â€Å"myths of work† for men and women. The simple myth which evolved was that what men do is â€Å"work† while what women does back at home does not fall in the definitions of work or we can say that the distinction was laid down as masculine or feminine work. With the advancement on the course of history the women’s influence in different fields has changed and now women are also out in search of sustenance means for their family, thus blurring the primitive masculine and feminine myth of work. However, the age-old psyche was not that easy to overcome as the women came in the field with the â€Å"the same old myth† attached to her. Resultantly, either woman was given â€Å"inferior jobs† presupposing that the jobs pertaining to men could not be done by them befittingly. Although, the increase of women’s role in the domain of men â€Å"work† and success in that continued the attack on the masculine and feminine myth of work but initiated another dimension in it. More work, with an assumption that women are not able to go through such rigours of intensive work, entered the scene. This ability to work for long hours was equated with success and a general perception was created among people that working long hours is important for career advancement.  This development made both men and women so involved in their jobs and working places that they grade their workplace as â€Å"a place for (their) soul to recreate itself, a place for self-improvement, and a place for spiritual training . . . [the worker] looks for the reason of his being or identity in hard work’ (Schwenkter, 1995).