Phi-105 Week Five Checkpoint – Moral Character View Points

CheckPoint: Moral Character View Points PHI/105: Intro. To Philosophy Due Date: 10/05/2011 Instructor: Geth Allison Moral Character View Points Referencing week four discussion concerning moral character, one viewpoint my discussion group overall agreed upon including me is that habits develop from repeatedly doing something and can reflect on a person of good or bad moral character. For example, if a child was taught to say yes sir while growing up by the time he or she becomes an adult they have developed a habit of responding as yes sir without thinking twice because of saying it repetitively as they grew up, which can appear to be a reflection of a person with good moral character, although that is not always the case in my opinion. In contrast, a person of bad moral character also could have been taught as a child to respond as yes sir as they grew into an adult developing a habit, but overall his or her moral character is bad. In addition everyone agreed that habits, whether morally good or bad is formed from repetitiveness, which does not always result in the person being of bad or good moral character. On the other hand, quite a few classmates disagree on the viewpoint concerning habit and moral character being linked; as some of them argue that the two have no connection what so ever. In contrast, my perspective is that habit and moral character is connected to a certain extent based on the circumstances. For example, habits whether good or bad, are apart of every individuals moral character; I have a bad habit of purchasing shoes, although I do not need them, but I have a urge to purchase a pair or two if I go into shoe store. This is something I have been doing for as long as I can remember, but I must say it has gotten better because I intentionally stay out of the shoe store. Nevertheless, it is apart of who I am, that is, an individual with a shoe fetish, which I actually do not believe to be a bad habit, as most would say the opposite. But, â€Å"Does that make my moral character bad? † Not hardly; therefore I would say my viewpoint and those in opposition to it follows the modern form of ethical thinking because from a modern perspective the act of purchasing one, two, or how ever many pair of shoes repeatedly is not wrong it is something that I have a passion for, and does not result to anyone getting hurt.

Embed Functional Skills in Your Specialist Are

Theory 5: Evaluate a range of ways to embed elements of functional skills in your specialist area. Functional skills, according to the definition by the Qualification and Curriculum Development Agency (www. qcda. gov. uk) are practical skills that people need in order to function in everyday life. These skills are practical skills in using the English language, Mathematics and Information and Communication technology (ICT) that will enable individuals with the essential knowledge, skills and understanding to perform confidently, effectively and independently to progress in their education training and employment.As an educator you should be able to embed these skills in the curriculum catered for the foundation levels and level 2 Diplomas and GCSE, and as a stand alone qualification by its own right. In general almost every subject provides an opportunity to improve on functional skills. In the subject area I have chosen, functional Mathematics are embedded by including various metho ds of calibrating measuring equipment, making actual measurements and calculations. In addition, accuracy, reliability, errors and by comparison to true values, functional Mathematics can be used to determine the level of skills for upper levels (Level 2).Functional English can be embedded by getting the students to collate all evidence in a meaningful way and present it orally to an audience or in a written form thereby giving an opportunity to gauge their skills in English. Embedding ICT can be achieved when using a computer to research and obtain material that is relevant which will give an indication to their ability to read and understand. The level of writing and ICT skills can be tested by getting them to produce a report using a word processor including all its inbuilt functions, such as Spell check, Grammar, Thesaurus, layout and Printing etc,.In addition, presenting data in a structured way using a spreadsheet and develop presentation skills by designing and presenting usi ng software such as PowerPoint. To have a meaningful impact on the learner, the curriculum should be designed so that it will encourage the use of all these skills in an integrated way where all skills are embedded within it.Bibliography: Gravells, Ann â€Å"Preparing to Teach in the Lifelong Learning Sector† Third Edition, 2008. Cowley, Sue â€Å"Guerilla Guide to Teaching† Second Edition, 2007. http://curriculum. qcda. gov. uk/key-stages-3-and-4/skills/functionalskills/index. aspx

Cultural Impacts of Industrial Revolution on the People of China Assignment

Cultural Impacts of Industrial Revolution on the People of China - Assignment Example Mao Zedong is the leader who led to the significant drawback. Mao did not support the learning process because he believed that the process was tedious for the children and the students needed the first hand experience in agriculture. The ideology of Mao Zedong was based on the principle of simplicity. The country experienced significant problems with the approach developed by Mao Zedong. The drought experienced at the end of the period led to serious catastrophe. The impact of the cultural revolution by Mao Zedong Cultural Revolution took place from 1966 to 1976 under the leadership of Mao Zedong. The goal of Mao was to establish a more effective bureaucracy. Mao employed the young people to spread the idea of socialism around china. The impact of the Cultural Revolution was so adverse that it affected the industrialization of the country. It had a negative impact on the people and the economy a major drawback affecting even the foreign countries. The Cultural Revolution was based o n the concept that the schools did not offer proper learning because of the complexity. The complexity was the major issue the group highlighted in the education system (McCarty 67). Mao’s plan was to brainwash the Chinese citizens in order for them to uneducated and mindless. During the Cultural Revolution May Chinese students were not able to study because they were forced to farm and do manual labor. The values of the Cultural Revolution were taught in schools because it was a requirement of the government. Additionally, during 1966 and 1967, the students were required to complete a course covering the ideals of the Cultural Revolution in order to graduate. The process blocked many students making the completion of the school impossible and increased school drop outs. Over four million high school and college graduates were sent to farm land where they ended up being working in the farms instead of industries. The success of the move was evident because many talented stude nts were wasted by sticking and working in the fields. The ten years of Mao Zedong leadership brought with it significant challenges and affected the economy of china by changing the educational system. The impact of the change was handled for very many years later (McCarty 89). Mao’s philosophy led to adverse problems in all the sectors of the economy leading to serious problems. The industrialization era was postponed to after the end of the Cultural Revolution. Therefore, the country's industrialization was postponed until 1970s. The industrialization of china occurred later on compared to the western world. Industrialization and the Chinese culture Industrialization affected the Chinese culture significantly. The major change occurred in the social values of the community. The industrial revolution brought with it the several challenges including the creation of a great divide in the classes and class warfare. The new culture created the rich in the society with their foc us being on the acquisition of wealth and greed. The poverty gap increased after the end of the Cultural Revolution. The Cultural Revolution helped in creating a balance between the rich and the poor through the use of equity. The change from the agrarian revolution came to an end with the start of the industrial revolution with the Chinese citizen. The citizens were forced to take up jobs in the companies with the

Dred Scott Research Paper Example | Topics and Well Written Essays - 1250 words

Dred Scott - Research Paper Example who were forcibly taken from their homeland, transported under extremely harsh conditions and made to work under even worse conditions in the various rice, cotton and tobacco plantations spread all over the southern parts of America. These slaves once sold to their white owners, lost their freedom for ever. Often they were treated brutally by these owners resulting in deaths for many of these unfortunate black people. Such accounts of tortures and brutalities on the black slaves are well documented in the very famous book â€Å"Incidents in the Life of a Slave Girl† by Harriet Jacob. â€Å"Uncle Toms cabin† by Harriet Beecher Stowe also deals with similar issues. Dred Scott is one such black African slave who fought a war against the legal and social system of nineteenth century America to get his freedom. Free slave was a concept almost unheard of in the pre-civil war America. At that time the slaves were the personal property of their owners and were treated as such. Dred Scott was another such slave born in the year 1799 in Virginia and was owned by the family of a white southern named Peter Blow. In 1830 when this family shifted base to St. Louis, Missouri they took Dred along with them and later sold him off to one Dr. John Emerson who was in the service with the army of the United States. Here there is some confusion as to who the real Dred Scott was. From old records it has been found that before his death, Peter Blow had one female and five male slaves. However after his death his estate inventory recorded only four male slaves. So it can be assumed that Blow before his death in 1832 had sold one of his male slaves. In 1833, records show that there was another sale of a male slave named Sam from the Blow family for 500$ to clear their outstanding credits and dues. When Dr. Eme rson came to Fort Armstrong in Illinois in 1833 with him was a slave who had previously been with the Blow family. The name of this slave was Dred Scott. There is much debate amongst

Report on Religious Field Research Essay Example | Topics and Well Written Essays - 1250 words - 2

Report on Religious Field Research - Essay Example Millions of people in America and the entire world practice Christianity (Dyet, 2006). Being the most popular religion in the world, there are various misconceptions about Christianity, some of which I personally held for so long. This research gave me a great opportunity to try and understand the Christian Religion and try to get answers to the queries I have had about Christianity for a very long time. Most Christians also hold other prejudices against other religious groups, which has led to religious discrimination and wars in areas dominated by one religion (Driscoll, 2009). In order to understand the Christian Religion, I attended a Christian prayer service at a Baptist Church, where I interacted with the Christian community in the church as they helped me understand the basic foundations of Christianity. I managed to have a small discussion with a few Christians in the form of an interview to help clear some of the prejudices I had towards their religion. After a lengthy discu ssion, I was able to understand the Christian religion and change some of the false impressions I had about this religious group. One of the biggest misconceptions I had concerning Christianity is how a Christian Worship Service is mainly centered on teachings about how bad other religions are. I had always believed that Christians are taught to despise other religions (Driscoll, 2009). This is a misconception I had held since my childhood days during my interactions with Christian who held very contempt views on other religions. I was made to believe, from their views, that they were taught such kind of ideas in their churches during worship services and Christian teachings. After attending the Service in a Christian Church, I was able to change this misconception. This was after carefully listening to the message and the sermon of the Preacher. His message was mainly centered on love for one another, understanding and mutual respect and coexistence (Driscoll, 2009). The Preacher e mphasized the point that God created people in his own image and therefore every human being should be loved as he or she represents the image of God Himself. He also stated that it is through loving one another that people express their love for God, and that is how they shall be able to get to heaven (Dyet, 2006). According to the Bible, God created all humanity, so it does not matter the religion one belongs to (Driscoll, 2009). The main point is that all human beings belong to God, and should be loved and respected. After listening to such messages, I had to change my view on Christianity and reduce my prejudices regarding how they treat other religions. I was surprised to find out that Christianity is such a welcoming religion, whose main message is based on love for God and for one another. The other misconception I had regarding the Christian religion before this encounter was that Christians hated other religions simply because they were not believers in Christ Jesus. This p rejudice kept me off from mingling freely with Christians because I could not trust the motives of some of them, just because I was not a follower and I felt they hated all non Christians and treated them like non believers who do not deserve to live. This misconception denied me so many opportunities of making Christian friends and mixing freely with other people and sharing ideas. In the course of this research on religion, I was able to come across some very challenging

Necessary Leadership Alberto Fujimori Essay Example | Topics and Well Written Essays - 2000 words

Necessary Leadership Alberto Fujimori - Essay Example When Alberto Fujimori was elected President of Peru in 1990, the country was suffering from massive external debt which could not be paid, uncontrolled hyperinflation, non-existent international reserves, and food shortages (The World Bank, 1997). Basic government services like education, health, and basic infrastructure had been neglected and were eroding away. The government was perceived as weak, and two terrorists groups, Shining Path (Sendero Luminoso) and the MRTA (Movimiento Revolucionario Tupac Amaru), were competing for control of the country. Both of these groups had formed alliances with Peruvian drug dealers. Violence and intimidation were common, and law-biding Peruvians were very afraid of what the future might hold for their country and their lives. As one commentator noted, "The intense violence of the 1980s created a content in which many Peruvians were willing to cede citizenship and other rights to an extremely personalistic, authoritarian regime in exchange for or der and stability" (Jo-Marie, 2006 p32). Alberto Fujimori was the "extremely personalistic" and politically unknown candidate that was elected president in 1990. After his election, Fujimori vigorously attacked Peru's economic and crime problems. Even Fujimori's critics conceded that Fujimori's policies brought Peru's hyperinflation under control and got the nation's legal economy moving again (Jo-Marie, 2006).Critics also admit that it was under Fujimori that the leaders of Shining Path and MRTA were captured and the guerilla warfare that had characterized terrorist activity in Peru was virtually eliminated (Jo-Marie, 2006). At the same time, the Fujimori administration increased spending on social programs, built schools, repaired or created new infrastructure, and provided funds for community-based economic development (Jo-Marie, 2006). These were all necessary steps in correcting Peru's economic problems and making it safe from terrorists.Fujimori's actions, however, were severely criticized as an abuse of power by his political opponents and by those who saw his policies as violations of human rights. After being reelected to a third term in 2000 under questionable circumstances, Fujimori went into exile in Japan and eventually resigned as President (Peru's Fujimori Resigns, 2000). Since his resignation, additional charges of corruption, death squads, and other abuses of power have surfaced, leading the current Peruvian government to call for Fujimori's extradition from Japan so he may be tried on criminal charges in Peru (Judge Blocks Fujimori Extradition , 2007). AnalysisLeadership in Challenging Times Any reasonably competent elected official can lead during times of peace and economic prosperity, when the only real duty of government is simply not to do anything that would interfere with economic growth or destabilize the peace. Effective leaders can make the most of these opportunities; ineffective leaders allow circumstances to erode and lose the gains that were made during prosperous times. As noted above, Fujimori came into power at a time when Peru was enjoying neither peace nor economic success. Data from public opinion polls

A historical approach to The Guest Essay Example | Topics and Well Written Essays - 1250 words

A historical approach to The Guest - Essay Example The story’s rich historical derivation makes it ideal for an examination through the lenses of historical criticism, as such, one can examine the occurrences themes and stylistic and the impacts of the larger historical backdrop both within and without the text. Concisely, the story revolves around three major characters are Daru, Baducci the gendarme and the Arab prisoner. Daru is a schoolteacher stationed in the desert school where the gendarme brings the Arab who has been accused of murder. Daru receives them hospitably and makes them tea in the schoolroom; he unties the prisoner’s hands and makes both of the as comfortable as he could with his limited facilities. That he takes off the ropes binding the prisoner, connotes the shame felt by colonialist for treating their subjects as if they were less than human (Just 904). Daru is told that the French suspect an uprising, he should deliver the prisoner to the town so that the gendarme can return and prepare in case it materializes the schoolteacher however turns down the task of delivering the prisoner. Balducci tells him it is an orderfrom the authorities but Daru insists that he will not comply; he does not stop him from leaving the prisoner there and even signs a document to att est to the fact. Daru accommodates the prisoner for the night, the next morning, despite his insistence that he would not take him to the authorities; he leads him in the direction of the town. Halfway there, he stops at a crossroads and tells him he can choose to deliver himself to the police or he can escape. He gives the prisoner food and money and leaves him to make up his mind. He heads back to the school where ironically, someone has written on the board that he would pay for the delivering â€Å"their brother†. Here, Camus uses dramatic irony to bring out the absurdity of the situation in which Daru finds himself because had Author of the threat known