Gender Inequality A Long Journey Ahead - 1214 Words

Gender Inequality refers to unequal treatment (or) perception of individual based on their gender. A system that advantages men over women in material, resources, power, status and authority has been continuing in one form or the other. It has been a taboo for centuries now which restricts women, access to basic opportunities, resources. Throughout the world, women continue to face inequality in all the spheres of life. Various workgroups, social institutions, organizations has been setup, schemes have been introduced, pushing to address this basic fundamental human right which stresses on the issue that men and women should be given equal rights and should be treated equally. Statically, developed countries have come closer to equality while developing and under developed countries such as Sri Lanka, Africa, Pakistan, India have a long journey ahead of them in achieving this goal of inequality which is the root cause of overall development of such countries. Before fully understandi ng the issue, we should first dig and find out what really causes men to act superior than the women? First cause of Gender Inequality can be male dominance. It is a known fact that we lived in a male dominated society and still it is prevailing in all spheres of life. Males are considered physically strong and supposed to earn to run the family where as women are weak, meant to raise children and their activities are limited to household chores. Their freedom is restrictedShow MoreRelatedWomens Status in Islamic States Essay2148 Words   |  9 Pagesespecially in public places. Moreover, they are exposed to gender isolation policies and are barred from attending physical places. Gender isolation policy excludes women from mainstreaming public life while exclusion to physical places limits their space to debate, exchange or expressing different ideas. They are also entitled to walk through a stream of landmines which are raised to prevent them from conflicting with restraining gend er responsibilities. In addition, they are not allowed to workRead MoreRacial Discrimination : The United States1563 Words   |  7 Pages Racial discrimination has become a hot issue in the United States. Protests against the inequality of the court system and the young lives of black youths has sparked a racial divide. This problem has been occurring even before the establishment of this century. Racial tensions between blacks and whites goes far back to when slavery was still legal. African men, women, and children arrived to the free lands only to work their way out of slavery early on. Until the slave system became more strictRead MoreAnalysis Of Ashby School Psychology Department3388 Words   |  14 Pagesbackground of sporting and how many things did not go ahead or according to plan due to low levels of funding. Such as the School Games championships which they had to reduce the amount of participants dramatically due to cost reasons. This championship is one of the maj or events that run throughout the UK and act as the feeder for young sports men or women into the Commonwealth Games and the Olympics. She also was able to share with me her journey that she wanted to take within sport and her experienceRead MoreState s Control Over Sexuality2212 Words   |  9 Pagesliberal rights-claiming using litigation as its greatest strategic asset† (Smith 347). This essentially gives the state more power to judge equality and who deserves it (Spade 103). Another case in which the victim-perpetrator model is upheld is that of gender identity, specifically in relation to transgender rights. Aizura shows that political transformation is displaced onto individuals, who are asked to be visible as transgender subjects (hence also to conform to the nation-state s idea about whatRead MorePoverty Is A Symbol Of Hope And Prosperity1863 Words   |  8 PagesAmerica succeeded, it rose to be one of the greatest nations on this planet, but many of the general audience of America and its citizens forget and sometimes deny the problems and flaws this country has had for the past couple of centuries. Gender inequality is a problem that still exists even though there have been many debates and political and economic decisions which are publicized to have ratified the problems both men and women have had in this society for decades. Poverty is another problemRead MoreWomen in Management1909 Words   |  8 Pagesquote is a brief way to expose a reality that, although it has been changing gradually, is still causing delays in women’s uphill journey to the top of the organizations’ managem ent. Some people could argue that this is a simple feminist perception and support their idea on the success cases in which women have actually reached top positions, but it is evident the inequality that women still experience based on socio-cultural prejudices. The U.S. Bureau of Labor Statistics Web shows that althoughRead MoreDevelopment and Social Change2368 Words   |  10 Pagesfound in that particular category. The Social Strategy Kenya s journey towards prosperity also involves the building of a just and cohesive society, enjoying equitable social development in a clean and secure environment. This quest is the basis of transformation of the problems found in the category of social strategy, I .e. Education and Training; Health; Water and Sanitation; the Environment; Housing and Urbanization; as well as in Gender, Youth, Sports and Culture; and also in terms of promotingRead MoreCultural Safety And Patient Centred Care3002 Words   |  13 Pageshealth professionals and provides a background for non- MÄ ori to work in a culturally safe manner (Wepa, 2012). Cultural safety is not just specific to the Maori; it is broad in its application meaning that culture is a variety of things such as age, gender, sexual orientation, religion and beliefs. Fergussan and Ward et al (2013), discuss patient centred care, suggesting that patient centred care is about the patient being the centre of the care provided by the health care team, they believe thatRead MoreJane Eyre And Of Mice And Men2621 Words   |  11 Pagesto their difference in gender. Jane Eyre and Curley’s wife are two of most different characters but similarly both used drive the plot. Both characters struggle to fit into society; Jane is belittled by her Aunt Reed and being kept apart from the other children in the Reed household. Similarly Curley’s wife is looked down upon by the men on the ranch, where she is named a ‘tart’ and ‘rat trap’ she uses her physical appearance to get attention. Both texts show the inequality of society through isolationRead MoreComparing A Thousand Splendid Sons and The Kite Runner by Khaled Hosseini1945 Words   |  8 Pagesquestion if they are indeed linked together. â€Å"I also think that A Th ousand Splendid Suns is, in some ways, a more ambitious book than my first novel [The Kite Runner]. The story is multigenerational, unfolding over almost forty-five years, often skipping ahead years. There is a larger cast of characters, and a dual perspective, and the wars and political turmoil in Afghanistan are chronicled with more detail than in The Kite Runner.† – Khaled Hosseini. Afghanistan; Taliban controlled, discrimination and

Essay about Animal Testing is Unethical - 1385 Words

There will come a day when such men as myself will view slaughter of innocent creatures as horrible a crime as the murder of his fellow man- Our task must be to free ourselves- by widening our circle of compassion to embrace all living creatures and the whole nature and its beauty. -Albert Einstein (1879-1955). Picture this: Youre locked living inside a closet without control over any aspect of your life. You cant choose when you eat or what you eat, how you will spend your time, whether or not you will have husband or wife or children, and if you do, who that person will be. You cant even decide when the lights go on and off. Think about spending your entire life like this, even though you didnt do anything†¦show more content†¦Retrieved on November 1, 2006). Ask experimenters why they experiment on animals and the answer is: ‘Because animals are like us. Ask the experimenters why it is morally OK to experiment on animals, and the answer is: ‘Because animals are not like us. Animal experimentation rests on a logical contradiction (Animal Testing 101. Retrieved November 1, 2006). As many as 115 million animals are experimented on and killed in U.S. laboratories every year (Wise, 2000). Most of the experimentations- including pumping chemicals into rats stomachs, taking muscle tissue from dogs thighs, and putting baby monkeys into isolation chamber far from their mothers are paid for by you, the American taxpayer and consumer. Yet you could never see these labs and control whats going on with how the government spends your money. Animal testing is a multi-billion dollar industry which is mostly public funding with help from the U.S. government, university laboratories, cage and food manufacturers, and animal breeders. The industry and the people profit because animals, which cannot defend themselves against abuse, are legally imprisoned and exploited. Animal Testing 4 Attempting to distinguish between what is morally right and wrong is difficult, and some would say that human life is far more important than the life of an animal, butShow MoreRelatedAnimal Testing Is Unethical1089 Words   |  5 PagesMartinez English 101 4 December 2017 Animal Testing Animal testing is a practice which scientists have been using for hundreds of years. It uses non-human animals to test how substances may affect their behavior or health. Whether or not it should be allowed has been a debated for years. Some believe animal testing to be unethical. Others believe it to be a necessary evil that has advanced our scientific knowledge. There are also those who believe that animals hold the same rights as humans, andRead MoreAnimal Testing Is Unethical?1061 Words   |  5 PagesCOMM101-110 Speech Title: Why Animal Testing Is Unethical General Purpose: To expose my audience to animal testing. Specific Purpose: To make people aware of how animal testing is cruel and outdated. Organizational Pattern: INTRODUCTION: (1) Attention Getting Device: Years ago animal testing was started to help humans obtain information. Now almost every product on the market has been tested on an animal during some stage of its production. Through these test thousands of animals die painful deaths everyRead MoreEnding Animal Cruelty647 Words   |  3 PagesAnimal testing is used internationally to understand and create medicines and to test the safety of products. Almost 20 million animals are experimented on and killed annually worldwide, an estimated eight million of which are subjects in experiments involving pain while at least 10 percent of these animals do not receive painkillers (Andre Velasquez, 1988). Clearly these experimentations are reducing the quality of life for these animals, and as such there has been growing criticism of animalRead MoreAnimal Testing Should Not Be Banned1673 Words   |  7 Pages8322020 Animal Slavery Imagine you being tested on what do you think that feels like ? The total amount of animals used for testing on agriculture experiments is 1.13 million. This is only in the agriculture industry. Now imagine all the other industries that allow animal testing.They’re rights are being violated and there is nothing they can do about it but just take the pain that they don’t deserve. All of this could be stopped but to stop it has to begin somewhere. Animal testing does nothingRead MoreAnimal Experimentation Should Be Abolished1211 Words   |  5 PagesAnimal experimentation is used across the world to develop new medicines and to test the safety of other products. The history of animal experimentation dates back to the ancient times when scientists made use of animals principally to satisfy anatomical curiosity. They would examine sensory and motors nerves to gain a deeper understanding of their functions. The testing of these animals is not a widespread topic that we ar e talking about in today’s society. We seem to have just accepted the factRead MoreSave Animals. Say No to Animal Testing!1390 Words   |  6 PagesArgumentative essay: Save animals. Say no to animal testing! Nowadays, it is a well-known fact that many companies test their products like cosmetics and medicines with animals before production to check their products ’safety and quality. A huge amount of animals are used in research purpose every year. Is it right for human beings to sacrifice millions of animals for testing purpose? Should animal testing be banned? Animal testing is a controversial issue and there is a heated debated about prosRead MoreAnimal Experimentation Should Not Be Banned857 Words   |  4 Pagesmeaning about animal experimentation. Animal experimentation is the use of animals, mostly monkeys, on research. Reason being as to why monkeys is because monkeys are far more intelligent than other animals. Animals are stripped from the environment and are tested on so scientists can make products safe for humans. The big problem is that it is inhumane. Animal experimentation should and needs to be stopped because it is cruel, unethical, and not reliable. Having scientists test on animals is cruelRead MoreAnimal Testing And Biological Experiments1308 Words   |  6 PagesAnimals, humans, alike are thinking breathing and emotional creatures that habit this beautiful Earth. Every year over 100 million animals die from animal testing and biological experiments (Peta.) Animals may not be able to reason or talk, but they can suffer. They feel pain and fear similarly to the way humans do, in fact their reactions to pain are almost identical. Therefore should not be taken advantage of or used as test dummies. The consequence of testing on animals for the greater good doesRead MoreArgumentative Essay On Animal Testing1485 Words   |  6 Pagesinhale toxic gases. This is just a couple examples of the pain and suffering animals go through while being experimented on. Experimentation can be defined as a process that performs a scientific procedure that usually takes place in the lab to dictate something. Animal experimentation is unethical because of the many terrible tests conducted, it’s cruel, animals are equivalent to humans, and it’s not necessary. Animal testing has been around for a long time. Going all the way back to 384 - 322 BCRead MoreAnimal Testing : Is It Right?912 Words   |  4 PagesAnimal Testing: is it Right? Animal testing, also known as animal experimentation, or animal research, is the use of non-human animals in experiments. While most people think animal testing is necessary, others are upset by what they see as needless suffering. Experimentation on animals help scientists increase knowledge about the way the human body works. Animal research can also expand the knowledge of biological, medical, psychological studies, and has led to vaccines against smallpox, measles

Business Canvass Model for Entrepreneurship Learning Free Sample

Question: Discuss about the Critical Reflection on Business Canvaas Model for Entrepreneurship Learning. Answer: Critical Reflection on Business Canvas Model for Entrepreneurship learning Blue Ocean Eggs business is an example of the application of Business Model Canvas that shows the entrepreneurial spirit and leadership development required for the setting a new entrepreneurial business successfully. The business mode canvas in the entrepreneurial business of Blue Ocean Eggs reflects that the new start-ups for new entrepreneurship business should be based on opportunity recognition through developing the innovative business ideas and concepts. The BMC in Blue Ocean Eggs provided reflection on attaining the new business opportunities for start-ups by focusing on nine key components of BMC including unique value proposition, customer relationship, managing activities, customer segments, business partnerships and trade channels, cost structure, resource management, and revenues streams (Rhoads, 2014). The business model canvas is an entrepreneurial innovation and strategic management tool that enables the entrepreneurs to describe, design, invent, challenge, and pivot their business models. The BMC in the entrepreneurship business of Blue Ocean Eggs provides the learning for the entrepreneurs to start-up businesses by managing the outsourcing operations, logistics operations, and supply chain operations through establishing the good business contracts and relationship with the sales channels (dealers, franchisers, supermarkets, hypermarkets, and sales agents), logistics partners, transportation partners or agencies and outsourcing business partners (Cowan, 2012). This model reflects the importance of the management of the key resources including physical (plant or farm construction and maintenance, raw material, and production technologies and machineries, equipment) financial (capital investment and funding), human (managerial staffs, operational staffs, accountant, sales persons , labor staff, and employee relationship), and intellectual resources (assets, patent and copyrights, brand name, logo, and customer database). The unique value proposition component of the BMC in Blue Ocean Eggs business was a learning to the entrepreneurs for the start-ups by focusing on enhancing the value chain of the production process and supply chain operations in order to offer quality, and value-added products and services to the customers. The BMC model also provided the learning perspective for the entrepreneurs on managing the key activities, such as managing customer relationship and sales performance to grow sales, managing supply chain, production, and outsourcing operations, managing direct marketing, and ensuring the quality control and inventory management for running the profitable businesses in a systematic way. The customer segment component of the BMC model was aimed at targeting the potential customers through segmenting them into different subsets of the customers so that the high profitable business could be developed by targeting the needs and wants of different customer segments (Mastrangelo, 2015) . The customer relationship component was a lesson for the entrepreneurs for establishing and maintaining the healthy customer relationships by meeting their needs, interests, and preferences through representing the quality, health-conscious, and valued products to the customers. This model also emphasized the importance of the promotional tools or advertising campaigns in promoting the products and services of the company for creating the high brand awareness and loyalty in the mindsets of the customers. The BMC model provides learning to the entrepreneurship on managing the external operations by using the marketing channels, such as direct communication campaign, digital advertising posts, social media sites, and company website. The cost structure and revenue streams components of this model emphasized the important of the cost structure management in the inventory management, capital management and funding, and expanding operations. E.g. the cost incurred in supply chain operations, staff compensation/remuneration, investment on technologies, RD, procurement operations, and management of operations. This also provided the learning on managing the profitable business operations through achieving the large sale revenues by establishing good contract with s ales channels (Cowan, 2015). So, by identifying and communicating these nine components of the BMC, the entrepreneurs will be able to design, tests, and access the new business idea for the start-up businesses. The BMC in Blue Ocean Eggs business was an example of successful business model based on innovation and creativity that provided the entrepreneurial learning for start-ups to invest the new business ventures by getting the useful data about the market conditions, changing external environmental conditions, fluctuations and trade restrictions, industry competition, technological breakthroughs and innovation, socio-cultural trends, economic fluctuations, country risks, and changing customers needs and preferences. These are such growing business aspects that should be followed by entrepreneurs for start-up businesses for managing the different business operations, activities, and processes effectively and efficiently. The BMC in Blue Ocean Eggs business was based on creativity and innovation (two bases of this model) that will relate to entrepreneurial mindset, skills, knowledge, and attitudes for the strong leadership development of the entrepreneurs for start-up businesses (Lidow, 20 14). The BMC provided an understanding of the labor market conditions, investment risks, cultural risks, industry risks, and employment conditions in the local and global markets that may be useful for the start-ups businesses by the entrepreneurs. The BMC in Blue Ocean Eggs business showed the transformational, social, emotional, imaginal, cognitive, and experimental knowledge of the entrepreneur to exploit the new business opportunities despite of lots of business risks, threats, industry competition, and market forces. The BMC shows a strategic direction for the start-up of new entrepreneurship businesses to develop the entrepreneurial mindsets, skills set, and innovativeness to the market and crafting the innovative business model to launch the business successfully. The application of BMC in the business of Blue Ocean Eggs works as a role model for start-up businesses by enhancing the entrepreneurial leadership competences, such as conceptual theoretical knowledge, self-regulative knowledge, practical experiential knowledge, socio-cultural knowledge, interactive thinking, and business intelligence of the entrepreneur (Osterwalder and Pigneur, 2010). The BMC is an innovation model of entrepreneurship that will enhance the c reative thinking, innovativeness, and analytical capability of the entrepreneurs to prepare them for facing the real life challenges in their start-up businesses. The BMC in Blue Ocean Eggs Business Model identified the entrepreneurial learning as identifying and creating new opportunities, acting on the opportunities in opportunistic and innovative way, moving new ideas and innovative activities, interacting socially, and using imaginative technologies for managing the different activities of the entrepreneurship business (Edwards, Gialouris, Brackenbury, and Navratil, 2012). For example, the collaborative learning of the BMC was based on the simulated learning environment, information sharing, teamwork, and group performance for generating new business ideas and plans by using the knowledge, values, expertise and experiences of the staff members. References Cowan, A. (2012). Online Workshop Business Model Canvas. [Online]. Available at: https://www.alexandercowan.com/workshop-business-model-canvas/. (Accessed: 2 April 2017). Cowan, A. (2015). The 20 Minutes Business plan: Business Canvas Model Made Easy. [Online]. Available at: https://www.alexandercowan.com/business-model-canvas-templates/. (Accessed: 2 April 2017). Edwards, B., Gialouris, C., Brackenbury, D., and Navratil, M. (2012). Business Model Canvas: Blue Ocean Eggs. [Online]. Available at: https://mail-attachment.googleusercontent.com/attachment/. (Accessed: 3 April, 2017). Lidow, D. (2014). Startup Leadership: How Savvy Entrepreneurs Turn Their Ideas Into Successful Enterprises. USA: John Wiley Sons. Mastrangelo, A. (2015). Entrepreneurial Leadership: A Practical Guide to Generating New Business: A Practical Guide to Generating New Business. USA: ABC-CLIO. Osterwalder, A. and Pigneur, Y. (2010). Business Model Generation: Business Model Canvas. [Online]. Available at: https://diytoolkit.org/tools/business-model-canvas/. (Accessed: 2 April, 2017). Rhoads, J. C. (2014). The Entrepreneur's Guide to Running a Business: Strategy and Leadership. USA: ABC-CLIO.

Socrates by Aristophanes and Plato

Various issues concerning Socrates’ life have been debated constantly over the years. However, the fact that Socrates was an ancient philosopher who resided in Athens is not in doubt. Socrates was a common fixture in the streets of Athens between 470 and 399 BC.Advertising We will write a custom essay sample on Socrates by Aristophanes and Plato specifically for you for only $16.05 $11/page Learn More The mysteries surrounding Socrates’ life are often compounded by the fact that he never wrote any biographical works of literature. Most of the philosopher’s teachings have been introduced to the modern readers through proxies such as Plato, Aristophanes, and Xenophon. The people who have written about Socrates are mostly his close acquaintances as well as his former disciples. When Socrates was executed in Athens, several literary works that focused on ‘Socrates the man’ and ‘Socrates the Philosopher’ surfaced . The compounded interest in Socrates’ life prompted two authors to try to explain their understanding of this man. Plato, a renowned philosopher and a former student of Socrates’ philosophy wrote several works on the life and teachings of the philosopher. Furthermore, Aristophanes a renowned playwright and comedian wrote several accounts of how he perceived Socrates. The depictions of the two authors do not coincide or give a clear picture of the man that Socrates was. Plato’s depiction contains several philosophical undertones and depicts Socrates as a man of deep thought and enviable temperament. On the other hand, Aristophanes paints the picture of a laughable Socrates who thinks highly of himself and disregards the ordinary life. The most vivid characterization of Socrates by Plato is contained in â€Å"The Apology†, a philosophical account that was written shortly after the execution of Socrates.Advertising Looking for essay on philosophy? Let' s see if we can help you! Get your first paper with 15% OFF Learn More Aristophanes’ comical characterization of Socrates can be found in â€Å"The Clouds† a play that depicted the philosopher as a man who resides in the clouds where his students look up to him from below. The different characterizations given to Socrates by Plato the philosopher and Aristophanes the comedian can be combined to create a complex and a multisided portrait of Socrates. This paper will explore the characterizations of Socrates by Aristophanes and Plato in respect to their existing literary works. While comparing the characterization of Socrates by the two authors, it is important to note that they both personally associated with the philosopher at different times of his life. For instance, there was an age difference of about twenty years between Plato and Aristophanes. Consequently, Aristophanes’ characterizations of Socrates began when the philosopher was about forty-year s-old. On the other hand, Plato was in his twenties when Socrates was executed. The philosophical stance that is assumed by Plato in his depiction of Socrates is informed by the fact that as a young man, he looked up to the philosopher as an old man and a teacher. Aristophanes most likely associated with Socrates when the latter was beginning to gain public recognition within Athens. Socrates was an object of ridicule during his prime. For instance, the old men within Athens constantly accused Socrates of corrupting the young men within the town by introducing them to heretic teachings. Plato was a voluntary follower of Socrates and he admired the Socratic method of thinking. Available literature indicates that Plato abandoned a lucrative career as a playwright to pursue Socrates’ brand of philosophy. Aristophanes was a playwright who sought to align his works with popular opinions.Advertising We will write a custom essay sample on Socrates by Aristophanes and Plato spec ifically for you for only $16.05 $11/page Learn More Therefore, Aristophanes’ characterization of Socrates was most likely ‘due to public demand’. The intentions behind the actions of the two authors are a source of insight into how different demographics in Athens viewed Socrates. In â€Å"The Apology† by Plato, the characterization of Socrates is tied to the fact that the setting of the book was Socrates’ execution. Therefore, Plato’s characterization of Socrates is shrouded by the fact that he was sympathetic with his teacher’s plight. Nevertheless, Plato was physically present during Socrates’ trial and execution. Plato’s characterization of Socrates during the trial is complicated by several facts. First, Plato’s authorship has always been in defense of Socrates. For instance, â€Å"The Apology† was supposedly authored shortly after Socrates was executed. In â€Å"The Apologyâ € , the author is writing about Socrates when he is defending himself in front of a jury. Socrates had been charged by the Athenian court after Meletus claimed that the philosopher disregarded the city’s gods and corrupted the young men with his wayward teachings. Plato was one of the young men that Socrates was supposed to have corrupted. Consequently, it is difficult to ascertain if Plato’s worldview was actually ‘corrupted’ by Socrates. Nevertheless, it is apparent that Plato looked up to Socrates as a teacher and mentor. Plato’s characterization of Socrates as outlined in â€Å"The Apology† paints the picture of a falsely accused citizen who remains true to his teachings until the end. Plato’s ability to report accurately about Socrates’ execution is only redeemed by the fact that he later became a philosopher of repute. Aristophanes’ characterization of Plato is never subject to a direct connection between the two personalities. Aristophanes knew Plato from possible acquaintances and public observations. Socrates was a constant fixture in the public arena. In the public arenas, Socrates had both admirers and critics. It is clear that Aristophanes’ characterization of the philosopher was meant to please the critics.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Socrates is a philosopher of repute as he is portrayed by Plato’s literature and ‘Aristotle the self-serving cynic’ is the idea created by Aristophanes in his plays. Both of these characterizations are a product of people who knew Socrates from various perspectives. Both Plato and Aristophanes’ characterizations of Socrates focus on several aspects of the philosopher’s interactions. However, Aristophanes’ characterization of Socrates is centered on how the philosopher interacted with his students. In his play â€Å"Phrontisterion†, Aristophanes depicts Socrates as the principal of a school. When translated, ‘Phrontisterion’ means ‘school of false logic’. In this play, Socrates’ character promises to teach his students how to win arguments of any kind. Aristophanes adds a comical element to Socrates’ characterization by depicting a philosopher who is teaching while he is placed in a basket and is elevated in front of his students. Aristophanes’ characterization of Socrates does not ascertain or nullify the validity of the philosopher’s teachings. The playwright only focuses on the fact that the philosopher thinks highly of himself and he has no significant regard for his students. Plato’s characterization of Socrates shows the philosopher interacting with his students on a more complex level. For example, Plato’s publications contain various instances where Socrates is posing questions to his students. Unlike in Aristophanes’ characterizations, the dialogues between Socrates and his students are not one sided. In addition, Plato characterizes Socrates as a man who is worthy of respect. However, Aristophanes is of the view that Socrates did anything to get glory for himself including teaching while he is hoisted on a basket and looking up to the heavens. The two authors’ characterizations are multifaceted although they depict the same aspect of Socrates’ life. The comedian does not concentrate on the deeper meanings of Socrates’ actions while Plato the philosopher depicts Socrates as a teacher who is worthy of respect. The presence of ulterior motives is a real concern when evaluating the different characterizations that are given to Socrates by both Aristophanes and Plato. For Plato, his outmost devotion and admiration towards Socrates might have been the reason behind the positive characterization of the philosopher. Plato’s most influential characterization of Socrates is â€Å"The Apology†. In â€Å"The Apology†, Plato appears to be penning a tribute to his teacher and mentor. Therefore, it is likely that there are several inconsistencies in Plato’s characterization of Socrates. For instance, in â€Å"The Apology†, Plato never attempts to portray Socrates’ defense. Plato only concentrates on Socrates’ dialogues when the latter is pleading for his innocence. Furthermore, Socrates never attempts to prove his innocence to the jury according to Plato. Of interest is the fact that Plato attempts to characterize Socrates as a man who never abandons his beliefs even in the face of death. Overall, Plato’s characterization of Socrates intended to portray the philosopher as having willpower that is stronger than that of most people. Further investigation into Plato’s depiction of Socrates indicates that the former might have exaggerated some of the characteristics that he assigns to his mentor. For instance, when Plato is depicting how Socrates died after taking hemlock, his depictions defy scientific evidence. According to credible scientific evidence, taking the poison hemlock makes an individual to develop a slurred speech, nausea, convulsions, and numbness. However, Plato depicted Socrates’ death as peaceful and dignified but this would be scientifically impossible. Aristophanes’ depiction of Socrates could also have hidden agendas. Aristophanes’ comical depiction of Socrates is in line with the playwright’s brand of comedy. Aristophanes might have intended to please the audience with his blatant disregard of philosophy and philosophers. Socrates belonged to a select class of philosophers who had threatened the Greek institutions with their inquisitive methods of thinking. Aristophanes characterizes Socrates as ungodly and offensive but this characterization might be signifying the playwright’s views about all Greek philosophers of the time. Consequently, the characterizations of Socrates by both Aristophanes and Plato indicate that the philosopher was understood by the two authors differently. Aristophanes and the ordinary folks viewed Socrates as an unnecessarily addition in the Athenian society. On the other hand, Plato works very hard to indicate how Socrates rose above the wishes and desires of the ordinary citizens. The characterizations of Socrates by Plato and Aristophanes paint a complex and multi-sided portrait of the philosopher. On one side, Aristophanes uses his comical stance to appeal to his theatre crowds by presenting Socrates as a buffoon and ‘a know it all’ character. On the hand, Plato presents his readers with the character of a man who would not be moved under any circumstances. Nevertheless, both authors validate their modes of characterizations using their own contexts. There is also cause for concern that the characterization of Socrates is subject to the authors’ ulterior motives. This essay on Socrates by Aristophanes and Plato was written and submitted by user Helena P. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

7 Mistakes to Avoid When Emailing Professors

7 Mistakes to Avoid When Emailing Professors Much changes when you begin college- new friendships, a new living space, and new knowledge that will propel you into the career of your dreams. Among these changes, youll need to learn how to communicate effectively with your professors and its surprising how many university students dont know how to do this properly.Perhaps youve never needed to communicate much with your teachers throughout high school. Or perhaps your university experience includes a change in culture as well, as you study in America after spending significant time in another country. In both cases, understanding the proper way to email your university professor will help you have success in your academic experience, regardless of the obstacles you face.So, what should you avoid when emailing your professor? Read below to find out the top seven mistakes that most people make when communicating with their higher-ed teachers. Avoid these mistakes and youll be well on your way to successful communication and (hopefu lly) a well-earned college degree.Mistake #1: Being wordyProfessors are busy people. In between a certain number of classes that theyre required to teach, they must grade papers (sometimes hundreds per assignment), prepare lesson plans, and conduct research/write papers that are required by the university in order to keep their post. In addition to this, they have hundreds of other students besides you to teach. Somewhere in the middle of all of that, they have personal lives.Often, students forget that all of these other things are happening in a professors life when they email him or her. The result is long emails, full of unnecessary details or extended requests, assuming that the professor has all the time in the world to read them.When you email your professor, the best way to avoid this mistake is to imagine that every one of your fellow students in the class (sometimes this can be hundreds) is also sending an email. When you imagine this to be happening- and lets face it, it could very well be happening- youll keep your communication succinct, only when necessary, and to-the-point.This includes a subject line that is easy to organize based on the student (you) and the class. For example, if your email concerns a report in your American History class, your subject line might read: Question regarding report – American History 101 – [Your name]. This will help your professor sift through emails to determine which need attention first based on the purpose of the email.Mistake #2: Asking questions with answers that can be found elsewhereAs mentioned previously, professors are busy- sometimes extremely busy. This means that if you are emailing to ask a question with an answer that could be found elsewhere, youre wasting your professors time. And weve already established that extra time is not a commodity most professors have.So how do you avoid this common mistake? First, before you send an email asking a question, read through the syllabus and class webpage (if there is one) to see if you can find the answer to your question there first. Second, if neither of these resources provides the answer you seek, contact a fellow student in the class to see if they know the answer. Its always a good idea to get the contact information of other students in your class for this exact reason, especially if you are working in groups or on group assignments. Third, ask yourself if the question must be answered immediately, or if it can wait until the next time the class meets.If neither of these options provides answers for your question, or if your question cant wait for the next time youre in class, then (and only then) is it acceptable to email your professor to ask. Remember: keep it short and to the point when you do. And make sure the subject line offers your professor a good idea of the topic of your email.Keep your email communication with professors short and succinct, showing that you value their time. Photo by Tra Nguyen on U nsplashMistake #3: Being informalRegardless of how informal or easy-going your professor seems when teaching the class, never make the mistake of being informal in your email when communicating with him or her. This can be taken as a sign of disrespect and includes emails written to graduate assistants who might be helping your professor with the class projects, grading, and instruction procedures. The simple fact that they are teaching you and providing you with needed knowledge to pursue your life goals means they a) know more than you about the topic and b) should be granted respect.In many cultures, speaking informally to a teacher is considered highly disrespectful. Some even insist that a student should not look a teacher directly in the eye or address him or her in a demanding tone. While Americans arent as formal as many other cultures, it is still a sign of disrespect to address your professor by his or her first name (unless youre asked to do so) or make demands as if you were a peer. Your professor has a degree that you do not have (yet) and is imparting his or her wisdom to you so that you might earn your degree. For this simple reason, being informal is a sign of disrespect, and should never happen- in an email or otherwise.Mistake #4: Telling your life storyAs an editor, I have copyedited literally hundreds of emails that students have sent to me before sending it to their professor. In the process of doing so, I have run across emails that are pages long, detailing specific reasons why the student missed class, made a bad grade or needs to withdraw. In each of those situations, I made the same recommendation that I make here: Dont. Just†¦dont.If you have a unique life situation that compels you to miss multiple classes, fail tests, or miss assignments, an email is not the proper method to use to discuss this with your professor. Rather, you should request time to meet with him or her and discuss your personal situation in person- whether af ter class or during conference hours (which all professors will have posted and usually include on their syllabus).Obviously, there will be life situations that arise that bring challenges to your academic pursuits. You cant control these. Professors understand this and for the most part, are willing to work with you to resolve them while still allowing you to pass the course. However, since youll need to provide specific details, and since emails should never be overly wordy, dont use emails to communicate your need. If the situation is personal enough to request extended time to turn in assignments or excused absences, it is personal enough to discuss face-to-face with your professor.Mistake #5: Demanding grade changes or unique privilegesThis mistake goes along with mistakes #3 and #4. When you demand grade changes or unique privileges (such as freedom to miss class while others are penalized for it), you run the risks of informality and providing details in an email that should be discussed face-to-face. If the situation is important enough for you to request special privileges that other students dont get, then it is important enough for a private conversation with your teacher.Remember- a professor is not required to grant leniency to you based on your life situation or the challenges you run into that keep you from attending class and making passing grades. There are no rules at the university level that require faculty to make these exceptions for students. It is strictly granted on a case-by-case basis and at the professors discretion. In such, these are requests that you should ask for humbly and without expectation or assumption of privilege. In either case, neither request belongs in an email.Any situation that requires detailed explanation should be reserved for a face-to-face conversation with your professor. Photo by Charles 🇠µÃ°Å¸â€¡ ­ on UnsplashMistake #6: Grammar/spelling errorsWhen I mentioned previously that Ive copyedited many emai ls to professors, its because students understand that an email sent with excessive grammar or spelling errors will not be taken seriously. This is why if English is not your original language- or even if it is and youre not the best at communicating or spelling things correctly- get an editor.Even if you consider yourself to have excellent English writing skills, its still important to copyedit your email before sending it, as an additional precaution. If you cant hire a proofreader or copyeditor to do this for you, at least use the grammar tools available in many word processing programs or online.Mistake #7: Emoticons and all capsFinally, lets look at mistake #7, which is connected with the mistake of informality. Never use emoticons in an email to your professor, as these are considered to be informal communication. Even though many young adults use emoticons often due to smartphone technology and social media prevalence, they have no place in formal communication with your teac her.Additionally, using all caps is considered to be rude. It is the same as yelling at someone, except youre doing it in writing instead of in speech. While many people assume that all caps is a way to highlight words or a point, this is a false assumption. If you want to highlight a word or a point, use bold font or italic font. You can also use an exclamation point, although be careful of this, as excessive exclamation point usage is considered to be poor grammar (and poor taste). Whatever you do, avoid using all caps at all costs.

The Dos and Donts of Writing a Dissertation Conclusion

The Dos and Donts of Writing a Dissertation Conclusion The Dos and Don’ts of Writing a Dissertation Conclusion After years of hard work, dedicated research and sleepless nights, you’re finally close to finishing your dissertation. You’ve reviewed the literature, gathered and analyzed data, and reflected on the results. Well done. But what does it all mean? This is where the conclusion becomes crucial, as it allows you to summarize your work and its significance. Its therefore important that the conclusion to your dissertation is clear, concise and compelling. Here are a few â€Å"dos† and â€Å"don’ts† to keep in mind when writing your conclusion! DO†¦ 1. Summarize Your Argument A good conclusion will briefly restate your hypothesis, key findings and the implications of your research. This will help the reader to follow your argument as a whole, bringing together various elements raised during the discussion. 2. Put Your Work in Context The conclusion of your dissertation is a good place to restate the significance of your work. This might include how it contributes to existing knowledge in your field or its importance outside of academia. 3. Assess Limitations No study is perfect, not even yours! Sorry to break the bad news! On the plus side, you can discuss the limitations of your work at the end of your dissertation. Doing this will demonstrate your understanding of the research process. Issues you may want to consider include sample size and time constraints. 4. Identify Implications for Future Research Most dissertation conclusions include suggestions for how your work could inform future research. This could be a refinement of your own investigation, though it might also be a radical new idea suggested by your results! DON’T†¦ 1. Introduce New Material Although it’s fine to offer an opinion or reflection at the end of your dissertation, introducing new arguments or evidence at this point is forbidden. If something is important enough to include in the conclusion, it should be part of the main body of your paper. 2. Write Too Much Your conclusion should include a summary of what precedes it, but it isn’t necessary to go back over everything in depth. Try to make this chapter fairly snappy, relating what you have already read in an easily digestible way. 3. Keep Your Reader in Suspense Unlike an episode of Game of Thrones, you can’t finish your dissertation on a cliffhanger! In your research, you will have set out to answer certain questions. Make sure that you address these explicitly in your conclusion so that nothing is overlooked. If you follow these tips you should hopefully find writing that allimportant concluding chapter a much simpler process. But if you need any more support, the experts at Proofed will be happy to look over your work!

Welfare and Poverty in America Essay Example | Topics and Well Written Essays - 1250 words

Welfare and Poverty in America - Essay Example This is because of the particular socio political situation exists in that country. For an understanding of the welfare measures and poverty in America, we have to discuss the history of America from its existence. America was a land of large animals. Human beings entered this land for hunting these animals. The first people reached North America did not realized that they had crossed into a new continent. They had been following hunting entertainment which their ancestors had for thousands of years, along the Siberian coast and then across the land bridge. It takes thousands of years for North Americans to construct a new land which is now known as United States. Evidence of early life in North America continues to be found. Little of it, however, can be reliably dated before 12,000 B.C.; a recent discovery of a hunting lookout in northern Alaska, for example, may date from almost that time. So too may the finely crafted spear points and items found near Clovis, New Mexico. It is believed that life was established in North and South America prior to 10,000 BC. Slowly people started agricultural practices in this land. The Native Americans started cultivating corn, squash and beans in 8,000 BC in Central Mexico. Slowly this had spread to northern parts. Adenans are said to be the first Native American group. They construct shelter around 600 BC. Of late these Adenans were replaced by various groups called Hopewellians. There centre of activities were around Southern Ohio. These groups are considered to be traders and exchanged tools and materials in wide range of area. By A D 500, These Hopewellians disappeared and appeared Mississippians. They had expertise in hunting, foraging, trading, and agriculture for their food and supplies. Influenced by the thriving societies to the south, they evolved into complex hierarchical

Pros and Cons of Introduction of Information Technology Essay

Pros and Cons of Introduction of Information Technology - Essay Example Since economy, education, society, psychology, religion, education and science and technology are reciprocally interconnected, the change in one directly influence the change in other. In the current paper, the evolution of information technology and the affect of introduction of Information technology on various spheres of human life have been studied. The impact of information technology on some of the common features such as productivity, health and democracy has been studied. The advantages and disadvantages of introduction of information technology in these areas have also been discussed. Evolution of Information Technology: The invention of mechanical computer by Charles Babbage, an English mathematician in 1822 opened the door for modern computing. During 1840’s the electrochemical age made a steep progress and thus the conversion of information to electric impulse harnessed the computing and later Herman Hollerith made an electromechanical computer in the year 1880. Howard Aiken, a research scholar at Harvard University made first modern computer in 1942 that was 8 feet tall and 51 feet long and it is known as first generation computer (Kumar, 2003). In the year 1948, first high speed general computer called as ENIAC (Numerical integrator and computer) was developed by the researchers at United States. It was having many vacuum tubes and it was having large size. Transistors were developed in the year 1943 and these were later introduced in the computers during 1960s.

Teaching Without Joy and Learning Without Hope by Gandhi Essay Example for Free

Teaching Without Joy and Learning Without Hope by Gandhi Essay I would like to begin my sharing with this paragraph that I read from the book of Dr. Jesus Palma, on Curriculum Development System: â€Å"The teacher performs two very important functions in the educative process. One function is that of â€Å"character formation† which is caused out through modelling, counselling and the application of behaviour management or discipline. The second function of the teacher is that of â€Å"instruction† which consists of a set of experiences and resources that the teacher and learners utilize to achieve the learning objectives. The two aspects of instruction are â€Å"teaching† and â€Å"learning†. TEACHING is the responsibility of the teacher, a professional adult person trained for the job. It involves the intelligent arrangement of the environment and resources of learning that will evoke the right kind of response from the learners, a group of young maturing individuals under the care of the teacher. LEARNING is done by the learners by using optimally the learning resources and undergoing the planned learning experiences. The common concern of the teacher and the learners is that curricular requirements are met and standards of achievement attained so that learners develop according to the profile of the â€Å"IDEAL GRADUATE†. † Yes, indeed, learning is the top priority in our educational system and teaching or what the teacher does is important only insofar as it advances the intended learning outcomes to have an ideal graduates! I see teaching as a process of â€Å"helping† the learners learn or a process of â€Å"facilitating† learning. The word â€Å"help† and â€Å"facilitate† I think can only be possible with JOY. If learning is the top priority the teacher must not hold back on this so that he/she may able to show HOPE in learning. As I am reflecting, every day I am looking forward to feel the passion and joy to act in this profession though many times I feel it is tough and not easy. I believe that â€Å"teaching without joy† may lead towards â€Å"learning without hope†. Allow me to share with you the following daily reminders of joy and hope for a teacher to avoid these blunders and to keep the joy in teaching and so to advocate hope in learning 1.  Harness the virtue of patience inside me: it helps, however, it is much great indeed if I am showing by example how to hold my students with arms of love (hold my temper I guess ? ); 2. Be creative to use different options and utilize every â€Å"tool† (strategy and methodology) that I have. It is really a great help for the students to see from their teacher the effort of being creative, because in creativity there is joy; 3. Be wise not to teach everything that I know, never stops learning from as many sources as possible and not to bother learning what is unimportant to teach wisdom beyond knowledge; 4.  Seek always for serenity: I will not allow students to dictate my own mood or my stress level, as much as possible I will choose to stay calm and cool; 5. Learn to listen: we can also learn from our student’s point of view and actions. I am not in the classroom just to give my lecture but I am with them as their guide who willingly partakes in a give and take relationship of love and friendship; 6. Persevere: never give up on my students, continue to motivate, encourage them to turn their dreams into reality and make them realize that a goal is worth pursuing until it is reached; 7.  Be gracious in speech: thinking, â€Å"what was the last word I’ve said to my students? † of course it is important to express gratitude for their lives rather than irritation with their faults; 8. Doing what is best: with all sincerity, it is important also to ask God what He desires for my students and then I will line up my teaching efforts accordingly; 9. Radiate Sunshine: I will always remember that every class is a blessing and I shall not forget to light up the classroom with a sincere smile. I will teach with a happy heart; At the end of the day I think it is good to have, 0. A moment of reflection of what had happened in the whole day. If I find myself tired and empty, I will try to restore in me the joy. If I have lost enthusiasm for teaching, I will go back again with my mission statement, I will ask God to renew my vision and courage and recapture the essential meaning of â€Å"Why I became a teacher? † definitely, I am not a perfect teacher bu t I know in my heart I am trying to find my own purpose and meaning as I spend my time in the classroom each day of my life. In all humility, I am accepting this profession as my ministry more of as a job. I am praying that the Master of all Knowledge, the Almighty will give me strength to pursue and enlighten my whole being and so to desire always to give my best and passion in teaching. Teaching is just like a service, Gandhi said: â€Å"Service which rendered without joy helps neither the servant nor the served. But all other pleasures and possessions pale into nothingness before service which is rendered in a spirit of joy†.

Feminimity and Masculinity in Trifles by Susan Glaspell Essays -- Trif

Feminimity and Masculinity in Trifles by Susan Glaspell Works Cited Not Included Trifles, a one-act play, written by Susan Glaspell, has an interesting plot about an abusive husband?s murder at the hands of his abused wife on a secluded farm in the Midwest (Russell, pg. 1). The opening scene of the play gives us a great deal of information about the people of the play and their opinions. The play portrays the ways in which men treated women during this time period. The men in the reading reflected a male-oriented society, which caused the women feelings of repression and unappreciation. Throughout the play the actions of Mrs. Wright, Mrs. Hale, and Mrs. Peters resemble that of Greek mythology, where three sisters controlled the fate of men (Russell, pg. 1). The setting in which the majority of the action takes place is the kitchen. The room is described as ? a gloomy kitchen?-unwashed pans under the sink, a loaf of bread outside the bread-box, a dish-towel on the table-and other signs of uncompleted works?(Roberts and Jones, pg.1150). This description should alert the reader immediately that something is wrong. In the time when this play was taking place, the woman?s sole responsibility was to keep the house in order. Everything I have read from this time period has portrayed the house as a very clean and organized place for the man to come home to. It was supposed to be a place for rest and relaxation. The fact that Mrs. Wright?s kitchen was in such disarray, symbolizes that something was troubling her. In the paragraph describing the scene it is told that the people entered the kitchen in the order of the sheriff, the county attorney, and Hale. The sheriff?s wife and Mrs. Hale followed behind the men, entering last... ...h some of her own. ?Mrs. Hale symbolically claims her position as the person who spins the thread of life,? (Russell, pg. 1) relating back to Greek mythology. When the men continue to joke about Mrs. Wright?s intention ?to quilt or just knot? it evokes a defensive response in Mrs. Hale which seems to warn them not to tempt fate. The play ends with the women leaving the house without conveying what they had learned to the men. They felt justified in making a decision not to tell because of the condescending attitudes of the men. Their choice was to do what was legally right and report their findings, or to conceal the truth and vindicate all women (Kearns, pg. 1). Mrs. Hale snatches the box from Mrs. Peters and puts it in the pocket of her big coat to conceal it. The women have no intentions of revealing their finds, and seem to protect Mrs. Wright to the end.

Ethical Issues in Social Psychological Research

Running head: ETHICS IN RESEARCH Ethical Issues in Social Psychological Research Social psychological research has been conducted in response to many social concerns. Over the years the focus of research has changed greatly depending on the needs of society. However the main purpose has remained constant, which is to contribute to understanding individual thoughts, feelings, and behaviour in light of a broader social context. Social psychological research is done with both humans and animals. Therefore, researchers must adhere to certain codes of conduct in order to ensure that the participants are protected and not harmed in any way. The Canadian Psychological Association (CPA) (2000) has come up with four ethical principles that researchers ought to abide by in conducting research. The first principle which is â€Å"Respect for Dignity of Persons† is concerned with moral rights and should be given the highest weight out of all four principles (p. 2). The second principle which is â€Å"Responsible Caring† is concerned with competence and should be given the second highest weight (p. 2). The third principle which is â€Å"Integrity in Relationships†, this principle is concerned with honesty and should be given third highest weight (p. ). The fourth and last principle which is â€Å"Responsibility to Society† is concerned with the benefit to society; however, an individual should not suffer for the betterment of society (p. 2). Therefore, this principle should be given the lowest weight out of the four. The purpose of this paper is to raise awareness to the importance of adhering to the se ethical principles as a backbone to social psychological research. As well as not taking humans and societies for granted. In doing so, I will refer to two studies that have generated various ethical issues. The first study was conducted in 1963 by Stanley Milgram on destructive obedience. The second study was conducted in 1976 by Middlemist, Knowles, and Matter on the effects of invasions on personal space. In the beginning I will provide a summary of the ethical principles followed by a summary of the articles by Stanley Milgram, Diana Baumrind, Middlemist and authors, and Gerald P. Koocher. Finally, I will provide a critical analysis of the articles, explore the ethical concerns, and provide evidence on how the two studies entioned above have violated the ethical principles as stated by the Canadian Psychological Association (2000). I will also include a discussion of what could have been done in order to minimize the cost to participants in both studies. However, before proceeding I would like to note that the two studies were conducted in the 1960s and 1970s and for this reason the principles stated in the CPA may not have been available to the researchers then. Summary of Ethical P rinciples: Principle I: Respect for Dignity of Person Throughout their work, psychologists come into contact with many different individuals and groups. As part of their work psychologists accept the responsibility of respecting the dignity of all the persons whom they come into contact with. This means that they believe that each person should be treated â€Å"primarily as a person or an end in him/herself, not as an object or a means to an end† (p. 8). Specifically, psychologists show utmost duty to those persons in vulnerable positions. In addition, they hold moral rights to a high level of importance and acknowledge the differences in cultures and groups. Psychologists acknowledge persons rights to privacy, personal liberty, natural justice and self-determination. In practice psychologist apply procedures that promote these rights, such as obtaining informed consent, protecting confidentiality, and exercising fair treatment. Psychologists also bear in mind the differences in power which certain individuals posses within families and communities. Therefore, psychologists are responsible for seeking ethical advice in protecting the persons involved. In addition, psychologists are responsible for ensuring that all persons have the right to benefit from the contributions of psychology without discrimination. Moreover, psychologists have a greater responsibility to caring for members of society than do members of society have among themselves. Last but not least, psychologists have the responsibility of protecting their own moral rights. Principle II: Responsible Caring Psychologists are concerned for the benefitting and not harming those involved under their care. In addition, psychologists are required to pay special attention to the well fare of those who are most vulnerable or directly involved under their care. Obtaining informed consent is one way of guarantying that a persons well fare is protected. Psychologists are required to assess the potential harm and benefit and to continue only if the benefits prevail over the harm. In this case it is the psychologist’s responsibility to take all measures to decrease the harm and increase the benefits, as well as take all measures to correct any harmful effects. This requires that psychologists acknowledge the need for competence and self-knowledge. Therefore, psychologists only perform procedures that they are competent with and have or obtain sufficient knowledge. In addition psychologists engage in self-reflection so that they can differentiate between their own values and those persons involved under their care. Furthermore, psychologists assess harm in terms of both psychological and physical â€Å"dimensions† (p. 15). Therefore, psychologists are apprehensive about factors such as: â€Å"social, family, and community relationships; personal and cultural identity; feeling of self-worth, fear, humiliation, interpersonal trust, and cynicism; self-knowledge and general knowledge; and, such factors as physical safety comfort, pain, and injury† (p. 15). Therefore, psychologists are not only concerned with short term effects, but also long term effects. Similar to principle I, psychologists are responsible for recognizing the power differences within individuals of society and addressing them by protecting the well-being of persons involved. In addition, psychologists are responsible for caring for animals in a humane manner and avoiding unnecessary procedures, which may cause the animals â€Å"discomfort, pain, or disruption† (p. 16). Psychologists recognize that they have a greater responsibility toward members of society than members have amongst themselves. Lastly, psychologists have the right to protect their own well-being. Principle III: Integrity in Relationships Psychologists have the responsibility of meeting expectations such as: â€Å"accuracy and honesty; straightforwardness and openness, the maximization of objectivity and minimization of bias; and, avoidance of conflicts of interest† (p. 22), and also to reciprocate and encourage these expectations. Self-knowledge and critical analyses aids psychologists in meeting these expectations. Psychologists have their own values and therefore, they may bias in the questions they ask. Therefore, it is crucial or psychologists to understand how their own values may conflict with the values under study, and address them honestly and objectively. It is also the responsibility of psychologists to assess the use openness and straightforwardness, and to be sensitive to the cultural differences on the matter. In addition, their decision of not to be fully open must be endorsed â€Å"h igher-order† values and maintains informed consent procedures (p. 22). In the case where participants are misled by the experimenter for supposed benefits, it is the psychologist’s responsibility to consider the consequences and correct any resulting mistrust. In addition, if a conflict of interest arises, it is the psychologist responsibility to avoid and seek advice if encountered with it. Lastly, psychologists are required to uphold competence in areas in which they proclaim competence, regardless of their current practice, as well as abiding by the guidelines appointed by their discipline. Principle IV: Responsibility to Society Psychologists have responsibility towards members of their society. Psychologists have the freedom to enquire however in doing so they must abide by the ethical principles. In addition, psychologists must conduct research that has beneficial purposes, such as supporting the four ethical principles mentioned above. However, in case of research that is conducted in contrary, it is the psychologists responsibility to highlight and correct. In addition, psychologists are required to recognise that social structures took time to develop and therefore they must seek consensus before disrupting any of those social structures which took years in their formation. However, if structures or policies go against the four ethical principles it is the psychologist’s responsibility to address the issue and call for change. In addition, psychologists need to be flexible an accepting of criticisms in order to increase psychological knowledge. Nonetheless, psychologists need to decide the most beneficial way for using their talents as well as time. Summary of Articles: Article by Stanley Milgram In his article â€Å"Behavioural study of Obedience†, Stanley Milgram (1963) explores destructive obedience in the laboratory. He begins by mentioning that obedience is powerful and can lead to acts of â€Å"kindness† as well as â€Å"destruction† (p. 371). Milgram moves on to the experiment he devised in order to measure obedience. Milgram explains that a naive participant was instructed to administer electrical shocks to a learner. These shocks range in severity with the highest shock labelled as â€Å"Danger: Severe Shock† (p. 372). The participants were told that they were participating in an experiment that measured the effect of punishment on memory and learning. Milgram measured obedience by the maximum shock a participant was willing to administer before refusing to continue. Forty men aged between 20 and 50 participated. They were recruited from a news paper. They differed in their occupations and were paid $4. 50. However, they were told that the money belonged to them as long as they attended regardless of what happens after they arrive. The experiment was conducted in a way that the participant was always the teacher and the learner was always an accomplice of the experimenter. Each naive participant was given a sample shock at 45 volts to verify the authenticity of the generator. The participants were instructed to give a shock every time the learner gave are incorrect response and to go up a level. The participant was also instructed to announce the new voltage level. On the other side, the victim did not protest up until 300 volts was administered, at this point the victim pounds on the wall of the room. This can be heard by the participant. From this point onwards, the victims answers no longer appear. Therefore, the participants turn to the experimenter for guidance. The experimenter instructs them to consider no response as a wrong answer and to increase the voltage. The victims pounding is heard up until 315 volts and after that nothing is heard and no answers appear. If the participant indicated that he did not want to continue the experimenter used some statements to ensure that the participant would continue. Milgram measured obedience by the maximum shock that a participant was willing to administer before refusing to continue. A participant that administered all shocks was termed as an â€Å"obedient subject† (p. 374). Some pictures and unusual behaviour was recorded. In addition, the participants were interviewed after the experiment in order to ensure that they left in a state of well being. Moreover, 14 Yale students predicted that only a small number of participants would continue to the end. Milgram found that 26 out of 40 participants administered shocks till the end, and all 40 participants obeyed until 300 volts. However, many subjects showed signs of extreme tension and nervousness something which is â€Å"rarely seen in sociopsychological laboratory studies† (p. 375). Milgram concludes that the experiment resulted in two unexpected findings. First, he refers to the power of obedience. Milgram states that even though the experimenter had not authority and no punishment or material loss would ensue 26 participants complied all the way. Second, Milgram refers to the unexpected tension that participants experienced. Milgram finishes his article with providing reasons that might have influenced the participant’s obedience. Article by Diana Baumrind In her article â€Å"Some Thoughts on Ethics of Research: After Reading Milgram’s Behavioral Study of Obedience†, Diana Baumrind (1964) argues that Milgram did not consider the after effects of his experiment on his participants and did not take the appropriate measures to minimize if not eliminate the possible harm done. She begins her article by giving overviews of the reasons that people participate in experiments, as well as what they hope to gain from the experience. Baumrind also suggests that in a laboratory setting participants are more likely to behave in an obedient manner because of the anxiety they experience just by being in the laboratory. Therefore, she states that obedience should not be measured in such a setting. In addition, Baumrind refers to responsibility that the experimenter has in ensuring that the participants leave in a good state, and that they feel that the experimenter is genuinely concerned for their wellbeing and has the â€Å"professional skill† to convey that (p. 422). Baumrind indicates that this is not always the case and that many participants are ill treated. This leads her to bring Milgrams experiment on destructive obedience into question. She first includes the abstract from his study and then states that Milgram describes the emotional disturbance experienced by his participants objectively. Even though Milgram indicates that the efforts were made to reduce the tension experienced by the participants, Baumrind questions the procedures that could possibly eliminate the emotional disturbance. She also states Milgram’s claim that the participant’s tension was eliminated before they left the laboratory is â€Å"unconvincing† (p. 422). Baumrind then questions the reason given for such â€Å"indifference† (p. 422). She states that according to Milgram the victims’ suffering is presumed to be temporary while the scientific benefits are long-lasting. Baumrind adds that no matter how well an experiment is carried out and how much it adds to the scientific knowledge; there is no excuse for any harm done to its participants. Baumrind then speaks about the consequences of telling the participants the true nature of the experiment. She states that the participants may feel responsible as well as fooled. According to Baumrind this may result in a â€Å"loss of self-esteem† (p, 423). Baumrind then argues that there is no comparison between what happens in real life and Milgram’s laboratory experiment. She gives the example of Hitler’s Germany. Baumrind states that the difference between the two is that in Hitler’s Germany the victims were considered to be deserving of death, and the ones who are carrying out the orders think that they are doing the right thing. On the other hand, in Milgram’s experiment, the participants showed great concern for the victims but they also trusted the experimenter. Baumrind concludes that â€Å"from the subject’s point of view procedures which involve loss of dignity, self-esteem, and trust in rational authority are probably most harmful in the long run and require the most thoughtfully planned reparations, if engaged in at all† (p. 423). She expects that Milgram’s participants should have been informed of the dangers of the aftermath and that the techniques used in restoring their well being are proven to be effective. Article by Stanley Milgram In his article â€Å"Issues in the Study of Obedience: A Reply to Baumrind†, Stanley Milgram (1964) responds to Diana Baumrind’s article. Milgram begins by summarizing his experiment and then focuses on replying to Diana Baumrinds concerns. He first states that his initial article â€Å"Behavioral Study of Obedience† did not contain all the information and that Baumrind could have easily accessed this information through the footnotes and references (p. 848). Milgram states that Baumrind confuses between the procedure of the experiment and the unexpected results. He states that Baumrind speaks about the stress experienced by the participants as if it were intended. However, he argues that it was actually unexpected and that none of the colleagues predicted such behaviour when discussing the procedures of the experiment. In addition, Milgram argues that in contrary to what actually happened in the experiment, there was reason from him to believe that the participants would not obey the experimenter’s instruction once the victim protested. Milgram then acknowledges that he could have ended the experiment after a few subjects had demonstrated the capability to go all the way and had demonstrated signs of stress, but he argues that temporary excitement is different to harm. Therefore, he decided to continue the investigation since there did not seem to be â€Å"injurious effects† in the participants (p. 849). Milgram then moves on to discuss what measures were taken to ensure that participants left in a state of well-being. He explains that depending on each of the participant’s condition, each one was given an explanation to support their behaviour, in addition to a brief reconciliation with the victim and a discussion with the experimenter. In addition, Milgram states that each participant received a report on the procedures and results of the experiment. Moreover, participants received a questionnaire to assess their attitudes toward the experiment. Milgram reports that the majority of participants felt positively about the experiment. Milgram states that he does not believe that any of the participants were at risk of danger and if he had any reason to believe so he would have terminated the experiment. In response to Baumrind’s statement that once the participants had taken part in the experiment there is no way for them to justify their actions and therefore must take full blame. Milgram states that this is not the case, and that most of them end up justifying their actions by saying that they were just obeying the authority. In addition, he states that Baumrind concludes that the participants did not benefit from their participation, which he believes is not true. Milgram includes accounts from some of the participants which indicate that they have benefitted. He also refers to the report that he sent to his participants which was designed to â€Å"enhance the value of his [the participants] experience† (p. 850). Milgram indicates that this report indicates that he is not indifferent toward the value participants derived from the experiment as Baumrind had stated. In addition, he states that Baumrind not only discusses the treatment of participants but also the issues of conducting a study of obedience in a laboratory. Milgram states the Baumrind does not believe that obedience can be measured in the laboratory since it is a place which obedience is normally expected. Milgram replies by stating that this is the reason why a laboratory is a suitable place for conducting the experiment since it resembles social institutions, such as the Military, where obedience is also expected. With regards to the example given by Baumrind on Nazi Germany, Milgram states that the two incidents are actually very different and indicates three points. First, he argues that Baumrind â€Å"mistakes the background metaphor for the precise subject matter of investigation† (p. 851). Second, he states the laboratory is a rational place to measure a mans behaviour in response to orders given by a legitimate authority. Third, due to manipulation individuals do not hold themselves responsible for acts done against another individual. Milgram also argues that Baumrind states that it is not suitable to test obedience in a laboratory because of the nature of the set, but ignores the fact the some participants did disobey. In addition, Milgram states that according to Baumrind participants may walk away never being able to trust authority; however, he believes that this is not a just generalization on her behalf and concludes that the experiment on obedience is â€Å"potentially valuable experience insofar as it makes people aware of the problem of indiscriminate submission to authority† (p, 851). Article by Middlemist, Knowles and Matter: In their article, â€Å"Personal Space Invasions in the Lavatory: Suggestive Evidence for Arousal†, R. Dennis Middlemist, Eric S. Knowles, and Charles F. Matter (1976) , investigate the effect of invading personal space on arousal. Middlemist and his colleagues hypothesise that â€Å"if personal space invasions produce arousal, then subjects standing closest to others at lavatory urinals would show increases in the delay of onset of micturation and decrease in the persistence of micturation† (542). Therefore, the authors conduct a pilot study, in which they found a correlation between â€Å"interpersonal distance† and â€Å"micturation times† (p. 542). The authors measured micturation times by using a wristwatch. The observer took note of the urinal a potential subject selected. In addition, the observer recorded the time between when the person unzipped his fly and when the micturation actually started. The observer also recorded the time between the beginning and end of micturation. The observer relied on auditory cues to signal the beginning and end of micturation. However, according to the authors the field observation lacked control because of the participants self selection of the urinals. Since micturation times showed a correlation with personal space, the authors decided that micturation times would be used as a dependent measure in an experiment. Therefore, the authors decide to conduct an experiment, in which the independent variable was the interpersonal space the participant had and the dependent variable was the micturation times. The authors controlled the urinal selected by using signs which indicated that the urinal was not functioning in addition to positioning the confederate prior to the participant’s entrance. Therefore the participant would have no choice but to use a urinal specified by the experimenters. In order to record micturation times, the authors realised that due to the silence in urinals auditory cues could not be used and substituted it with visual cues. The authors used a periscope which would give the observer a view of the participants lower torso, but not the face. This allowed the observer to see the beginning and end of micturation. The observer stationed in a toilet stall directly next to the participants urinal had two stop watches. The first recorded the delay of micturation and the second recorded the persistence of micturation. As predicted, the results show that the decreases in interpersonal space led to increases in the onset of micturation and decreases in the persistence of micturation. This supports the hypothesis that â€Å"close interpersonal space distances are interpersonally stressful, increasing arousal and discomfort, and that it is this arousal that produces behavioural responses to invasions† (p. 545). Article by Koocher In his article, â€Å"Bathroom Behavior and Human Dignity†, Gerald P. Koocher (1977) responds to the study conducted by Middlemist, Knowles, and Matter. He raises some ethical issues that he expected experimenters as well as editors to acknowledge. He begins his article by explaining the experiment and the findings. He then moves to questioning the state of human dignity with regards to psychological research. Even though, he acknowledges the importance of freedom in scientific inquiry and publishing, he questions the conduct and judgement of experimenters along with editors. Koocher then moves on to some of the ethical issues that are raised in this experiment. Koocher states that according to APA guidelines an investigator will perform an experiment in private setting only when he/she has sought advice as well as considered the consequences of the experiment. According to this guideline, he states that the investigator should asses the cost and benefits to the individual and society. Koocher criticizes the experimenters (Middlemist, Knowles, and Matter) for their lack of including any justification of cost/benefit or how the significance of their study validates their need to invade the participants’ privacy. Koocher argues that the experimenters do not even consider the discomfort subjects may feel due to the close proximity of a confederate, nor do they offer explanation for why subjects discomfort may be considered unimportant. Koocher discusses that even if we assume that the experimenters did indeed assess cost/benefit, why is it that they have not included it in their article. Koocher then moves on to criticize the editors for accepting this article. He discusses how some people believe that it is essential to include informed consent in the methods section of any study conducted with human participants’. Koocher speculates about how experimenters whose articles have been rejected would feel to find that this article has been accepted while theirs have been rejected. He concludes by stating â€Å"by placing this article in such high-visibility position, we may certainly anticipate a veritable flood of bathroom research, to be followed by books of readings, and ultimately, by a review article† (Koocher, 1977, p. 121) Article by Middlemist, Knowles and Matter In their article â€Å"What to Do and What to Report: A Reply to Koocher†, Middlemist, Knowles, and Matter reply to Koocher’s article. They begin their article by summarizing Koocher’s article. The authors reply by stating their interpretation of the ethical principles as stated in APA concerning human participants’. The authors argue that from their understanding, the investigators need to pay attention to â€Å"considering, designing, and executing research† (p. 122). However, they point out that there is no mention of the need to report this information to the â€Å"scientific community† (p. 122). In addition, the authors refer to the Publication Manual of the American Psychological Association’s basic rule on reporting research. This rule indicates that the investigators need to include only the information that is needed in order for others to understand and be able to replicate the study. The authors believe that it is the Publication Manual that led them to stress the â€Å"procedures of their study† as oppose to the â€Å"ethical considerations† (p. 122). The authors then move on to reply to Koocher’s request for an assessment of the â€Å"cost/benefit ratio† (122). The authors provide the details of their pilot study. First, they mention that it is a field observation which occurred in a public bathroom, and that nothing out of the ordinary occurred except that somebody was recording the time of micturation for the participants. Following that, half the participants were interviewed in order to assess the affect of recording micturation. The participants did not seem to have much of a problem upon learning that somebody was observing and recording their micturation times. In addition, the authors state that all of the participants accepted that their data be included in the study. Moreover, the participants mentioned that invasion of personal space in a public lavatory was not unusual and that it did not cause them any discomfort or pain. The authors indicate that the interviews led to believe a general low level of concern towards being watched by the experimenters. However, the authors indicate that the pilot study has its drawbacks. They indicate that the participants were free to select their own personal space. Therefore, in deciding on whether they should conduct an experiment, the authors noted two points. The first being that men observing other men while urinating is not regarded as unusual or stressful. Second, changing the distance between the participant and the other user were also not uncommon. The authors indicate that they did seek alternatives, but realised that the only way to collect reliable data was to observe the participant micturating using a periscope. In order to minimize the possible costs to the participants the authors took the following steps: First, only the authors served as observers. Second, the participants could not be identified by the observer. Third, the confederate was informed of the ethical concerns and was instructed not to disclose the identity of the participants, to signal the termination of a trial if he has any reason to believe that it should not be included. As well as, to be sensitive to participants being suspicious so that they can be informed of the study and debriefed. Fourth, the participants were not informed of the observation. The authors state that in assessing the cost/benefit ratio, they find that their experiment has relevance to theories of spatial behaviour and adds to the literature on micturation and urinary continence. The authors conclude that the ethical guidelines are unclear on the â€Å"decision rules† that researchers as well as editors must practise with regards to ethics. In addition to, what ethical discussion should be included in â€Å"reports of research† (p. 124). Discussion: According to McBurney and White (2007) researchers are faced with two conflicting values. On one hand, psychologists have an obligation to increase our knowledge of behaviour with the hope of benefiting society at large. On the other hand, psychologists are also obliged to asses the costs of research on participants. This conflict is not easily resolved since one rule does not fit all cases. Therefore, researchers are continuously faced with the dilemma of either conducting research or protecting participants. Researchers who do not carefully asses the costs to participants may be held negligent toward society. From another perspective, researchers who do not carry out research because of being extra cautious may be considered falling short in their obligation to the same society. Milgram has been criticized by Diana Baumrind for not assessing the costs of research to participants. In addition, she criticizes Milgram’s debriefing procedures. Baumrind states that Milgram’s claim that participant’s tension was eliminated before they left seems â€Å"unconvincing† (p. 422). I find her claim to be just on her part. According to Milgram the tension experienced by the participants was actually unexpected, therefore, how is it possible for Milgram to have assessed the necessary debriefing procedures. His debriefing procedures were suitable for the predictions that most people would not continue to the end. Milgram had the choice of terminating the experiment even if only temporarily after a few subjects had demonstrated unexpected behaviour. That would have allowed him more time and thought to consider the effects of his experiment. It would have also allowed him to discuss the unexpected behaviour with other colleagues and asses the cost/benefit ratio before proceeding. In addition, Milgram conducted interviews in which he asked participants how they felt about the experiment. He uses their responses to argue that his participants left with positive feelings about the study. However, he ignores the fact that the participant’s response does not necessarily reflect their true opinion, as some participants tend to espond in a way that they think is expected of them or more socially desirable. For example, a participant that was obedient during the experiment may want to show the experimenter that he actually really appreciated the study by agreeing with the statement â€Å"I am very glad to have been in the experiment† (Milgram, 1964, p. 849). Evaluation apprehension which is the â€Å"tendency of the experi mental participants to alter their behaviour to appear as socially desirable as possible† could possibly have biased the participant’s responses (McBurney & White, 2007, p. 77). Milgram states that if he had any reason to believe that the participants were in danger he would have terminated the experiment. However, Baumrind emphasizes the emotional disturbance that participants may have suffered. Especially, because emotional harm is more difficult to asses in advance and that even though some people may benefit from the experience of participating in the experiment , others may suffer from â€Å"long-term loss of self-esteem† (Alcock, Carment & Sadava, 2005, p. 33). However, Milgram does make a point when he replies to Baumrind’s concern about conducting the experiment in the laboratory. According to Baumrind, obedience is expected in the laboratory and therefore, the laboratory is not an appropriate setting to measure obedience. On the other hand, Milgram’s study is a significant example of destructive obedience. It reflects how people behave in accordance to authority, even if it goes against their own values. The second study by Middlemist and authors has also been criticized for its ethical conduct. Koocher considers the study to have invaded the participant’s privacy. Middlemist and authors state that men watching men in urinals in not something unusual. In addition, the interviews they conducted after the pilot study indicated that the men did not have much of a problem with it. However, Middlemist and authors ignore the fact that once people have participated in something and then confronted there is a likelihood that they will want to remain cooperative. Nonetheless, the experiment they conducted is actually different to the pilot study. Namely, in the pilot study they resorted to auditory cues, on the other hand, in the experiment they used visual cues. These two methods are not similar and participants would not find them to be equal because of the manipulation involved which was not present in the pilot study. Why is it that Middlemist and authors decided not to inform the participants, like they did in the pilot study? Since men watching men is not unusual, informing them that somebody in the next stall was watching them should not have been a problem from their perspective. However, Middlemist and authors do make a point when they state that their interpretation of the Publication Manual led them to believe that they did not need to include the cost/benefit discussion. It is also possible to assume that the editors had a similar interpretation of the Publication Manual. In accordance with the ethical principles as stated by the CPA , both studies violated ethics in research. For example, Milgram does not obtain informed consent. That is Milgram, does not inform the participants of the consequences of their participation such as disturbance, anxiety, stress, and tension. This is necessary as it allows the participant the choice to partake in the experiment or not. In addition Milgram does not demonstrate responsible caring. Responsible caring is primarily concerned with the well-being of the participants and Milgram did not demonstrate that he took all the precautions to ensure that the participants would not suffer any harm. His participants experienced high levels of anxiety and tension. As explained by Milgram (1963), the levels of tension were not usually seen in sociopsychological laboratory studies. For example, Milgram explained that the participants were observed to â€Å"sweat, tremble, stutter, bite their lips, groan, and dig their fingernails into their flesh† (p. 375). In addition, Milgram could not justify through his arguments that the benefits are greater than the harm done to its participants. Milgram, also had the opportunity to terminate the investigation but he decided to continue. According to the CPA (2000), researchers are advised to â€Å"terminate an activity when it is clear that the activity carries more than minimal risk of harm and is found to be more harmful than beneficial† (p. 19). Middlemist and authors, also fail to obtain informed consent. In fact, in their experiment, they had invaded the privacy of participants, and had not even given the participants the option of accepting or refusing their data to be included in the study. Even more, participants did not even know that they were participants in a experiment. In addition, Middlemist and authors do not respect the right of research participants to safeguard their own dignity. Participants had no choice but to be participants in a study which they might not have accepted to partake in. In addition, in the study the participants were manipulated and observed in a way, which in reality does not treat the participants as humans. They were more like puppets to the experimenters. In both studies, the experimenters could have taken some measures that would have minimized the harm done to participants. For example, Milgram could have obtained informed consent. For example, he could have stated that electrical shocks will be administered in a memory learning task. Participants can be told that even though the shocks are very painful, tissue damage will not occur. In addition, participants can be informed that they may experience high levels of tension and that if this occurs the experimenter will follow up as soon as possible. This will inform the participants more about what they are participating in, as well as give them the opportunity to drop out. Moreover, Milgram could have conducted a pilot study. He could have measured obedience in terms of the participants willingness to administer shocks. The pilot study would have allowed Milgram to observe that contrary to predictions, it is possible that many participants would obey. Furthermore, Milgram would have been able to consider the effects obedience would have on the participants and would be more prepared in alleviating those effects. Middlemist and authors could have conducted interviews before conducting the experiment to assess the general opinion on this matter. In addition, they could have obtained informed consent. Also, they could have made use of other technologies, such as attaching sensitive recording devices instead of using visual cues. Moreover, Middlemist and authors could have given the participants the option of including their data. In conclusion, researchers have the responsibility of ensuring that all persons involved are not harmed in any way. They have a duty to take the necessary precautions and adhere to the principles of their discipline. In case of doubt, researchers should consult advice from persons who are competent to provide advice. References Alcock, J. E. , Carment, D. W. , Sadava, S. W. (2005). A textbook of social psychology (6th ed. ). Toronto: Pearson Prentice Hall. Baumrind, D. (1964). Some thoughts on ethics of research: After reading Milgram’s â€Å"Behavioural study of obedience. † American Psychologist, 19, 421-423. Canadian Psychological Association. (2000). Canadian code of ethics for psychologists (3rd ed. ). Ottawa Koocher, G. P. (1977). Bathroom behavior and human dignity. Journal of Personality and Social Psychology, 35, 120-121. McBurney, D. H. & White, T. L. (2007). Research methods (7th ed. ). California (CA): Thomson Wadsworth. Middlemist, R. D. , Knowles, E. S, & Matter, C. P. (1976). Personal space invasions in the lavatory: Suggestive evidence for arousal. Journal of Personality and Social Psychology, 35, 541-546. Middlemist, R. D. , Knowles, E. S, & Matter, C. P. (1977). What to do and what to report: A reply to Koocher. Journal of Personality and Social Psychology, 35, 122-124. Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371-378.