Free Essays on Strenghts And Weakness In Kant Argument Of Nature

Strenghts and Weaknesses of Immanuel Kantà ¢Ã¢â€š ¬Ã¢â€ž ¢s Concept of Nature A philosophical reflection on a disturbed relation with nature in the light of the ecological crisis Summary This study seeks to identify the frameworks of philosophical-theological co-operation between intuitions, ideas, beliefs and convictions within Western history, which prepared the ground for what is now known as the ecological crisis. This crisis confronts us with a human self-understanding in relation to nature particular to our time, which has become life threatening to the existence of large sections of mankind as well as of numerous other living beings. It also aims to uncover those sources of wisdom and knowledge within the Western history of philosophy and theology, which might be helpful in developing new perspectives for an appropriate response to this crisis. Concern about living creatures now and in the future as well as doubts about the efficiency of the contemporary, large-scale application of scientific rationality as the exclusive 'solution' to this crisis are, amongst others the motivations for this study. Part I analyses the historical-philosophical developments and conditions of a current way of Western thinking and living, their immanent dynamics and their relation to the present ecological crisis. This part also investigates Schelsky's thesis that from modern time onwards a specific epistemological model has become manifest, laying the foundations for our technological-scientific society. This epistemological model, summarised as 'one only knows the things one constructs', of which Immanuel Kant should be the originator, can be identified with the adage 'verum et factum convertuntur'. We conclude from a diversity of perspectives that a way of technological thinking and acting is so implicitly involved in each facet of human life, that its domain of application can hardly be demarcated. Theoretically defining the conten... Free Essays on Strenghts And Weakness In Kant Argument Of Nature Free Essays on Strenghts And Weakness In Kant Argument Of Nature Strenghts and Weaknesses of Immanuel Kantà ¢Ã¢â€š ¬Ã¢â€ž ¢s Concept of Nature A philosophical reflection on a disturbed relation with nature in the light of the ecological crisis Summary This study seeks to identify the frameworks of philosophical-theological co-operation between intuitions, ideas, beliefs and convictions within Western history, which prepared the ground for what is now known as the ecological crisis. This crisis confronts us with a human self-understanding in relation to nature particular to our time, which has become life threatening to the existence of large sections of mankind as well as of numerous other living beings. It also aims to uncover those sources of wisdom and knowledge within the Western history of philosophy and theology, which might be helpful in developing new perspectives for an appropriate response to this crisis. Concern about living creatures now and in the future as well as doubts about the efficiency of the contemporary, large-scale application of scientific rationality as the exclusive 'solution' to this crisis are, amongst others the motivations for this study. Part I analyses the historical-philosophical developments and conditions of a current way of Western thinking and living, their immanent dynamics and their relation to the present ecological crisis. This part also investigates Schelsky's thesis that from modern time onwards a specific epistemological model has become manifest, laying the foundations for our technological-scientific society. This epistemological model, summarised as 'one only knows the things one constructs', of which Immanuel Kant should be the originator, can be identified with the adage 'verum et factum convertuntur'. We conclude from a diversity of perspectives that a way of technological thinking and acting is so implicitly involved in each facet of human life, that its domain of application can hardly be demarcated. Theoretically defining the conten...

Conjugating German Verbs (A-Z)

Conjugating German Verbs (A-Z) This alphabetical index lists over 500 common German verbs, some with a complete conjugation in all tenses. SYMBOL KEY:  D  Ã‚  Dative verb,  M  Ã‚  Modal verb, .s sich  Reflexive verb,  S  Ã‚  Strong verb  (irregular verb),  C  Ã‚  Stem-changing verb  (in pres. tense),  an|fangen  Ã‚  Verb with separable prefix German Verbs A-K A-D E-G H-K Aachten to pay attention to, respectan|erkennen S to recognize, acknowledgean|fangen C/S to begin See Verb prefixes (an-, aus- )angeln to fish, anglean|kommen S to arrivendern to change, alteran|greifen S to attackan|haben S to have on, wearan|nehmen S to accept; assumean|rufen S to call up (tel)antworten D to answers. an|ziehen S to get dressedarbeiten to workrgern to annoy, irritateatmen to breatheauf|fallen S to stand out, attract attentionaus|kommen S to come out, have enough of, make do, get along withaus|machen - 10 meanings!aus|stellen to exhibits. aus|ziehen to undressBbacken S to bakebaden to bathe, swimbauen to buildbeben to quake, tremblebedeuten to means. bedienen to serve oneselfbefehlen S to commands. befinden S to be, find oneselfbefreien to set freebegegnen D to meetbeginnen S to beginbegleiten to accompanybehalten S to keepbeissen S to bitebekommen S to get, receivebeleben to enliven, cheerbeleidigen to insultbellen to barkbelohnen to rewardbergen S to recover, salva geberichten to reportbersten S to burstbesitzen S to ownbestellen to orderbesuchen to visitbeten to praybetrgen S to deceive, cheatbewegen to movebezahlen to paybiegen S to bendbieten to offer, bidbinden S to tiebitten S to request, ask forblasen C/S to blowbleiben S to stayblicken to look, glanceblitzen to flashblhen to bloombluten to bleedbraten C/S to fry, roastbrauchen to needbrauen to brewbrausen to shower; roarbrechen C/S to breakbrennen S to burnbringen S to bringbrllen to roar, shoutbrsten to brushDdarf See drfendmmen to dam, check, curbdmmern to dawn, fall (dusk); dozedampfen to steamdmpfen to muffle, dampdanken D to thankdar|stellen to show, portraydmmen to dam, check, curbdauern to last, enduredecken to cover, set (table)dehnen to stretchdemonstrieren to demonstratedenken S to thinkdeuten to point, indicatedichten to caulk; write poetrydienen to servedringen S to urge, piercedrucken to printdrcken to push, press; oppressducken to stoop, duck; humbledrfen to be permitted, allowdrsten to thirst, be thirsty Eehren to honorein|atmen to breathe inein|bauen to install, put ins. ein|bilden to imagine, get the ideaempfangen C/S to receiveempfehlen C/S to recommendempfinden to feel, senseentbehren to do without; lack, miss See Verb prefixes (emp-, ent- )entdecken to discoverentfernen to removeentfhren to abduct, kidnapentgegenen to reply, retortenthalten C/S to containentkommen to escape, get awayentschuldigen to excuse, apologizeerfinden to inventerhalten C/S to obtain, receive, preserves. erinnern to remembers. erklten to catch a colderklren to explain, declareerlschen to be extinguished, dimerrichten to erect, establisherschpfen to exhaust, drainerschrecken S to be frightenedersticken to choke, smothererwgen to consider, pondererwhnen to mentionerzhlen to tell, recount, relate S to eat Ffahren S to travel, drivefallen S to fallfllen to cut downfalten to foldfangen S to catch, capturefassen to grasp, seize, conceivefechten to fence, fightfeststellen to ascertain, establishfinden S to findfl icken to patch, repairfliegen S to flyfliehen S to flee, avoidflieen S to flow, runfluchen to curse, swearfluten to flood, overflowfolgen D to followfragen to askfressen C/S to eat, feed, devours. freuen to be glad, rejoicefrieren S to freeze, feel coldfrhstcken to eat breakfastfhlen to feel, perceivefhren to leadfllen to fillfrchten to fearGghnen to yawngren to fermentgebren to give birth togeben C/S to givegebrauchen to usegedeihen S to thrive, prospergefallen C/S to be pleasing, likegehen S to gogelingen S to succeedgelten S to be validgenesen to recover, convalesces. genieren to feel embarrassed/awkwardgenieen S to enjoygeraten to get into, fall intogeschehen C/S to happengewinnen S to win, gains. gewhnen to get used to, accustomed togieen S to pour, castglnzen to glitter, shineglauben to believegleichen S to be like, resemblegleiten to glideglotzen to gape, stareglhen to glowgraben S to diggreifen S to grasp, grab, seizegrollen to be angry, grumblegren to greetgucken to look, p eep Hhaben S to havehalten C/S to hold, stop, keephmmern to hammer, poundhandeln to act, trade, dealhngen to hanghassen to hatehauen to hit, hewheben S to lift, raiseheiraten to marryheien S to be namedheilen to healheizen to heathelfen C/S to helpheraus|bekommen S to get out; find out, figure outheraus|fordern to challengehetzen to rush about, inciteheulen to howl, bawlhindern to hamper, impedehoffen to hopehren to hearhpfen to hop, jumphusten to coughIidentifizieren to identifyimmatrikulieren to register (univ)impfen to vaccinate, inoculateimponieren to impress, make an impressionimportieren to importinformieren to informs. interessieren to be interested (in)irren to wander, stray; be mistakenirritieren to confuse; irritateisolieren to insulate; isolateJjagen to hunt; chase, drivejammern to wail, moan, yammerjauchzen to rejoice, cheerjaulen to howljobben to work, have a jobjodeln to yodeljoggen to jogjucken to itchjustieren to adjust, justify (typeKkmmen to combkmpfen to fight, struggl ekauen to chewkaufen to buykehren to turn; sweepkennen S to know, be familiar withkennenlernen to get to know, become acquainted withklagen to lament, complainkleben to paste, stickklingen S to ring, soundklopfen to knock, beatkneifen S to pinch, squeeze, crimpknpfen to tie, knot, fastenkochen to cook, boil, seethekommen S to comeknnen M to be able, cankosten to costkotzen to vomit, pukekrchzen to caw, croakkratzen to scratch, scrape, clawkriechen S to crawl, creepkriegen to get, obtainkhlen to cool, refreshkrzen to shorten, abbreviate Conjugating German Verbs (L-Z) L-R S-T U-Z Llcheln to smilelachen to laughladen C / S to loadlassen C / S to let, leave, allowlaufen C / S to run, walklauschen to eavesdrop, listenleben to livelecken to lick; leaklegen to lay, put, place See liegenlehren to teachleiden S to sufferleihen S to lend, borrow, hirelernen to learn, studylesen C / S to readleuchten to light up, shine, gleamlichten to thin out, lightenlieben to loveliegen S to lie, recline, be situatedloben to praiselocken to lure, attract, enticelohnen to reward, recompenses. lohnen to be worth (doing)lsen to solve, dissolve; loosenlgen to lie (not tell the truth)lutschen to suck (on)Mmachen to make, domahlen to mill, grindmalen to paint, drawmanagen to managemeiden S to avoid, shunmeinen to mean, be of the opinion, thinkmerken to notice, mark, perceivemessen C / S to measuremieten to rent, hiremgen M to like (to)mssen M to have to, mustNnagen to gnaw, nibblenhren to nourish; sucklenaschen to snack, nibble, noshnecken to teasenehmen C / S to takenennen S to name, ca llnicken to nod, dozentzen to use; be usefulOffnen to openoperieren to operate (med.)opfern to sacrificeordnen to organize, put in order Ppachten to lease, rentpacken to pack; grabpassen to fit, be suitablepassieren to happenpfeifen S to whistlepflanzen to plantplagen to plague, annoypreisen to praise, commendputzen to clean, groomQqulen to torture, tormentqualmen to give off smokequellen S to gush, spring fromquetschen to squeeze, crushquietschen to squeak, squealRrchen to avengeRad fahren to ride a bike (VP)raten to advise, guessrauchen to smokerumen to clear away, evacuaterauschen to rustle, murmurrechnen to calculate, reckonreien S to tear, ripreiten S to ride (horse)rennen S to runreichen to reach; passreisen to travel, journeyreinigen to clean, refinereizen to excite, charmrichten to set right, adjustriechen S to smellringen to struggle, wrestlerollen to rollrsten to roastrcken to move, bring nearerrufen S to callruhen to restrhren to stir, touchrsten to arm Ssagen to say, tellsaufen S to drink to excesssaugen to suck, absorb Staub saugen to vacuum (VP)schaden to damage, hurtschaffen S to createschaffen to do, make, accomplishschalten to switch, shift (gears)schtzen to value, estimateschauen to see, lookscheiden S to separate, divides. scheiden lassen S to divorcescheinen S to shine, seemscherzen to joke, kidschicken to sendschieben S to push, shoveschieen S to shootschlachten to slaughter, butcherschlafen C / S to sleepschlagen S to hit, beatschleichen S to sneak, creepschleifen S to grind, polishschlieen to close; concludeschmecken to tasteschmeien S to throw, tossschmelzen S to meltschmerzen to hurt, smartschmieren to grease; bribeschneiden S to cut, sliceschneien to snowschreiben S to writeschreien S to scream, yellschreiten S to step, strideschweben to soar, hover, floatschweigen S to be silentschwimmen S to swimschwitzen to sweatschwren to swearsegnen to blesssehen C / S to seesein S to besenden to send, broadcasts. setzen to sit d ownseufzen to sighsieden to boil, simmersiegen to conquer, triumphsingen S to singsinken S to sinksitzen S to sitsollen M should, ought to, supposed tospalten to split, dividesparen to savespazieren to stroll, walkspielen to playspinnen to spin; be nutssprechen S to speak, talkspringen S to jumpspritzen to spray, squirtsprhen to spray; sparklespucken to spitsplen to rinse, flushspren to feel, detectstatt|finden S to take place, happenStaub saugen to vacuum (VP)staunen to be amazedstechen C / S to stab, sting, prickstecken to set, be locatedstehen to standstehlen to stealsteigen to climb, risestinken to stinksthnen to groan, moanstopfen to stuff, cramstren to disturb, upsetstoen to push, bumpstrahlen to beam, radiatestreben to strivestrecken to stretch, extendstreichen to strike, cancel; paintstreiten to quarrel, arguestricken to knitstudieren to study (univ)strzen to plunge, fall, crashsuchen to look for, seekTtanken to get gas/petrol, refueltanzen to dancetaugen to be of use/valuet oben to storm, ravetten to killtragen C/S to wear, carrytrauen to trust, believe in; marrytrumen to dreamtreffen C / S to meet, hittreiben S to drive, propeltreten C / S to step, walktrinken S to drinktrocknen to drytropfen to drip, droptun S to do, make, put Uben to exercise, practiceberraschen to surpriseberwinden S to overcomeumstellen to change over, shiftunterbrechen S to interrupts. unterhalten S to converse, entertain oneselfVverachten to despiseverderben S to ruin, spoilverdienen to earn, deservevereinigen to uniteverfhren to seducevergessen S to forgetvergewaltigen to rapes. verhalten S to behave, actverhandeln to negotiateverkaufen to sellverkehren to trade, traffic; frequentverklagen to complain, sueverkommen S to decay, go bads. verlieben to fall in loveverlieren S to losevermehren to increasevernichten to annihilate, exterminateverraten S to betrayversagen to failverschlafen C / S to oversleepverstehen S to understandversuchen to attempt, tryvertreten to represent, stand in forverwalten to administer, manageverwechseln to confuse, mix upverweigern to refuseverweilen to linger, while awayverzeihen S to pardon, forgivevor|kommen S to occur, happenvor|stellen to introduce, presents. vor|stellen to imagineWwachen to be awake; kee p watchwachsen C / S to growwagen to darewhlen to choose, votewhren to last, hold outwlzen to rollwandern to hike, wanderwaschen C / S to washwechseln to change, exchangewecken to wake, rousewehren to restrain; prevents. wehren to defend oneselfweichen to yieldweihen to consecrate, devoteweinen to cry, weepwenden to turnwerben to recruit, court, woo, advertisewerden S to becomewerfen C / S to throwwetzen to sharpen, grindwidmen to dedicate, devotewiederholen to repeatwiegen S to weighwissen S to knowwohnen to reside, livewollen M to want (to)wnschen to wish, desirewrzen to season, spiceZzahlen to payzhlen to countzhmen to tamezapfen to tap (beer)zaubern to do magic, enchantzeichnen to draw, signzeigen to show, indicatezelten to campzerschlagen C/S to shatter, smashzerstren to destroyziehen S to pull, drawzielen to aim, targetzitieren to cite, quotezittern to shake, tremblezgern to hesitatezchten to breed, culivateznden to ignitezurck|nehmen C/S to take backzwingen S to force, compel

Anthropology Essay Example | Topics and Well Written Essays - 500 words - 8

Anthropology - Essay Example Scientific theories are accurate, comprehensive, and reliable aspect of the scientific knowledge, which is different from the theory definition that explains its common usage of something that exploratory or unproven. When there are evidences to support the hypothesis, the testing changes its name to a theory, which becomes a convincing justification of the phenomena. As mentioned earlier, when a theory is used in non-scientific perspective it refers to something, which is speculative or unproven. However, when used in the scientific context, it refers to a model based on experimentation, reasoning, observation, and one that is confirmed and tested as a principle that clarify and forecast natural phenomena. Typically, a scientific theory should base its concept on a rational and careful examination of facts that can be measured and observed for evidences purposes. This is because although scientists may have different analysis of the experiments observations and outcomes, the facts of the scientific method cannot change. For a theory to be a scientific theory, it should be tested regularly by different scientists in different places and should pass the test when tested. Still, it should fit in other scientific theories of difference branches such as chemistry, biology, physics, astronomy, geology among others. In this case, a scientific theory in one of the mentioned branch should hold the truth in other branches of science. For instance, atomic theory of matter was discovered in physics. However, it was later applied in other branches of sciences such as chemistry through chemicals used, biology on the living tissue, rocks learnt in geology, and planets studied in astronomy. With this in mind, it stands out that the atomic theory of matter hold true in all branches of science. The following are lists of major scientific theories with no invalidity when tested. These are atomic theory of matter, cell theory, evolution theory,

Analog and Digital Formats Essay Example | Topics and Well Written Essays - 500 words

Analog and Digital Formats - Essay Example Smith asserts that : . flexibility is one of the chief assets of digital information.   The bits of data can be recombined for easy manipulation and compressed for storage. Digital images will not degrade when copied as analog formats degenerate. Information in digital formats can over access and can be downloaded millions of times. The process of converting analog to digital format is known as â€Å"digitization†. It is also important to note that digital format is best used with electronic communication such as PCs, Ipods , DVD players, and other electronic equipment. The main function of digital recording is the conversion of the analog wave into a stream of numbers and records the numbers instead of a wave. Usually, a device known as analog-to-digital converter (ADC) does the conversion. However, a multimedia PC can also perform the conversion by using audio editing software. There are many formats that you can choose from such as Windows WAVE (.wav)  ,QuickTime Movies (.mov), RealAudio (.ra, .ram, .rp),MPEG Audio (.mpg) Moving Picture Experts Group MIDI (mid) Muscial Instrument Digital Interface, and Windows Media Audio (.wma). The choice of format determines delivery speeds, quality of sound, plug-ins required and size of the audio file. The quality of sound is affected by the sampling rate especially in analog-to-digital conversion. Certain distortions such as noise can happen if the sampling rate is not achieved. The website pctechguide suggests that ideal sampling rate in audio recording for personal use is 44.1 kHz .Due to the different formats available, some players cannot recognize the format, thus, programs like â€Å"codec’ can make this possible. There are many types of codec such as divx codec, avi codec, MPEG-Layer 3 codec depending on the user’s needs and preference. An important factor in converting analog to digital formats is compression. Compression enables your files to download quickly. Compression

Analysis of “Their Eyes Were Watching God” Essay Example for Free

Analysis of â€Å"Their Eyes Were Watching God† Essay The search for one’s identity is as poignant for the fictional character Janie as it was for former slave Frederick Douglass. Douglass used education to form an independent identity, which would separate him from the white slave masters. In contrast, Janie attempts to construct a dependent identity through marriage to each of her three husbands. With the death of her final husband Tea Cake, she plants the seeds he left behind, symbolically proving that she has grown as the seeds will grow and she is now a woman with her own identity. Janie’s first husband Logan does not understand that like any plant, Janie needs room to grow. He gives Janie material advantages through his sixty acres of land, but does not know how to treat her as his wife and not a servant. The reader receives a glimpse into his heart as he sobs while shouting his suspicion that she is planning to leave him, proving that he does want to please her. Through their lack of communication, however, Janie feels that the relationship is dead and leaves to marry Joe Starks, whom she believes will always provide her with springtime. Joe Starks gives her material wealth as well as a prominent position in the community for the price of her ultimate subservience. He is a jealous husband so she is not allowed to let her hair down in the store for fear that other men might covet it, and he refuses to let her take part in the community gatherings outside the store. After seven years of marriage and constant submission, Janie reflects on their relationship, realizing that â€Å"She wasn’t petal-open with him anymore.† As in her first marriage, Joe wants someone who will serve him and fill the role of the mayor’s wife, not an equal partner. While married to Joe she can only be the mayor’s wife and receive respect through his position instead of receiving respect for herself. Janie’s final marriage to Tea Cake teaches her to love herself, though at first she still is dependent upon having a man around for a sense of identity. She places great importance on his desire to play checkers with her and it seems as though Janie will always need a man beside her for fulfillment. Tea Cake shows her to love each aspect of herself. Janie comments on their blooming relationship during the hurricane, â€Å"If you can see the light at daybreak, you don’t keer if you die at dusk. It’s so many people never seen de light at all.† Janie’s light is her newfound ability to realize her worth. When Tea Cake is bit by the mad dog and attempts to bite her Janie saves herself, knowing that he loved her more. At the novel’s conclusion Janie says, â€Å"Two things everybody’s got tuh do fuh theyselves. They got tuh go tuh God, and they got tuh find out about livin’ fuh theyselves.† Thus power of truth for Janie is not book knowledge, but rather the knowledge that she has grown to discover an identity all her own.

Candides Growth Essay -- Philosophy

In the story "Candide" Voltaire uses satire to criticize the philosophical views of the enlightenment period and illustrate his outlook of how an individual should view their own existence by Candide's character development throughout the story. Voltaire is able to do this by introducing Candide into two contrasting philosophical views of characters that play a large role in his life, Pangloss and Martin. At the beginning of Candide's quest he followed Pangloss's theory of the best of all possible worlds. Pangloss's ideas hinder Candide on his satire filled journey to find Cunegonde because he is overly optimistic. On his journey his outlook changes by the pessimistic influence of Martin. Which helps him develop into his own character at the end of the story. The first theory that Candide is introduced to is the oracle of the house that he was raised in Dr. Pangloss. Voltaire writes that " Pangloss gave instruction in metaphysico-theologico-cosmoloonigology" this is a satire of the German philosopher Gottfried Leibniz (Lawall "Candide" 520) . Leibniz created the doctrine of optimism which claims "which holds that our world is the best of all those possible" (Strickland 18). Lloyd Strickland states "the most obvious objection to optimism, namely that this world contains far too much evil to be plausibly identified as the best. claimed, for instance, that Voltaire's aim in Candide was to refute, or confound Leibniz by 'bombarding him, so to speak, with the evil of the world" It is obvious to the reader that this is Voltaire's motive (Strickland 19). Voltaire continues to insult Leibniz view by writing "He proved admirably that there cannot possibly be an effect without a cause and that in this best of all possible worlds the Baron... ...tudies 31.2 (2002): 199. Academic Search Premier. Web. 29 Feb. 2012 Lawall, Sarah. The Norton Anthology of World Literature "Candide". 2nd. New York: W. W. Norton and Company, 2002. 522-580. Print. Kasten, Madeleine, and Curtis Gruenler. "The Point Of The Plow: Conceptual Integration In The Allegory Of Langland And Voltaire." Metaphor & Symbol 26.2 (2011): 143-151. Academic Search Premier. Web. 3 Apr. 2012. Putnam, LuElla. "Boredom, Insignificance, And Death In Voltaire's Candide, Charles Baudelaire's The Flowers Of Evil, And Paulo Coelho's Veronika Decides To Die." Atenea 30.1-2 (2010): 67- 78. Academic Search Premier. Web. 3 Apr. 2012 Strickland, Lloyd. "False Optimism? Leibniz, Evil, And The Best Of All Possible Worlds." Forum Philosophicum: International Journal For Philosophy 15.1 (2010): 17-35. Academic Search Premier. Web. 3 Apr. 2012.

Indigenous People Essay

The term indigenous has caused controversy across the world as some people see it an offensive name to describe people, the name is not the only thing that has caused a controversy also the people that this name applies to. Hence there have been many definitions of this word to try and make it more euphemism. Kuper (2003) agrees that this term causes a lot of debate. He argues that however most people prefer the word indigenous because it’s more euphemism than the term native and primitive, he also points out the fact that the name of the people that are seen as indigenous have also changed. We now have for example, Saami for Lapp, Inuit for Eskimo and San for Bushman† (Kuper, 2003:389). According to Kenrick and Lewis (2004) there are four principles that should be considered when defining indigenous people which are; â€Å"priority in time, with respect to the occupation and use of a specific territory, the voluntary perpetuation of cultural distinctiveness, self identification as well as recognition by other groups and state authorities , as a distinct collectivity and an experience of subjugation, marginalization, dispossession, exclusion or discrimination† (Kenrick and Lewis, 2004:5) . Indigenous people across the world are constantly fighting for recognition, they want what is rightfully theirs that is their land they also want their culture back as they are forced to adapt to the culture of the majority. This essay will look at debates around the efforts that they have made to try and bring back their culture. â€Å"Indigenous people are constrained to present their culture in ways that reinforce the dominant society’s worldview† (Kenrick and Lewis, 2004:9). As stated above indigenous people are fighting for recognition as they are treated unfair by their governments, as a result of colonization they had to stop practicing their rituals, hunt and gather food because they were forced to adopt to the western way of doing things. Even Kuper (2003) agrees to this when He states that indigenous people â€Å"demand recognition for alternative ways if understanding the world, but ironically enough they do so in the idiom of western culture theory† (Kuper, 2003:395). An example would the Bushman of Botswana and the Abatwa people of KwaZulu-Natal. The San of Botswana were forced to move from where they were staying because according to their government they were living there illegally. They were placed in the Central Kalahari game reserve where they were not even allowed to hunt for food because it is against the law (Kuper 2003). Even â€Å"Environmentalists complained that that residents were keeping donkeys that interfered with the game and that they were engaged in poaching† (Kuper, 2003:393). They found themselves restricted by rules as to what they should and should not do; they were restricted by the law when they had to practice their rituals and culture. It became worse when the â€Å"Botswana court refused to order the government to continue to provide services to people living in the Central Kalahari Game Reserve† (Kuper, 2003: 392). They found themselves working which was something that they were not used to do. It can be argued that this change must have affected them emotionally as one now had work to support their own family. Bushman rely on each other on almost everything as sharing is one of their characteristics; they share things like Tobacco, meat and plant food that was gathered. The Botswana government was unfair and inconsiderate in a way; what happens to households where there is an elderly person who can’t look for work? Or households where people have been trying to look for work and have no luck? Because people now used money to satisfy their needs and wants they no longer depended on natural resources that they used to share, sharing what you’ve worked hard for is hard. The Bushman of KwaZulu-Natal usually known as Abatwa were facing similar problem to that of the San of Botswana. They were also restricted by law when they had to perform their rituals, especially from the provincial heritage organization called Amafa. According to Francis (2010) â€Å"Amafa has acknowledged that the Abatwa people are the descendents of the painters, but limits their access to their heritage. By dictating who could enter and when, Amafa impinged on the community and what it felt was their rights† (Francis, 2010: 48). As stated above the Abatwa people are not in control of their heritage there are people who make decisions for them regarding what is rightfully theirs. Francis (2010) states that there is a fence around the paintings and rocks that belong to the Abatwa people. He states the Abatwa people â€Å"feel ostracized from their heritage and dread future dealings with Amafa, already their general access to the rock art sites is restricted and as such they rarely visit the main caves. † (Francis, 2010: 48). The Amafa use the Abatwa heritage to attract tourists and make money, they also use them for educational tours where students studying archeology come and study those rocks (Francis, 2010) That doesn’t end there Francis (2010) also point out that their rituals are a public thing instead of private as they are people guarding them when they perform them, they are also ordered not to touch these rocks. There are also a limited number of people that must attend rituals. Despite of all the challenges that these people face they still did not given up on trying to assert their indigenous identities. An example would be again of the Abatwa people of KwaZulu-Natal. According to Francis (2010) these people are Zulu speakers who decided to â€Å"reassert a San/Bushmen ethnicity in a region where all San are supposedly extinct or fully assimilated† (Francis, 2010: 41). They live in the Drakensberg Mountains and have done so much to re-event their culture, they do that with help of archaeologists, anthropologists, they read and also their memories by remembering the pieces of their past (Francis, 2010). Since they cannot remember all the ceremonies that their ancestors use to do they came up with new ones, these ceremonies follow up â€Å"from other cultural practices and beliefs and oral memories that can be traced back six generations to a point when the ancestors lived as hunter-gatherers† (Francis, 2010:42). The most practiced ceremony that they made up is called the eland ceremony which is to honor the crossing of the dead into afterlife where they live with their ancestors (Francis, 2010). According to Francis (2010) the eland ceremony â€Å"has a central figure in San cosmology long before the advent of colonialism† (Francis, 2010:45). This ceremony shows the struggle that the Abatwa are going through in trying to reclaim their identity, as some of them have left their culture and followed the dominant ethnic group (Francis, 2010). These ceremonies that they perform are a â€Å"defiant refusal to give what is gone† (Francis, 2010:49). The Abatwa do so much to claim their identity back, they feel that regardless of what they lost the little they have is worth keeping (Francis, 2010). One of the major challenges that indigenous people have face is the fact that people expect them to behave like their fore fathers. According to Besten (2011) there has been a debate going on about how indigenous people have changed. In nowadays many of them do not practice their rituals, they do not wear their traditional clothing and they do not speak the languages of their ancestors. Besten (2011) argues that there has been a lot a stereotyping of the indigenous people, many scholars still expect them to do exactly what their ancestors were doing. He states that â€Å"Popular image suggest definite and unchanging markers of Khoe-Sanness, such a being short in stature, having yellow-brown skin, using click languages, hunting, gathering or herding and wearing clothing made from animal skins† (Besten, 2011:176). It can be argued that the fact that indigenous people have changed and adapted to western ways of doing things might have an impact on them not taken serious in trying to reassert their identities. As stated in the first part of this essay indigenous people were forced to lose their identities by adapting to the western ways of thing and according to Besten (2011) that has backfired. Besten (2011) states that indigenous people â€Å"are not likely to be taken seriously if they do not conform to, or approximate their primordialist and essentialist expectations† (Besten, 2011:179). According to Besten (2011) indigenous people who are lacking the qualities mentioned above are called fake. The above statements suggest that if indigenous people want to be recognized and taken seriously by people they must go back to their ancient ways of doing thing which is not easy as their lands and identities were taken and there are laws now that restrict them from doing their rituals. Indigenous people do not need to conform to certain labels that are put on them in order to be recognized. The media and scholars have played a major role in this stereotyping of indigenous people. â€Å"A primordalist and essential discourse about the Khoe-San has manifested itself at various sites, notably in museums, the media and school history books† (Besten, 2011: 177). In almost all museums around the world San people are projected as â€Å"Quintessential human beings of nature† (Besten, 2011: 182). They are shown with grass house, wearing animal skins or half naked children with big tummies. Besten (2011) argues that westerners longing to see Bushman led to exploitation of these people. He made an example of the Khomani people who lived in Kagga Kama how they were stereotypically presented in the media (Besten, 2011). To help market the Kagga Kama Khomani were asked to demonstrate a â€Å"vulnerable , natural hunter-gathering way of life with the help of reserve owners† (Besten, 2011:186). These people were asked to fake who they were so that they can attract tourists, they were asked to wear their traditional clothing and grass houses were built to live in (Besten, 2011). These people used the San culture for their own benefit, they portrayed them the exact same way that people expect them to be. In an effort to claim their identities and to be recognized, indigenous people have managed to take the stereotyping to their advantage. They have decided to embrace those stereotypical characteristics. In every conference or public gathering that they were invited to they would wear they traditional clothes and speak their languages. According to Besten (2011) in a conference on Oudtshoorn a Bushman who spoke ! Xun language opened and closed the ceremony with prayed He pointed the fact that this prayer not only â€Å"reflected the religiosity of conferee, but were also significant acts of cultural, linguistic and psychological affirmation† (Besten, 2011:184). Also in a conference that was held in South Africa Cultural and History Museum a Khoe-Khoe chief was wearing his eye-catching traditional clothing which was a veil and headband bearing leopard design (Besten, 2011) , telling people to take pride in their culture and origin. When Sara Baartman the Khoe-San woman whose body was displayed in a museum in France’s remain came to be buried in South Africa the Neo-inqua chief performed traditional Khoe-San ritual which included burning aloes and sprinkling water all over her coffin (Besten, 2011). The above scenarios illustrate the efforts that they have tried in claiming back their identity and how they have taken these stereotypical characteristics that people have about them and embraced them. In conclusion indigenous people have done a lot to try and reclaim their identity but it seem like their efforts are falling on deaf ears. They are not taken seriously by their government and they are expected to fit in a stereotype in order to be recognized. Their efforts are exploited and misused by their governments. They are used as tourist attraction by some people their governments are fully aware of that but they are not doing anything about it. When they want to perform their rituals they are not given privacy that they deserve not only privacy but they cannot even access their heritage. But they still do not give up, each and every day the struggle continues.

All-in-One Computer Security Systems

All-in-one Computer Security Systems CIS/105 Some of the different programs that I choose to use as all-in-one security that has total protection are Norton Internet Security and McAfee has an exclusive active protection technology that analyzes and blocks threats in milliseconds. McAfee can immediately detect and remove viruses, even root kits, adware, spyware, and blocks. McAfee has a two-way firewall which blocks outsiders from hacking into your PC. The program also contains other features including ways to better the health of your PC.Norton Internet Security plus 360 versions 4. 0 warns you of dangerous downloads before you install and run them on your computer. Norton Internet Security has an extra layer of protection that detects viruses, spyware, Trojans and other threats. In addition Norton 360 4. 0 identifies applications that are impacting the performance of your PC. Using an all-in-one computer security protects your CPU from hijackers, identity theft, spyware, and virus. In addition using a security all in one center generally protects the user computer on its own.This keeps your system and all your information safe from others. There are some security programs which protect as well such as Anti-Virus, Anti-Spyware, Anti-Spam, Anti-Root kit, Identity Protection, Link Scanner Active Surf, Link Scanner Search, Web Protection & Firewall, and Sophisticated threat detection. Using an all-in-one security system is effective because the programs are not conflicting with each other; instead they all work together within one system. An all-in-one security system will use less running memory than several security systems running parallel to each other.All-in-one security system is effective in many elements such physically secured security appliance, content discrimination, quick recovery from failure, highly configurable logging and notification, simplicity, high uptime, economy secure connections, well-conceived security system policies, scalability, distr ibuted architecture, of IP addresses, secure remote management and communication, authentication, virtual private networking, and summarize and report network activity. What the all in one computer security systems protect against is with spyware, virus, identity theft, and hijackers.The all in one computer security systems block the threats from getting onto your computer as long as it is running at all times. References McAfee. McAfee Total Protection 2010. Retrieved from. http://download. mcafee. com/products/manuals/en-us/mtp_datasheet_2010. pdf Norton by Symantec. Top-ranked Protection. Norton 360â„ ¢ Version 6. 0. Retrieved from. http://us. norton. com/360 Internet Security Handbook. What Makes a Good Network Security System and effective security system. Retrieved from. http://www. watchguard. com/help/lss/41/handbook/need_fo3. htm

E. Coli essays

E. Coli essays In Walkerton Ontario, many people dont even drink a glass of water from the kitchen taps, for fear of their lives. This is because of Escherichia Coli (E. coli). This bacterium has been found to be the cause of over 2,300 illnesses and either the main factor or a contributing factor in 7 deaths. As far back as 1978, tests revealed fecal coliform contamination in Walkertons wells. (Verma and Donovan, Oct. 14/00) *(1,2,3) E. coli was found in water testing, on May 15, and it was not until six days later that the citizens were informed of the deadly bacteria. The outbreak laid bare how a decade of neglect, government cutbacks and weakened controls has undermined the safety of our water supply. (Verma and Donovan, Oct. 14/00) In May of 2000, 7 people died and approximately 2,300 became ill because of harmful bacteria called E. coli in the Walkerton water. Total coliform bacteria are a collection of relatively harmless microorganisms that live in large numbers in the intestines of man and warm and cold-blooded animals. A specific subgroup of this collection is the fecal coliform bacteria, including the Escherichia coli. These organisms have the ability to grow at elevated temperatures in the fecal material of warm-blooded animals. The presence of fecal coliform bacteria in a water system indicates that the water has been contaminated with the fecal material of man or other animals. The presence of fecal contamination is a warning that a potential health risk exists for individuals exposed to this water. Escherichia coli 0157 was first identified as a serious cause of illness in humans in 1982. The bacteria binds to the intestinal lining, multiplies and produces a toxin that destroys small blooded vessels, causing clotting in the colon, kidney and brain. In two to ten days, most people develop bloody diarrhea and abdominal cramps. The clotting can lead to organ failure and death. The...

Life and Work of Roy Lichtenstein, Pop Art Pioneer

Life and Work of Roy Lichtenstein, Pop Art Pioneer Roy Lichtenstein  (born Roy Fox Lichtenstein; October 27, 1923  Ã¢â‚¬â€œÃ‚  September 29, 1997) was one of the most prominent figures in the Pop Art movement in the United States. His use  of  comic book art as source material to create large-scale works in the Ben-Day dot method became a trademark of his work. Throughout his career, he explored art in a wide range of media, from painting to sculpture and even film. Fast Facts: Roy Lichtenstein Occupation:  ArtistBorn:  October 27, 1923 in New York City, New YorkDied:  September 29, 1997 in New York City, New YorkEducation:  Ohio State University, M.F.A.Notable Works:  Masterpiece  (1962),  Whaam!  (1963),  Drowning Girl (1963),  Brushstrokes  (1967)Key Accomplishments:  American Academy of Arts and Letters (1979), National Medal of the Arts (1995)Spouse(s):  Isabel Wilson (1949-1965), Dorothy Herzka (1968-1997)Children:  David Lichtenstein, Mitchell LichtensteinFamous Quote:  I like to pretend that my art has nothing to do with me. Early Life and Career Born and raised in New York City, Roy Lichtenstein was the oldest child of an upper-middle-class Jewish family. His father, Milton Lichtenstein, was a successful real estate broker, and his mother Beatrice was a homemaker. Roy attended public school until he was 12  years old. He then attended a private college preparatory high school until he graduated in 1940.   Lichtenstein discovered his love of art in school. He played piano and clarinet, and was a  fan of jazz music. He  often drew images of jazz musicians and their instruments. While in high school, Lichtenstein enrolled in summer classes of the Art Students League of New York City, where his primary mentor was the painter Reginald Marsh. In September 1940, Roy entered Ohio State University, where he studied art and other subjects. His primary influences were Pablo Picasso and Rembrandt, and he  often stated that Picassos Guernica was his favorite painting. In 1943, World War II interrupted Roy Lichtensteins education. He served for three years in the U.S. Army and continued as a student at Ohio State University in 1946 with assistance from the G.I. bill. Hoyt L. Sherman, one of his professors, had a significant influence on the young artists future development. Lichtenstein earned his Master of Fine Arts from Ohio State in 1949. Early Success Lichtenstein had his first solo show in New York City in 1951,  years after he graduated from Ohio State. His work at the time fluctuated between Cubism and Expressionism. He moved to Cleveland, Ohio, for six years, then in 1957 returned to New York, where he briefly dabbled in abstract expressionism. Lichtenstein took a position teaching at Rutgers University in 1960. One of his colleagues, Alan Kaprow, a pioneer of performance art, became a new significant influence. In 1961, Roy Lichtenstein produced his first pop paintings. He incorporated the comic style of printing with Ben-Day dots to create the painting Look Mickey, featuring the characters Mickey Mouse and Donald Duck. Reportedly, he was responding to a challenge by one of his sons, who pointed at Mickey Mouse in a comic book and said, I bet you cant paint as good as that, eh, Dad? In 1962, Lichtenstein had a solo show at the Castelli Gallery in New York City. All of his pieces were purchased  by influential collectors before the show even opened. In 1964, amid his growing fame, Lichtenstein resigned from his faculty position at Rutgers to concentrate on his painting. Emergence as a Pop Artist   In 1963, Roy Lichtenstein created two of the best-known works of his entire career: Drowning Girl and Whaam!, both of which  were adapted from DC comic books. Drowning Girl, in particular, exemplifies his  approach to creating pop art pieces out of existing comic art. He cropped the original image to make a new dramatic statement, and  used a shorter, and more direct, version of the text from the original comic. The massive increase in size gives the piece a very different impact from the original comic  book panel. Much like Andy Warhol, Lichtensteins work generated questions about the nature and interpretation of art. While some celebrated the audacity of his work, Lichtenstein was heavily criticized by those who argued that his pieces were empty copies of something that already existed. Life magazine ran an article in 1964 titled, Is He the Worst Artist in the U.S.? The relative lack of emotional engagement in his work was seen as a slap in the face to the soul-baring approach of abstract expressionism.   In 1965, Lichtenstein  abandoned the use of  comic book images as primary source material.  Some critics are still bothered by the fact that royalties were never paid to the artists who created the original images used in Lichtensteins large-scale works.   In the 1960s, Roy Lichtenstein also created cartoon-style works with Ben-Day dots that reinterpreted classic paintings by art masters, including  Cezanne, Mondrian, and Picasso. In the latter part of the decade, he created series of paintings that depicted comic-style versions of brushstrokes.  The works took the most elemental form of traditional painting and turned it into a pop art object, and were intended to be a send-up of abstract expressionisms emphasis on gestural painting. Later Life In 1970, Roy Lichtenstein bought a former carriage house in Southampton, Long Island, New York. There, Lichtenstein  built a studio and spent most of the rest of the decade out of the public spotlight. He included representations of his older works in some of his new paintings. Throughout the 1970s and early 1980s, he also worked on still lifes, sculptures, and drawings.   Late in his career, Lichtenstein received  commissions for large-scale public works. These works include the 26-foot  Mural with Blue Brushstrokes at New Yorks Equitable Center, created in 1984, and the 53-foot Times Square Mural for the New Yorks Times Square Bus Station, created in 1994. The corporate logo for Dreamworks Records, commissioned by David Geffen and Mo Ostin, was Lichtensteins last completed commission before his death. Lichtenstein died of pneumonia on  September 29, 1997  after several weeks of hospitalization. Legacy Roy Lichtenstein was one of the leading figures in the Pop Art movement. His method of turning ordinary comic strip panels into monumental pieces was his way of elevating what he felt were dumb cultural artifacts. He referred to pop art as industrial painting, a term that reveals the movements roots in mass production of common images.   The monetary value of Roy Lichtensteins work continues to increase. The  1962 painting Masterpiece  which sold for $165 million in 2017, features a cartoon bubble whose text is seen as a wry prediction of Lichtensteins fame: My, soon you will have all of New York clamoring for your work. Sources Wagstaff, Sheena.  Roy Lichtenstein: A Retrospective.  Yale University Press, 2012.Waldman, Diane.  Roy Lichtenstein. Guggenheim Museum Publications, 1994.

Compare and contrast aspects of psychodynamic and cognitive Essay

Compare and contrast aspects of psychodynamic and cognitive theoretical approaches to counselling - Essay Example Traumatic memories of childhood are recorded in the unconscious mind and these are reminded in the individual until it becomes a cause of sickness and emotional disorders in adulthood. The belief that psychological factors can cause some sickness or malfunctioning became a popular concept during the time of Freud. Freud became phenomenal when he first announced the science of psychoanalysis. It was new then but his patients were healed and freed of their illnesses because of his precise diagnosis. Although his theory focused more on the sexual libido and the oedipal complex, they were at first unopposed and became the basis for treatment of many illnesses. Stress or anxiety, according to Freud, was a primary cause of sickness in man. Riley says that these unconscious events of the pasts were discovered through â€Å"techniques such as free association, the interpretation of dreams, thoughts and feelings emerging through reveries on the couch and nothing slips of the tongue (known as ‘Freudian slips’), misreadings and the forgetting of names† (Riley, p. 5). ... Stress can mean anxiety, arousal, fear, or burnout. This particular phenomenon causes maladies like mental illness, cancer, cardiovascular disease, but also common cold. There is a relational link between arousal and stress to metabolic rate. When we are active, or involved in sports, our metabolic rate rises, along with gross measures of the heart and respiratory rates. When stress is experienced, metabolic rate also rises. Ways to determine if an organism is activated or aroused include physiological measure, where the â€Å"organism’s overt behaviour may be used as basis for evaluation† (Pargman, 2006, p. 3). We can measure or observe the physiological component. We have the nervous system which is composed of the central nervous system and the autonomic nervous system. The central nervous system is comprised of the brain, spinal cord and its branches. The automatic nervous system is composed of the head, pelvic, and sympathetic divisions. The three divisions of the autonomic nervous system are in counterbalancing act. They have some control on the vital functions of the body. The central nervous system on the other hand interferes in cases of emergency – it sends impulses to the autonomic system as soon as it perceives danger. The perception of fear in particular situations can provide thoughts. For example, a musician may think that he/she will not be able to perform well; she becomes afraid. This will send impulses to the brain. Anxiety may come in and the performance will be greatly affected. There are theoretical perspectives in determining stress causality, these are: psychoanalytic orientations, learning orientations, sociological orientations, and personological orientations (Pargman, 2006, p. 30). Freud called traumatic anxiety the excess libido