Analysis Of The Text On Liberty By John Stuart Mill

Regarding Mill’s argument â€Å"If all mankind minus one were of one opinion, mankind would be no more justified in silencing that one person, than he, if he had the power, would be justified in silencing mankind,† the justification for this statement is to present his ideology on the subject of free speech. According the text ‘On Liberty’ by John Stuart Mill, his position with respect to free speech is that even one person had a specific opinion, mankind is not given grounds to silence him. Mill’s argument regarding free speech is valid because he protects the liberty of the individual over the popular opinion of society. I agree with Mill’s point of view because I also believe that everyone should have the voice to express what they wish,†¦show more content†¦Free speech is a right to be practiced by a conscious human as Mill says. He writes that human liberty has three main types of classifications: the domain of consciousness, lib erty of tastes and pursuits, and the freedom to unite for the purpose of not causing harm to others. As a result, I agree that the harm principle must the only objection that should limit to this notion, as a more utilitarian society is what is more favoured for maximum pleasure. It is evident that Mill realizes that a person, we have our own independent autonomy, which he acknowledges throughout the text. Mill believes in the protection of freedom of speech, action and association, which indicates how the society should not prevail over the individual for its own good. However, when regarding utility, he points out, if the society is also benefited, that it is the preferred mode, but I think it is important to identify how he says that if their opinion is not causing harm, then the society is not negatively affected. Although I agree with this theory, I however, am critical to Mill’s vagueness over what â€Å"harm† is. Harm can be defined in multiple different altitudes and degrees, and therefore it is difficult to precisely determine it definitely. Nevertheless, this limitation of free speech in Mill’s essay is what concluded on my agreement to his argument. Mill suggests his argument of liberty is based on what is best for humanity in the most utilitarianShow MoreRelatedMasterpieces Always Come With Good Reasons And Fantastic1716 Words   |  7 Pagesshe received, and are extensions of those facts and reasons, rendering the work interesting and even more convincing. In three famous and classic works, On Liberty, Hard Times, and The Communist Manifesto, we can see how writers combine facts with fictions and compose excellent works. I. On Liberty by John Stuart Mill In his work On Liberty, Mill starts from historical facts, analysing facts using his reasons and gets his conclusions; then, changing his way he used to use, he starts from fictionsRead MoreEdmund Burkes Reflections on the Revolution in France and John Stuart Mills On Liberty1277 Words   |  6 PagesIn this paper I will compare the theories and ideas from both Edmund Burke’s Reflections on the Revolution in France and John Stuart Mill’s On Liberty. In comparing these two philosophers, I will be paralleling their ideas and my own ideas I will be attributing them towards the modern day whistleblower, Edward Snowden. Political figures, government representatives and philosophy advocates have carefully studied Burke’s and Mill’s writings over hundreds of years to better understand their theoriesRead MoreThe Pros and Cons of Technology Essay3669 Words   |  15 Pagesof thought concerning its dangers. Perhaps one of the best critiques of the modern technological-industrial system can be found in FCs document Industrial Society and Its Future, more commonly known as the Unabomber Manifesto. Because this text has had such a wide-ranging impact on our society, I will examine it first. Although there are many discrepancies with the argument presented in the Manifesto, the concerns expressed within it are valid. For the sake of discussion, I will focus mainlyRead MorePHL 612: Philosophy of Law5882 Words   |  24 Pageslaw? What is the relationship between law and morality? This course will explore competing theories of law, such as natural law and positivism, and touch on crucial debates over civil disobedience, purposes of punishment, and interpretation of legal texts. It will deal with contemporary controversies over the legal regulation of human behaviour, for instance in matters of sexual morality. Grading Scheme: Course Evaluation: Grades will be determined in the following manner: Task Value Date MidtermRead MoreHerbert Spencer Essay13142 Words   |  53 PagesDescriptive Sociology (published in 17 volumes, 1873-1934) and The Study of Sociology (1873). Spencer was particularly influential in the United States until the turn of the century. According to William Graham Sumner, who used The Study of Sociology as a text in the first sociology course offered in an American university, it was Spencers work which established sociology as a separate, legitimate field in its own right. Spencers demand that historians present the natural history of society, in orderRead MoreThe Theory Of Economic Growth6096 Words   |  25 Pagesendogenous and exogenous growth theories. 2.1.1 The Classical Views on growth These classical views centre on the most prominent economic thinkers of the industrial age. These great thinkers include that of Adam Smith, Thomas Malthus, David Ricardo, John Stuart Mill and Karl Marx. Adam Smith (1776) is often regarded as the modern grandfather of economics. Smith strictly defined growth as endogenous, placing importance on the overall impact of capital accumulation on labour productivity. This type of labourRead MoreThe Principle of Beneficence vs Patient Autonomy and Rights3234 Words   |  13 PagesAssociation Ethics Essay Award (Non-medical Undergraduate Category) in 2001.) ABSTRACT On the motion that â€Å"medical paternalism serves the patient best†, this essay reviews current arguments on medical paternalism vs. patient autonomy. Citing medico-ethical texts and journals and selected real-life applications like electroconvulsive therapy (ECT) and the advanced medical directive (AMD), the essay argues that medical paternalism cannot serve the patient best insofar as current debates limit themselves to â€Å"who†Read MoreRethinking Mercantalism Essay15042 Words   |  61 Pageseconomy and empire, the Warwick eighteenth-century seminar, the participants in the Yale/NYU workshop on political economy and empire, Amanda Behm, Maxine Berg, Trevor Burnard, Mara Caden, Megan Cherry, Justin duRivage, Avner Offer, Jim Robinson, John Shovlin, Abby Swingen, James Vaughn, and Carl Wennerlind for their comments on this article. 1 Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations, ed. R. H. Campbell, A. S. Skinner, and W. B. Todd (Indianapolis, Ind., 1981)Read MoreCorporate Social Responsibility10163 Words   |  41 Pagestransportation and communication engulf our lives? Although an ethical analysis of technodecision making has begun to emerge among specialized experts, it must be expanded to include all citizens in a high-science, high-technology society. Experts alone, whether scientists and engineers or philosophers, cannot solve our problems for us. Efforts must be made to open and involve the emerging specialized fields of techno-ethical analysis with a wider public. One reasonable way to begin is with a review ofRead MoreLeadership in a Community9896 Words   |  40 Pagescontinued to function even after government agencies entered the scene. They frequently helped government meet various needs for the common good. John Stuart Mills, On Liberty, Quoted in Bruce R. Hopkins, The Law of Tax-Exempt 5 Organizations, 5 Ed. (NY: John Wiley and Sons, 1987), p. 7. th Alexis deToqueville, Democracy in America, the Henry Reeve Text, (NY: Alfred A. 6 Knopf, Inc., 1945), pp. 114-118. 12 2. Market Failure - the market is able to handle such commodities as consumer goods, but

The Murder Of Eating Meat - 999 Words

Whenever I go out to eat, I always comb through the menu for specific words: shark, snake, grizzly, etc. It s not that I don t like more standard dishes. I love a good steak as much as the next guy, but that sort of thing just doesn t excite me anymore. If I’m going to commit murder by eating meat, as the animal rights people say, I want my murder to count. I hunger for danger foods. By my definition, a danger food is any animal that can take me in a fair fight. The way I see it, if it could have killed me when it was alive, I get to eat it once it s dead. In fact, it s my civic duty to do so. For example, a shark could rip me apart with its rows of razor sharp teeth. Thus, I get to turn it into poop. The circle of life continues. A cow, while large enough to do some serious damage if it fell on me, is a stupidly docile animal. I could walk up to a cow and starting eating it right then and there, and it still wouldn t put up a fight until it was nothing but udder and hooves. Cheap fight, the steak. Chicken? For all the flapping and noise, the chicken is nonetheless a non-threatening creature. Pork? Pigs can eat a lot in a short amount of time, but they ll look right down the barrel of a gun and expect a candy treat. No real challenge, there. All of these are perfectly viable food options, but there s no real sport. They have no real tools with which to fight back. Crocodiles, bears, gorillas, elephants, tigers - God gave these animals sharp claws, jagged teeth,Show MoreRelatedShould We Eat Animals? Essay519 Words   |  3 Pages The question if humans should eat meat from animals has been argued over many years. Many people believe that it is wrong and many people believe that it is right. Two out of one hundred Americans are vegetarians (Langley 5). The number is even higher in other places, including India, where thirty-three out of one hundred people are vegetarians (Langley 5). All humans on the Earth should be consuming meat from animals . People who do not eat meat at all can miss out on important nutrientsRead MoreAnalysis on Gary Steiner ´s Animal, Vegetable, Miserable708 Words   |  3 PagesImagine sitting around eating you’re sitting in a restaurant eating your burger and you see a cow in the back. You might think was the cow that I’m eating mistreated? Or did they have a good quality life before they became my meal. This is why many decide to not eat meat at all because they fear what happened to that animal before it became their meal. Author Gary Steiner is an American moral philosopher, and Professor of Philosophy at Bucknell University. He explained this best in his paper AnimalRead MoreJustifying Murder - Original Writing1099 Words   |  5 PagesJustifying Murder I see the others at the table. Their pupils growing as they see the server bring the food toward the table; hungry for the pleasure that they lust for. Tapping feet. Watering mouths. The plates slam down on the table, the grease splatters near me giving off the scent of burnt iron. The texture is dark. The blood drips from the knife, used to butcher. The others dig in, sloppily getting the juices on their faces, the sheen of sauce on their lips shining in the reflection of my eyesRead MoreThe Production Of Animal Products For Human Consumption1077 Words   |  5 Pagesemissions, and is one of the biggest factors of climate change . Most consumers of meat and dairy are uninformed of this fact, as they believe that transportation and the burning of fossil fuels are the leading contributors towards global warming, and not the production of foods that they consume on a daily basis and in large quantities. However, the consumers are not the only ones to blame; in America, large meat and dairy corporations as well as the government are two forces that heavily advertiseRead MoreThe Impact Of Climate Change On Canada913 Words   |  4 Pagestrains, boats and airplanes combined. Let me make that absolutely crystal clear for you: If the entire world would completely stop using fossil fuels for any form of transportation; it would have less of an impact on the environment than to stop eating meat. While you and the government spend millions of dollars opening high-occupancy vehicle lanes all over Canada and encourage people to share a car every as much as possible to save the planet, never have I ever heard anything about agriculture. LivestockRead MoreImportance of the Gardens in The Sparrow Essay914 Words   |  4 PagesEmilios happiness, soul, or body. There was only so much food the group could bring with them on the lander. It was inevitable that they would eventually run out, especially when they found out they would probably be stuck on Rakhat. They tried eating the food on Rakhat, but they wanted to grow their own too. They wanted to grow the garden partly because of taste, but more for the health benefits. They asked for permission and it was granted. They went and retrieved the seeds Marc had decidedRead MoreThe Pros And Cons Of Vegetarianism1524 Words   |  7 Pagesmultiply with growing wealth and culture (Leahy et al 2). A vegetarian nourishment may play an advantageous role in health and avoiding obesity. Vegetarianism encompasses a spectrum of eating patterns: from people who wish to be known as ‘vegetarians regardless including some animal meat in their meals, but meats products should be omitted such as fish and fowl from a vegetarian dish (Lea and Worsley 505). Even though some people may be in contradi ction of vegetarianism, it is a lifestyle and aRead MoreVegetarian Diet or Eat Meat?1672 Words   |  7 PagesVegetarian Diet or Eat Meat? The decisions we make greatly influences our way of living, how we move in our environment, and how other people see us. The same goes for eating. Plants, fungi, bacteria, and animals which includes us humans – every living being in this world need food to survive. Plants undergo through the process of photosynthesis to make starch. Both bacteria and fungi secrete enzymes that digest nutrients after decomposition. After that, we, the family of animals, hunt and scoutRead MoreEthics : Ethics And Ethics1485 Words   |  6 Pagesapplied to modern ethical dilemmas. The Sacred Texts of Hinduism, the Vedas provide adherence with guidance, whilst morality is taught and emphasised throughout teachings of Hindu Scripture. For instance the scripture, Ramayana prohibits adherents of murder, theft, adultery and the consumption of alcohol as it portrays such acts as impure, immoral and essentially unethical. Whilst promoting equality, kindness, respect to all life and the practice of vegetarianism. The Vedas form the foundation and authorityRead MoreAnimal Food Chains Should Be Banned995 Words   |  4 PagesAntibiotics, meat fillers, and pink mixtures of multiple animal bones and carcasses are used to make a single fast food hamburger. Animal based products in the fast food industry have been replicated and manipulated for many years, hence the inexpensiveness. These products include eggs, meat, cheese, and milk. Consuming the additives can lead to detrimental affects to one’s health. Also, specific religious practices such as Islam, Christiani ty, Hinduism, and Buddhism follow the notion of ‘Though

Woodrow Wilson - A Controversial President free essay sample

This often went against the wishes of other world leaders and the citizens of other countries, as well as Americans, making for mixed pollens on Wilson as a president. When Wilson took office in 1913, he did not support the foreign policies of interventionism and dollar diplomacy that were currently in effect, however he was soon forced to utilize these policies that he was against. When American lives and properties were Jeopardized by the revolt In Haiti, Wilson sent In the Marines to Intervene, directly going against his policy of Isolationism.Wilson was also an anta- imperialist. In 191 6 Congress passed the Jones Act, which granted the Philippines independence from the United States sometime in the future. Despite this, however, the government under Wilson soon purchased the Virgin Islands. In 191 3 when General Victorian Heart overthrew the Mexican government and murdered the president, many demanded that American intervention was necessary to protect the over 50,000 Americans living In Mexico and the over $1 billion In American investments. We will write a custom essay sample on Woodrow Wilson A Controversial President or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This time staying true to his stance against interventionism, Wilson refuses to send the military into Mexico and instead refuses to recognize Hearts government. However, the united States government sent money and weapons to two of Hearts enemies, Venusians Czarina and Francisco Poncho Villa, in hopes of overthrowing the unrecognized Mexican government, a form of dollar diplomacy. The controversy over Willows foreign relations extends beyond his contradiction of political principles.In the cases of Intervention by the united states In foreign affairs under Wilson, the methods by which American security of interests was achieved often angered the foreign government, the foreign citizens, or both. When it became known that Germany was providing weapons to Hearts government, Wilson seized he Mexican port of Vera Cruz without the permission of congress, once again in the name of protecting American Interests. Many Mexicans, including Czarina, called this action an example of Yankee Impe rialism, and even after the united States had agreed to mediations by the BBC Powers, relations with Mexico had dropped dramatically. Willows personal involvement in ending World War One is another example of foreign relations under Wilson gone wrong. Willows fourteen points about the war were viewed by many political leaders as Yankee Imperialism, however were thought of as good ideas by most people In Europe. In giving up the first thirteen points In order to achieve the goal of his fourteenth point, the League of of the European political leaders. In fact, it might be his determination to achieve this one goal that resulted in the United States never passing the Treaty of Versailles, which ended World War One.When World War One began, Wilson did stick to his policy of isolationism, encouraging Americans to be neutral in thought as well as in deed. However, since England controlled all news that reached the United States about the war in Europe, American public opinion soon turned against Germany. The launch of German submarine warfare against the British Ana and the British blockade on Germany soon concerned Ame ricans when German U-boats sunk passenger liners carrying American passengers. The country was still divided on the issue of war, and though the issue of submarine warfare was a threat to Americans, Wilson knew that he could not bring a divided country into a war. Following the sinking of a second British passenger liner and a French passenger liner, Wilson tells Germany to stop sinking passenger liners or diplomatic relations between the United States and Germany will be broken. Germany agreed to these conditions, however they wanted the U. S. To get the British to lift their blockade on Germany.This agreement, the Sussex Pledge, made in 1916 kept the United States out of the war for a little longer. The irony is, however, that the man who used the campaign slogan He kept us out of the war would be the man who would later get the U. S. Involved in the war. Though Wilson did his Job as president by protecting American interests in the best way he saw possible at the time, his methods were indeed controversial. He often said one thing but then had to turn around and do another. He often had no choice. Wilson was a president of contradiction.He was the president that kept the United States out of World War One; he was the man that got the United States into World War One. He was considered the man that won the war for the Allied Powers, however he is also considered the man who lost the peace for everyone. With as much that had happened during Willows eight years as president and with as much that he had to publicly deal with on a world stage, there was no way he could have made decisions to make everyone happy. Thus is the reason why Willows administration generated so much controversy.

Shakespeares Work Analysis free essay sample

Script Analysis on Shakespeare’s Antony and Cleopatra Introduction Antony and Cleopatra is one of the great tragedies produced by William Shakespeare. The main setting of the play is the Roman Empire, and the plot is mainly based on the history of Octavius Caesar, Marc Anony and Cleopatra. This play starts after Octavius Caesar, Marc Antony and Lepidus become three rulers of the Roman Empire. Antony falls in love with the queen of Egypt—Cleopatra, and stays in Alexandria. In the play, the conflict between Antony and Octavius, Antony’s affection and reason, finally turns into an inevitable tragedy.Antony dies, while Cleopatra commits suicide. This play not only depicts typical main characters such as Antony, Cleopatra and Octavia with strong personality and tragic fate, but also indicates universal themes throughout the whole plot. Themes such as struggle between one’s affection and reason, war and love, seduction and sexuality can be seen through the language. However, when applying Shakespeare’s play in young ESL learners, the adaptation of the language, plot and themes has to be considered cautiously in order to cater for young learner’s needs at both literacy and cognition level.This essay is going to analyze how to adapt the script of Antony and Cleopatra from perspectives of theme, plot and character for S4-5 students. Challenges of script adaptation and relevant implication for L2 learners would be discussed later as well. Background It is essential to know the historical context and of the play before adapting the play. According to Eileen (2010), pupils need to acquire background knowledge of the text they read to assist their understanding. Indeed, Shakespeare’s primary source of the play is according to Plutarch’s famous tale of Antony and Cleopatra (Facciponti, 2001).Cleopatra was the Queen who governed the whole Egypt around two thousand years ago. Antony, Octavius Caesar and Lepidus shaped the rulership of the entire Roman Empire after Antony’s defeating of Brutus and Cssius. Later, the Roman Empire confronted a threat from Pompey while Octavius Caesar and Lepidus endeavored to take control of it. According to Facciponti (2001), Mark Antony is known as a brave soldier, powerful speaker as well as a ladies man. Meanwhile, Antony planed a social intrigue to provoke Queen Cleopatra.However, Cleopatra had her own plan to win over Antony. She set sail on the river Cydnus to meet Antony and seduced Antony. Being enchanted by Queen Cleopatra, Antony left his family and duties and departed for Alexandria. The conflict between Antony and Octavius Caesar became sharp due to Antony’s neglect on political duties. Antony’s marriage with Octavius Caesar’s sister Octavia could not heal the rift between Antony and Octavius Caesar but incensed Caesar because of Antony’s ignorance on Octavia.Therefore he declared a battle on both Antony and Cleopatra. At last, Antony was defeated by Octavius Caesar, and killed himself to die with honor. Cleopatra committed a suicide in the end. According to Bevington (2005), since the play focuses on the romance of the main characters, most of the political events or wars displayed are historically true. Besides the historical background, Shakespeare’s language is another important element in script adaptation.As Eileen (2010) stated, â€Å"Shakespeare’s language has often been cited as the main obstacle to comprehending his work; whilst this may hold true to a large extent, in the teaching of Shakespeare in the English as a Second Language (ESL) classroom†(P. 317). Obviously, language of the play has to be adapted based on needs the target learners. Similarly, In the drama production, the adaptation of the script has to consider needs and abilities of actors and audience. Target The target actors and audiences of my adapted play Antony and Cleopatra are S. 4-S. students approximately at the age of sixteen to eighteen years old. According to the CDC(2002), the learning objectives for the key stage 4 (S4-S5) students on literature in English require students to â€Å"understand and appreciate prescribed literary in the genres of drama†, â€Å"show appreciation of the language and style through which the comprehension of the thoughts and feelings are conveyed†, â€Å"increase awareness of human relationships and the interaction between the individual and society† and â€Å"appreciate different cultures† (P. 49. ) Therefore, Shakespeare’s Antony andCleopatra, which covers a variety of themes and abundant language within a context of Roman Empire and Egypt, is likely to fit the learning needs of S. 4-S. 5 students. The overall learning goal of the play Antony and Cleopatra for the target actors and audiences would be based on the deliberately chosen themes, plot and characters in the play. As stated by Logan (2006), the play Antony and Cleopatra provoke readers and viewers’ desire to explore the characters and plots in order to gain a clear understanding. This aspect will be discussed specifically in the following section. Language and themeIt is apparent that the main theme of the play Antony and Cleopatra is love. As Maguire (2004) said, Antony and Cleopatra is often considered a tragedy of love. On one hand, the theme of duty is central in this play. According to Shmoop (2010), the conflict between various duties Anony have to burden and his self desire presents the central tension of the play. On the other hand, friendship is also a vital theme in the play. It is obvious that Cleopatra frequently seek support from her servants and friends throughout the play. In contrast, Antony is defeated after his trustful officers desert him.

The Quadrant Model of the Dimensions of Leadership an Example of the Topic Psychology Essays by

The Quadrant Model of the Dimensions of Leadership Introduction Leadership is a serious task that usually people in the business industries risk to take. How is this true? First, to become a business owner, one has to become a leader in his own way. This characteristic of courage and determination in helping others succeed through the existence of a helping organization is only a part of the big scope of leadership. Certainly, a closer look on the situation would help readers understand the main idea that the author of this paper would like to portray. Need essay sample on "The Quadrant Model of the Dimensions of Leadership" topic? We will write a custom essay sample specifically for you Proceed Most likely, the essence of leadership gets successful along with the capability of an individual to govern. Being a leader consequently means being able to govern a certain group of people in doing something worthwhile and practically applicable for the situation of the society. Hence, it could be noted that leaders are never born. Instead, they are made. The skills and the attitudes towards work that the present leaders of the current human society have is what make this people prominent enough to be known by other through their leadership capabilities. Naturally, a leader then is expected to address to the outmost important needs of the people that he governs upon. Political as it may seem, as a leader is someone people would look up to, he has to have the capability of understanding and providing what other people need. Yes, through the picture of leadership outlined herein, it could be concluded that becoming a real leader requires effort and enough determination not only to succeed as an individual but also to succeed as a part of a growing and developing society. A Focus on Yunus' Views on Leadership A) Quadrant 1: Learning Mohammed Yunus is an Economics instructor who worked within the territories of Bangladesh during the mid 70'a. The need for reformation on the part of the economic situation of the said country during those times was indeed dreadful. Yunus' observation of the situation even made him conclude that the teaching of economic progress to such a society would not mean anything at all since the situation of the said society is undeniably unrelated to any economic progress yet. Many, among those that he taught were merely sent by some illiterate parents to school. Getting even at least the basic education is a hard aim for many parents out there; however, they try their best to at least get any education available with hopes of actually progressing better in the future. On the contrary, simply educating the young ones could not do all the needed changes. It is according to Yunus, deeper efforts of changing the society are needed. A closer look on the economic system of the country would inde ed help and a careful plan of the monetary distribution among the poor should then be created. Yunus have made the said move of making a change in the poor society of Bangladesh. He took the lead in making it possible for people in the said country to at least have a taste of what progress really is. As a primary step toward progress, Yunus saw the possibility of using credit and loans given to the poor from the Grameen bank a stepping-stone for the planned economic change in Bangladesh. It is through the credit system that the poor ones would be able to create their own micro-entrepreneurial organizations that could help them progress in their lives as well. Although most of the poor sectors of the Bangladesh society are illiterate, they have skills that would help them get through their daily activities in taking care of small businesses. Hence, though some people doubted the success of this plan, at the end, most of those who took advantage of the situation and the offered help form the bank were soon rewarded from their hard works and patience. The next step was to produce literate generation that follows the old generation of the said country. Doing so would be much like investing on the future generation of the country. The offering of scholarship loans to students, especia lly to those who have promising talents and skills in the field of industry became one of the main victories of the said plan. Producing more literate generation for the future of Bangladesh would indeed ensure the country of continuous progress in terms of economy and social systems as well. Last but not he least in importance was the helping of the beggars. There were to many beggars in Bangladesh as Yunus reported in his claims. To be able to reduce the number of beggars in the streets, the introduction of retailing and 'buy and sell' systems have been proposed and applied later on. The system evolved in a way that beggars are supported by the group of Yunus to ask several grocery stores to lend them a two thousand worth of products, which they would sell to others. Upon being able to sell the products, the beggars would pay the debt back to the grocery owners. If in case the beggars would not be able to come up with the amount that is needed to pay the products, the group of Yunus would then shoulder the debt. This was obviously attractive to grocery owners. B) Quadrant 2: Mastery From the plans and the applications of the programmed processes of progress in Bangladesh, the economy of the said country improved gradually. Today, Bangladesh is among the countries having large companies on mobile industry. Yes, through the present situation of the country, it could be observed that indeed, the hardships of Yunus and his group in helping the country grow in an economic stability paid off in the end. This experience of Yunus reminds people to realize that nothing would ever be accomplished unless someone tries to take the lead in making the change. Normally, the changes that a true leader should want to apply in the society would be those that would benefit the majority of the people within the target society. Yes, it is according to Yunus that the aim of doing what is good for others and the act of creating possibilities of progress in the lives of the majority of the society's population is the main idea that makes up a real leader. This indeed is a challenge for everyone wanting to become successful business and social leaders of the present generation. Certainly, since the businesses today are mostly focused on the monetary gains, creating non-profit organizations that would rather cater to the needs of the society than that of the needs and wants of the greedy individuals who does business for the sake of monetary gains is a great challenge that needs to be faced. C) Quadrant 3: Practice As the present human society advances to being economically global, the need for governance especially on commercial business organizations is heightened. Hence, there are necessary points of consideration when good governance is being talked about. As mentioned in Yunus' article on helping the poor cope with economic progress, governance is a way by which a person would be able to apply his idealisms about the poor and thus do something about their situation. A person's ability to change things for the better is the true evidence of good governance. As for Yunus' experience, right motivation have made it possible for him to become a fine leader that lead to him to making possible changes to the poor society of Bangladesh. At first, leadership has been opened to him through the doors of politics. However, he further progressed on his own field, which is banking. As a leader, Yunus made it a point that he is able to provide for those who are in dire need of his help through the programs that he created along with the bank that he has established for the sake of the poor ones. At this point, Grameen bank has carried a reputation of being the Bank for the Poor. The opportunities of business that the bank offers to the poor sector of the Bangladesh society is indeed a great break for those people who have high hopes in creating their own entrepreneurial organization yet having less the financial support needed for establishing one. As it could be observed through the history of the economical standing of Bangladesh, the Grameen bank has so much to do with whatever progress the Bangladesh community has made with regards their economy so far. D) Quadrant 4: Sustainability Ethics, according to the New Mindsets, is a way by which one puts himself upon the shoe of others as the role of stakeholders and thus see the situation through the eyes of those who are directly affected by the occurrences in the society 3. this is the main aspect that has moved Yunus in creating a way by which the situation of the poor would be dealt with carefully through his own capability of doing so. Conclusion Leadership is something that is greatly needed by the human society today. With all the critical situations that the humans are confronted with, especially poverty, the need for a strong willed leader is essential for the progress of the entire society. Behind all the progress that commerce and technology has been incurring during the past centuries in the human history could not cover up the fact that as the society becomes more industrialized, the larger population of the society remains within the verge of poverty. Yes, as seen from this experiential analysis of the leadership achievement of the banker-economist Mohammed Yunus, it could be noted that progress away from poverty is not impossible to attain. With the application of effort and cooperation from the main stakeholders of the progress plan then the success of such social movement for the poor would be much expected. Bibliography PUBLICATIONS: Why Big Cities are Breaking Down. (1991). Awake! Brooklyn New York. Bradshaw, P. and P. Jackson (2001). "Loyal Opposition". CA Magazine, September, pp. 35-36. Bradshaw, P. (2002). "Reframing Board-Staff Relations: Exploring the Governance Function Using a Storytelling Metaphor". Nonprofit Management and Leadership, San Francisco; Vol. 12, Issue 4, June, pg. 471. Books: Kuhn, J. S. & V. Marsick (2005). "Action Learning for Strategic Innovation in Mature Organizations: Key Cognitive, Design and Contextual Considerations". Action Learning: Research and Practice, Vol. 2 (1), pp. 27-48. Zimmerman, B., Lindberg and Plsek (2001). "A Complexity Science Primer". Edgeware: Insights from Complexity Science for Health Care Leaders, 2nd edition, pp. 3-20. Kelly, S. and M. A. Allison (1999). The Complexity Advantage. McGraw-Hill. pp.xvii-xviii and 3-20.

The Long History of Perfume

The Long History of Perfume Perfume is thousands of years old, with evidence of the first perfumes dating back to Ancient Egypt, Mesopotamia and Cyprus. The English word perfume comes from the Latin per fume, meaning through smoke. History of Perfume Around the World The Ancient Egyptians were the first to incorporate perfume into their culture, followed by the ancient Chinese, Hindus, Israelites, Carthaginians, Arabs, Greeks, and Romans.   The oldest perfumes ever found were discovered by archeologists in Cyprus. They were more than four thousand years old. A cuneiform tablet from Mesopotamia, dating back more than three thousand years, identifies a woman named Tapputi as the first recorded perfume maker. But perfumes could also be found in India at the time. The earliest use of perfume bottles is Egyptian and dates to around 1000 BCE. The Egyptians invented glass and perfume bottles were one of the first common uses for glass. Persian and Arab chemists helped codify the production of perfume and its use spread throughout the world of classical antiquity. The rise of Christianity, however, saw a decline in the use of perfume for much of the Dark Ages. It was the Muslim world that kept the traditions of perfume alive during this time- and helped trigger its revival with the onset of international trade. The 16th century saw the popularity of perfume explode in France, especially among the upper classes and nobles. With help from â€Å"the perfume court,† the court of Louis XV, everything got perfumed: Furniture, gloves, and other clothing.   The 18th-century invention of eau de cologne helped the perfume industry continue to grow.   Uses of Perfume One of the oldest uses of perfume comes from the burning of incense and aromatic herbs for religious services, often the aromatic gums, frankincense and myrrh gathered from trees.  It did not take long, though, for people to discover perfume’s romantic potential and it was used both for seduction and as preparation for love-making. With the arrival of eau de cologne, 18th-century France began using perfume for a broad range of purposes. They used it in their bath water, in poultices and enemas, and consumed it in wine or drizzled on a sugar lump. Although niche perfume makers remain to cater to the very rich, perfumes today enjoy widespread use- and not just among women. The selling of perfume, however, is no longer just the purview of perfume makers. In the 20th century, clothing designers began marketing their own lines of scents, and almost any celebrity with a lifestyle brand can be found hawking a perfume with their name (if not smell) on it.

Kernel Essay Example | Topics and Well Written Essays - 250 words

Kernel - Essay Example omposed of four basic elements which include; a scheduler which functions to sharing and processing time of various computer processes; a supervisor which grants permission to every process as it is scheduled; interrupt handler for handling of requests from computer hard disk components and memory manager for allocating system space Kernel’s services. Most five popular distributions of Kernel Linux include; Ubuntu, Fedora, OpenSUSE, Debian and Linux Mint. Subsequently, there are numerous shell distributions that are available for kernel, among this include, sh, bash and tcsh. (Bovet & Cesati, 2005) For every command that has been entered in the shell, the fork mechanism searches the computer’s directories using the search path within the computer’s PATH location, after which it is loaded and executed. For fast command entry, bash shell has three features, history, filename completion and aliases. The alias feature shortens lengthy commands, for instance When using several commands in bash, it is essential that alias definitions be made permanent so that the user’s source file will be executed by all login shells. This requires one to replace alias definitions in $HOME/.bash_alias with

Social Entrepreneurs Research Paper Example | Topics and Well Written Essays - 1750 words

Social Entrepreneurs - Research Paper Example This definition of social entrepreneurship is seen to model it along the lines of the functionalist perspective or theory. Social entrepreneurs are able to act as change makers in today’s society through their seizing of the opportunities that might have been missed by others, improving the existing systems in use, creating more sustainable solutions and inventing new approaches designed to encourage the society to change for the better (Roger and Osberg, 2007). The United States’ history is rife with numerous examples of social change movements. These movements included the Civil rights movement, the women’s movement, the students movement, the Lesbians, Gays, Bisexual and Transgender rights movement as well as the currently ongoing occupy Wall Street movement for social change. The civil rights movement has had a colorful history in the United States. Some of the highlights of this history include the 1775 publishing of African Slavery in America by Thomas Paine who was an abolitionist, the removal of Indians from their lands and their subsequent revolts, the fight for the rights of African Americans by Martin Luther and the recent fight for gay rights. And the women’s sufferance movement that sought to establish the right for women to be allowed to vote (Banmaszak, 2001). The functionalist perspective generally attempts to try and explain social institutions as being collective means which can be used in meeting both social and individual needs. In formulating the theory, Durkheim was primarily concerned with answering the question of just how societies are able to effectively maintain their internal stability and survive over time. The functionalist perspectives society as functioning in a similar manner to organisms and it is the responsibility of social institutions such as social entrepreneurship to work together so as to effective reproduce and maintain these organisms (Boundless, 2013). As a result of the various parts

Nursing theory and its application in nursing practice Research Paper

Nursing theory and its application in nursing practice - Research Paper Example eory is essentially a description of how culture care is an essential part of a nurse’s understanding of patients, and how a myriad of cultural factors can improve the care that a patient receives (Leininger, 1988). The main definitions acquired from the theory are care, cultural practices, wellness, and illness; all the factors that influence the health of an individual. The relationships put forward by Leininger indicate that a nurse’s understanding of the cultural care received by a patient goes a long way in determining the rate at which a patient acquires wellness from illness. An appraisal of the theory indicates that it is simple enough to understand, since the factors presented in the theory are interrelated and linked. The arguments presented in the theory are clear for nurses and what they need to do to improve the health of their patients. The theory can be generalized to include all classes of patients, including all illnesses, since the cultural practices applied are universal. This theory can be considered contagious for many classes of students, researchers, administrators and all the players in the health industry. The above assumption lies in the fact that the theory is generally applicable in most fields of health care, and can be used interchangeably with other nursing theories to find the best solution for illnesses. The administrators in the nursing field, especially administrative nurses, can use the points mentioned in the theory to improve both in-patient and outpatient care, since the cultural care practices mentioned in the theory are universal. The usefulness of the theory is found in the applicability to different nursing models, since it presents a rational outlook for both practice and research. This assumption is arrived at after considering the importance of a deeper understanding of patients’ needs and backgrounds, which indicate the importance of extra care. For a patient’s illness to be cured, a nurse has to apply the

A Study On Dialogue And Learning Education Essay

A Study On Dialogue And Learning Education Essay Dialogue has been recognized as the most notable example of Western literature by Plato since 428/427 BC 348/347 BC;. In Greek and Indian literature, particularly the ancient art of rhetoric, it is historically origins as narrative, philosophical or educational device. The dialogue has been used to teach a range of subjects, including philosophy, logic, rhetoric, and mathematics. Dialogue (the Greek DIA for through and logos for word) can be defined to include numerous communicative acts includes conversation, talk, communication, interchange, discourse, argument, chat, gossip, colloquy, as well as discussion, debate, exchange of views, head-to-head, consultation, conference, meeting, interview, question and answer session, and negotiations (New Oxford Thesaurus of English 2000). Dialogic learning can occur in any educational situation and contains an important potential for social transformation.  [2]  Various contributions to Dialogic learning has been developed on many perspectives and disciplines such as, P. Freire, 1970 on the theory of Dialogic action, G. Wells, 1999 looking for the Dialogic inquiry approach, J. Habermas, 1984 with the theory of communicative action, M. Bakhtin, 1981, the notion of Dialogic imagination, and Soler, 2004, the dialogical self. Among those, there are many more contemporary authors on Dialogic conceptions, J. Mezirow, 1990, 1991, 2000 transformative learning theory, M. Fielding 2001, students as radical agents of change, T. Koschmann, 1999 emphasizes the potential advantages of adopting dialogicality as the basis of education, Anne C. Hargrave, 2000 shows that children in Dialogic-learning in vocabulary. Specifically, the concept of Dialogic learning (Flecha, 2000)  [3]  evolved from the investigation and observation of how people learn both outside and inside of schools, when acting and learning freely is allowed. The theory The concept of Dialogic learning is not new. In the book Mind and Society, 1962, Vygotsky argued that children learn how to use planning function of their language effectively and their psychological field changes fundamentally. He argued that a child begins to master his surroundings with the help of speech prior to mastering his own behavior. He claimed that the creation of these unique human forms of behavior which eventually produced the intellectual productive work with the use of tools. This was described in his observations of children in an experimental situation showed that children not only act in attempting to achieve a goal but also speak. This speech arose spontaneously and continued almost without interruption throughout the experiment. He claimed that it seems that both natural and necessary for children to speak while they act. Respectively, Vygotsky drew the same kind of distinction between the spontaneous concept of everyday learning and the scientific concept of th e classroom.  [4]  Vygotsky, 1962 argues that the inception of a spontaneous concept can usually be traced to a face-to-face meeting with a concrete situation, while a scientific concept involves from the first a mediated attitude towards it object. Paulo Reglus Neves Freire (1921-1997), 1970 theory of Dialogic action 1921 -1997 was a Brazilian educator and influential theorist of critical pedagogy.  [5]  He was an educationist known for developing popular education; he puts dialogue as a type of pedagogy.  [6]  Freire argued that dialogue as a means of democratizing education (Freire 1972, 1999). Dialogue communication allowed students and teachers to learn from one another in an environment characterized by respect and equality. He advocates himself to support suppressed people with their performance or application of skills that is informed and linked to their values, by performing and applying their skills in order to make pedagogy for a more deepening understanding and making positive changes to them. He states that human nature is Dialogic, and he believes that communication has a leading role in peoples life. Dialogue is a claim in favor of the democratic choice of educators and learners. The goal of the Dialogic action is always to reveal the truth interacting with others and the world. He claimed that we are continually in dialogue with others and it is in that process that we create and recreate ourselves. Besides, in order to promote free and critical learning, he insists that we should create the conditions for dialogue that encourages the epistemological curiosity of the learner. The Russian philosopher, literary critic, semiotician and scholar who worked on literary theory, ethics, and the philosophy of language, Mikhail M. Bakhtin, 1981, distinguishes the notion of Dialogic imagination. He has theorized dialogue in emphasizing the power of discourse to increase understanding of multiple perspectives and create myriad possibilities.  [7]  Bakhtin argued that dialogue creates a new understanding of a situation that demands change as relationships and connections exist among all living beings.  [8]  His concept of dialogism states a relation between language, interaction, and social transformation. Holquist, 1990 described Bakhtins writings on dialogicality are profound and represent a substantive shift from prevailing views on the nature of language and knowledge  [9]  . Bakhtin established that there is a need of creating meanings in a Dialogic way with other people.  [10]  He believed that individual does not exist outside dialogue. The conc ept of dialogue itself establishes the existence of the other person. It is through dialogue that the other cannot be silenced or excluded. Bakhtin claimed that meanings are created in the processes of reflection between people. He describes, we use the same meanings later in conversations with others, where those meanings get better and even change as we obtain new meanings. Therefore, when we talk, we learn something. In this sense, every time that we talk about something that we have read about, seen or felt; we are actually reflecting the dialogues we have had with others, showing the meanings that we have created in the previous dialogues with others. That said, dialogue cannot be separated from the perspectives of others: learning derives from here with the individual speech and the collective one is deeply related to ones life. Bakhtin asserts that talks is a chain of dialogues, he points that every dialogue results from a previous one and, at the same time, every new dialogu e are going to be presented in future ones. Fitz Simons, G. (1994)  [11]  the learning communities, an educational project which seeks social and cultural transformation of educational centers and their surroundings through Dialogic learning, emphasizing egalitarian dialogue among all community members, including teaching staff, students, families, entities, and volunteers. Fitz Simons points out: The need to establish an atmosphere of mutual respect and a feeling of community in which adult learners are encouraged to be independent learners and to share their expertise (p. 24-25, 1994) Dialogic Learning Fletcher, 2000 looks at the concept of Dialogic learning evolved from the investigation and observation of how people learn both outside and inside of schools, when learning and acting freely is allowed. She describes open dialogue which derived from the perspective of Freire, 1997 involvement of all members of the community the learning communities as research shows that learning process take place in different spaces of the learners life regardless of the learners age, and including the teaching staff, depend more on the coordination among all the interactions and activities. The recognition and respect of different types of knowledge raise the awareness that each person has something to share, something different and equally important. Therefore, the wider the diversity of voices engaged in open dialogue, the better the knowledge that can be dialogically constructed. Fletcha puts as [Dialogic learning] lead to the transformation of education centers into learning communities where all the people and groups involved enter into relationships with each other. In this way, the environment is transformed, creating new cognitive development and greater social and educational equality. (p. 24) Edward and Mercer, 1987 emphasize that the dialogue concept is ground rules of conversation because it operates as implicit sets of rules for behaving in particular kinds of situation which participants usually take for granted  [12]  . (Edward and Mercer, 1987) In 2007, Mercer and Littletons argues that talk is not just the mediating means for supporting individual development, but rather that ways of thinking are embedded in ways of using language. This talk is more emphasized on as a valuable, social mode of thinking, not just learning. They argue that learners engage and interact with others may have a profound and enduring impact on their skill and intellectual development.  [13]  They further argue that learning and development are two terms that related and have both been used in a great deal. Learning is often in the company of teaching. These two words are required to call upon the kinds of cognitive and intellectual changes in childrens learning. He asserts that lea rning is normally associated with the gaining of knowledge and the acquisition of some fact or skill. It invokes ideas of some sort of growth, the emergence of a new entity and the arrival of a new state of affairs. A contributor to Mercer and Littleton, Chris Watkins, 2003 (A scholar in education and learning) has distinguished three influential conceptions of learning: Learning is being taught, learning is the individual sense making, learning is building knowledge with others.  [14]   Harry Daniel 2001 claims that classroom talk or dialogue mediates not just teaching and learning but also the wider culture.  [15]  He claims that humans are seen as creatures who have a unique capacity for communication and whose lives are normally led within groups, communities and societies based on shared ways of using language, ways of thinking, social practices and tools for getting things done. Daniels emphasizes that such talk, must not be regarded as simple interaction, but narrowly regarded and bounded by the immediacy of the learning task in hand. Similarly, the Dialogic inquiry approach by Gordon Wells, 1999  [16]  , Wells argues that classroom dialogue has been proposed as a method of introducing critical education (Wells 1999, Alrà ¸ Skovsmose 2002) Dialogic inquiry is an educational approach that acknowledges the dialectic relationship between the individual and the society, and an attitude for acquiring knowledge through communicative interactions. Wells points out that the predisposition for Dialogic inquiry depends on the characteristics of the learning environments, and that is why it is important to reorganize them into contexts for collaborative action and interaction. Wells defines inquiry not as a method but as a predisposition for questioning, trying to understand situations collaborating with others with the objective of finding answers. Wells further argues that Dialogic inquiry not only enriches individuals knowledge but also transforms it, ensuring the survival of different cultures and their capacity to transform themselves according to the requirements of every social moment. Wells claims that Dialogic inquiry not only enriches individuals knowledge but also transforms it, ensuring the survival of different cultures and their capacity to transform themselves according to the requirements of every social moment. Education is seen as a Dialogic process, with students and teachers working together within settings that reflect the values and social practices of schools as cultural institutions. Alrà ¸ Skovsmose, 2002 relate dialogue to the learning process by attribute three essential properties to the notion of dialogue; making an inquiry, running a risk and maintaining equality.  [17]  These essential properties must be characteristic of the scene of interaction in order for a learning dialogue to occur. Making an inquiry means learner exploring what he does not yet know and sharing the desire to gain new experiences. For an inquiry to be Dialogic it must be open to participants bringing their own perspectives rooted in their backgrounds into the inquiry. Learners must also be willing to suspend their own perspectives in order to consider the perspectives of others and in articulating these perspectives new and more insightful perspectives might come into view. For that reason, Dialogic is running a risk in the ambiguity and uncertainty of the dialogue process. Learners to a dialogue propose other peoples perspectives, however navigating in a landscape of investigation means that there are no pre-established answers to up-and-coming questions. Therefore dialogue includes risk-taking both in an epistemological and an emotional sense. In other words learners to a dialogue will be challenged on their knowledge as well as their emotions. In order for participants to remain in the Dialogic process it must be ensured that the uncertainty never appears too uncomfortable. They claim that dialogue could then maintain equality by suggesting that learners are engaged at a level of parity. Parity in this sense does not equal sameness but rather fairness. Learners may enter the dialogue in different capacities and being equal thus comes to depend on the ability of learners to embrace and accept diversity (Alrà ¸ Skovsmose, 2002). After years of research conducted in several countries; India, USA, France, Italy and England with a team of researchers, Robin Alexander 2004  [18]  has put talk as the prominent element for effective thinking and learning requirement for children. He has distinguished talk for a distinctive pedagogical approach called Dialogic teaching. He argues that language and thought are intimately related, and the extent and manner of childrens cognitive development depend to a considerable degree on the forms and contexts of language which they have encountered and used. This new approach demands both pupil engagement and teacher intervention by which pupils actively engage and teachers constructively intervene is through talk. Dialogue and Higher level of Education For higher educational level, Diana Laurillard, 2002 puts a Dialogic learning framework as Conversational Framework. This framework supports various media forms such as narrative, interactive, adaptive, communicative and productive. The idea of a conversational framework, is used to define the learning process for higher education and then to interpret the extent to which new technology can support and enhance high level conceptual learning. She describes that learning must be discursive and the teacher should be associating teaching and learning process with the world. Laurillard asserts that learning technologies must achieve their full potential for transforming learning experience. Laurillard argues that the academics; Universities, Institutions, colleges, schools etc. Should begin with an understanding of how students learn, and they should design and use the Conversational Framework and the learning technologies from this standpoint to familiarize a better learning strategy for university teaching. Laurillards idea is hardly new as she quoted Paul Ramsdens statement that teaching is a sort of conversation. Respectively, Kolbs learning cycle (Kolb, 1984) states that learning occurs through an iterative cycle of experience followed by feedback, then reflected on to be used as revised action  [19]  . Gordon Pask, 1976 formalized the idea of learning as a conversation in conversation theory. This theory lays out the separation of description and model-building behaviors, and the definition of understanding as determined by two levels of agreement (Ibid. 22)  [20]  . This describes the characteristic of the teaching learning process is iterative conversation. Besides classroom education, dialogue education is described as an approach to adult education by educator, Jane Vella in the 1980s. This approach to education draws on various adult learning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom (Global Learning Partners, 2006b; Vella, 2004). It is a synthesis of these abstract theories into principles and practices that can be applied in a concrete way to learning design and facilitation. Dialogue education is a form of Constructivism and can be a means for Transformative learning, (Vella, 2004). Dialogue education shifts the focus of education from what the teacher says to what the learner does, from learner passivity to learners as active participants in the dialogue that leads to learning (Global Learning Partners, 2006c). A dialogue approach to education views learners as subjects in their own learning and honors central principles such as mutual respect and open communication (Vella, 2002). L earners are invited to actively engage with the content being learned rather than being dependent on the educator for learning. Ideas are presented to learners as open questions to be reflected on and integrated into the learners own context (Vella, 2004). The intent is that this will result in more meaningful learning. Conclusion Significantly dialogue and learning are two terms that cant stand by its own without the others presence. It is now that the responsibility of this study to examine dialogue and learning to a further course of current new media mobile technology. How does children making use of mobile devices in the world of mobile technology in this transformation age of environment? How does learning then develop from these technologies? Why does a child today communicate so much with technology? That said my hypothesis that the new media mobile technology has potential in facilitating the process of childrens learning development. Do these technologies provide learning tools which are able to provide significant knowledge development? Besides, Vygotsky and Vygotskian theory claimed that the learning tools are some kind of childrens higher psychological functions of making his or her interactions to their social and moral development. As we all knew, these dialogues are being created, learned and u sed by our children tremendously without our awareness day to day in their world of communications in interactive mobile technologies. These dialogues and learning are integrated with their handheld gadgets, computers and software, learning materials, playing the games in the virtual world. With the existence of other features; design, audio and video, photography, colors, fonts, information, and programming language navigating them throughout the lessons and programs. Our children or learners and members jointly produce Dialogic knowledge and participate in the definition of actions that lead to social and educational change. Therefore, this research sees dialogue and learning associates to the notion of Bakhtin dialogicality as dialogue represents this senses where it mediates the new media that our children to listen and watch. These dialogues can take numerous other forms such as: less structured, more informal and more participatory than interviews or discussion groups, e.g. By encouraging participants to set the agenda for discussion and for the researcher to take an active role in the discussion rather than only the role as a listener. This approach will grant participants to the dialogue a sense of equality and the freedom to bring into the dialogue whichever topic they deem relevant. Inviting research participants in the interpretation process simultaneously embrace a Dialogic epistemology recognizing the value of negotiating, reflecting and interpreting with the goal of mutual understanding and relationship building. Therefore, in this study we need to narrow our understanding of dialogue and address the question of the contribution of dialogue in the interactive mobile technologies in the childrens psychological learning development. In the learning communities, it is fundamentally the involvement o f all members of the community because, as research shows, learning processes, regardless of the learners age, and including the teaching staff, depend more on the coordination among all the interactions and activities that take place in different spaces of the learners life, like school, home, and workplace, then only on interactions and activities developed in spaces of formal learning, such as classrooms. Along these lines, the learning communities project aims at multiplying learning contexts and interactions with the objective of all participants reaching higher levels of development (Vygotsky, 1978)  [21]  .

Abortion Not Necessary to Control Overpopulation :: Argumentative Persuasive Topics

Abortion Not Necessary to Control Overpopulation       Time and again the media has proposed the reasonableness of an abortive mentality because it is consistent with maintaining the world's population at a stable, feedable level. In order to examine the validity of this argument, it is necessary to look at related issues. To determine whether a nation is growing or dying, we must examine three factors: birth rate . . . death rate . . . immigration.    Birth Rate: This is the ultimate determinant. In a developed nation the average woman must bear 2.1 children (Mean Fertility Rate) in order to maintain a level population. In an undeveloped nation the rate must be 2.3 or more because of higher infant and child mortality.    Death Rate: In recent years fewer people have died than have been born in most countries because the average age of life expectancy has been extended. Everyone will die, of course, but for now this has resulted in increases in population.    Immigration and emigration: Many want to come into the U.S., Canada and most developed nations. Few want to move to Cuba, Libya or Russia. These dynamics explain why the total populations of the U.S., Canada and Australia (to pick three) are still growing, even though their birth rates are below replacement level. With a much higher percentage of their people aging, but still alive, most Western nations have a rapidly aging population. In the U.S. people born in 1970 had a life expectancy of 70 years. In 1993 it was 76 years. By 2050 it will be 82 years. (US News)    With heavy immigration to fill the younger age slots, we see a progressive change in ethnicity, e.g., the U.S. is becoming more Hispanic; Germany, France, Italy, Greece and Israel more Muslim. In Italy, the birth rate is 1.2, the lowest in the world in countries keeping accurate records. In '93, there were 5,265 more Italians buried than were born. If this continues unchanged, within 100 years, its population will shrink from 57 to 15 million, with half of those over 65 years old.    Russia is worse. Accurate statistics are not available, but by the mid '90s, estimates place the birth rate under 1.0 among non-Muslims and burials exceeding births at over 1 million per year. (Boston Globe)    But notice the change in age groups. There were four in the working years for each one retired.

Medicalization of Childbirth

1. BACKGROUND In the 1700s, Barber-surgeons, predecessors of the obstetricians belonged to a low social standing, similar to that of carpenters and shoemakers, members of the arts and trade guild. In an attempt to create social mobility and improve social status, barber-surgeons saw the opportunity to expand their expertise and redefined the perception of their skill as life saving, a higher moral order. Soon, barber-surgeons gained a competitive edge over midwives to practise at difficult home-deliveries, through manual non-medical-instrumental extraction of fetus from the birthing woman (Dundes, 1987).Contrary to lay belief that fetal life began only at the point of â€Å"quickening† when expectant woman felt fetal movement (20 weeks), Obstetricians utilized their bio-scientific knowledge from the expertise of the microscope to claim that the start of perinatal life begins from the point of conception (Costello, 2006). This Interprofessional rivalry sparked resistance from t he displaced midwives. However, English midwives succeeded in certifying midwifery practice through the 1902 Midwifery act (Costello, 2006).This was an important step in establishing midwives not as physician-rivals, but as para-medical subordinates. In the same year, 1902, the Journal of Obstetrics and Gynecology of the British Empire was published (Drife, 2002). Early physician Mosher observed inverse relationship of declining birthrate and increasing abortion rate. He hypothesized that women opted for â€Å"criminal abortion† to avoid childbirth pain. This sparked widespread attention from society to reduce the disincentives of childbirth. Hence, obstetricians made claims to be able to alleviate childbirth pain, creating a market for obstetrics.In 1900s, only 15% of deliveries were in hospitals (Jones, 1994), after the ministry of health expanded maternal hospital facilities, hospital deliveries sored from 60% in 1925, to 70% in 1935 and 98% in 1950 (Loudon, 1988). This sh arp increase also correlates with the emergence of chloroform and ether as the first analgesics during the mid 1800s, followed by the Twilight Sleep consumer movement, of scopolamine and morphine, in the early 1900s, championed by middle and upper class women for fundamental rights to painless childbirth.Under the guise of these feminist efforts, medicalization of pregnancy and childbirth changed the orientation of childbirth to something unnatural, and created consumer demand for medical intervention. Finally, the formation of universal healthcare systems, such as the NHS, in an attempt to provide welfare-state equality to healthcare access, gained power over women’s reproductive status and decisions. 2. INTRODUCTION Medicalization occurs when a social problem is â€Å"defined in medical terms, described using medical language, understood through the adoption of a medical framework, or ‘treated with medical interventions† (Conrad, 2007).Pregnancy and childbirth has been subjected to the process of medicalization through increased medical jurisdiction and medical surveillance over these natural domains of life. There are three levels of medicalization: conceptual, institutional, and interactional (Conrad, 2007). This essay explores ways at which these three levels of medicalization have been applied to pregnancy and childbirth, and its consequences. 3. DISCUSSION 3. 1 Conceptual medicalization Pregnancy was an experience strictly confined to women, while childbirth was a domestic event attended by female relatives and midwives.This exclusive and empowering experience opposed and threatened patriarchy, the dominant culture of modern society, creating a social problem of female superiority. Hence, professional obstetricians emerged, eliminated midwifery, and created a medical model of practice that cast a disabling view on pregnancy and childbirth, allowing male participation as women’s salvation or at least, her equal. Medical authori ty and medical technologies attempt to reduce the private and individual experience of the women, and allow participation of men in the shared pregnancy and childbirth experience.One way of removing power from the female experience is to shift the focus away from adaptive bodily functions, to a desexualized and depersonalized birthing experience, with introduction of elements of patriarchy. The agency of the women was further removed through the application of the lithotomy (dorsal recumbent) position and epidural anesthesia. The lithotomy position has the woman lies on her back, facing the ceiling, with her legs separated and held by stirrups.She is given no visual or physical access to the birthing process, and no free access to movement. She merely allows. Epidural anesthesia removes bodily sensations from the waist down. Hence, the birthing woman does not receive contraction signals from her body to bear-down and expel the child. She has to depend on obstetricians for objective data on her delivery progress. Risks and choices are also presented in medical terms, hence, women are unable to understand and make informed choices or negotiate participation in their pregnancy and childbirth process.Then, the woman is stripped of her individual identity and given identities based on the age, maternal co-morbidities, number of pregnancy (Parity), and point of time in delivery (Gravid). These gives obstetricians biological information of the individual, allowing better assessment of the body and applying of the concept of risks to the management of care. Furthermore, the woman’s identity now revolves around the unborn child. Her choice of diet and lifestyle is now dictated by the risks she is willing to put on the unborn child.The rights of child over mother are highly contested in the literature. After depersonalizing the woman, weakening the gender ideology at birth, an attempt to desexualize the birthing process is done by creating taboo and discomfort to the sexual nature of childbirth. In Midwifery techniques, hands-on perineal massage, which involves preparatory stretching of the vaginal passage; and stimulation of the nipples and clitoris to elicit biological hormones that relaxes and lubricates the vaginal walls, supports natural delivery.However, obstetricians attempted to remove suggestions of female sexuality from the birthing process to allow involvement of a male-dominated profession. Substituting the natural, with artificial injectable hormones (Pitocin) to induce labor; cesarean sections to remove the child from an above-naval-abdominal surgery; and episiotomies (clean incision and straight reunion of the skin, as opposed to a irregular natural tear) as a mark of the obstetrician. This decreases the empowering experience of the body and increases the dependency on external medical interventions.They also offer episiotomies and cesarean sections to â€Å"intercede† for the husband, who assumes legal access and poss ession of the body and sexuality of the birthing woman who has been â€Å"destroyed† by the birth of her child. Another example to illustrate presence of patriarchy is how technology â€Å"reveals† and shares the individual pregnancy experience of the pregnant woman with her husband, is through ultrasonography-enabled-visualization of the child in formation. As such, he pregnant women no longer has authoritative knowledge over her pregnancy, but now engages in an more egalitarian relationship with her husband, an equal partner in the pregnancy experience. 3. 2 Institutional Medicalization Obstetricians became self-governing-businessmen through private practice. Their capitalistic motivations were achieved solely through their medical authority, and not through training in business management. They could determine the type of obstetrical interventions women of each social class deserved.A 75% cesarean section rate among private patients compares to 25% among general pat ients in New York (Hurst and Summey, 1984). This suggests a difference in professional accountability of physicians treating different paying classes. Private obstetricians receive out-of-pocket fees directly from their patients; maintain continuity of care, a personal doctor-patient relationship is expected. Obstetricians become â€Å"socially indebted† to direct-paying patients; hence they may exercise their skill of medical interventions in exchange for the fee, imposing medical procedures on women even in the absence of indication.Furthermore, the closer doctor-patient relationship of private practitioners allows the professional to better evaluate the emotion-translated financial willingness or financial ability to pay for additional cost of medical interventions. High information access through prenatal education and consultations positively correlates with high prenatal care and high cesarean rates (Hurst and Summey, 1984). Theoretically, increased prenatal care should decrease the risks of pregnancy and childbirth; hence less medical intervention should be required.Hence, it is suggested that with medicalized care expanding its surveillance to the prenatal period, there is increased awareness of the dangers of childbirth complication, and of alternate birthing methods, putting high SES New York women at risk for choosing medical intervention, which carries surgical risks on its own. Interestingly, women of lower SES in public hospitals in India were also subjected to more medical interventions and became targets of governmental missions of population control and subjected to pressure to undergo sterilization after delivery (Van Hollen, 2003).Another notable finding was the extensive use of drugs to induce labor, where drug-induced labor was a means of crowd-control, to free up maternity beds for new patients (Van Hollen, 2003). This infrastructure constraint defers from the picture of many modern western countries. In which extensive infrastruct ure was built in more fertile days, and with declining birth rates, more invasive medical procedures such as cesarean section ensures longer hospital stays, utilization of resources and sustaining jobs of healthcare workers in the maternal hospital (Hurst and Summey, 1984).By medicalizing pregnancy and childbirth, the state, through government hospitals and public policies can effectively control the rate of reproduction. Hence, it is seen in both social classes, obstetricians have different motivations for the medicalization of childbirth. Another factor fuelling the medicalization of childbirth is obstetrician’s fear of malpractice suits. Government employers indemnify obstetricians working in general hospitals, however private practicing obstetricians do not receive this privilege. Hence, private patients are able to bring malpractice suits directly to the practitioner, and his practice’s reputation.Fear of malpractice suits are frequently cited for the increase in cesarean rates in New York (Hurst and Summer, 1984). Hence, private practitioners reduce the risk of being legally liable for unsuccessful or complicated childbirth by relying on their skills and exercising authority to decide on medical interventions. Private practitioners also pay a huge premium for malpractice insurance to cover for themselves. In New York, malpractice insurance premiums have risen from $3,437 to $50,000 over three decades (Hurst and Summey, 1984). Application of costly medical interventions helps private obstetricians to cover this cost. . 3 Interactional medicalization Through the cultural interaction between obstetrician and his patient, obstetricians attempt to control culturally deviant behavior medical and intervene with obstetric medicine. Obstetricians routinize medical interventions as professional rituals to establish a sense of security and control over the unpredictable natural process of pregnancy and childbirth (Davis-Floyd, 2002). As part of the ob stetrician’s professional duty, they experience the agonizing prospect of the encountering a biological defect or a loss of human life or biologically defective.Hence, when in the power to establish control mechanisms over nature, obstetricians instate medical interventions to protect themselves from emotional distress, from disability, death or blame from their patients. However, Floyd fails to acknowledge the functionalist and symbolic interactionist perspective, where obstetricians may employ medicalization, not solely from the power of professional authority but for social service to women, and a social duty maintain society’s order.Simonds, 2002 points out that â€Å"as small durations of time become socially meaningful, the perceived scarcity of physical time increases, perceived control of events in one’s life decreases†. This rightly illustrates increased value and meaning of the period preceding childbirth, as social pressure to produce a new fun ctional member of the social group, on both women and obstetricians increases. Ultimately, medical interventions not only serve the interest of obstetricians, but also to women and society as a whole.For example, the change from trimester to weekly monitoring of pregnancy and the introduction of a scheduled hourly-charting at labor, does not merely enable increased medical surveillance and control, but also increases social contact which legitimizes woman’s gender role and addresses the valued significance of pregnancy and childbirth as social events. To the same effect, the medical category expansion to include prenatal screening at dated-pregnancy-checkpoints is also a social construction influenced by the 20th century eugenics project.Prenatal screening allowed in-utero detection of â€Å"biological defects† such as Cleft lip; Spinal bifida; Down’s syndrome, and determination of sex, this screening creates points of knowing for crucial decision-making. Throug h selective abortion another obstetric procedure, obstetricians and women â€Å"play God†, make choices on rejecting or accepting the child into the family and society. This stems from the desire to have a perfect child in a eugenic society. Next, risks is defined by obstetricians, whether a women is or not allowed to have a normal birth.Medical students are taught in terms of the very dichotomous high or low risk assessment of pregnancy. Obstetricians are able to develop diagnoses to categorize deliveries as high risk. Previously, due to poor nutrition, women suffered from a calcium deficiency known as rickets, hence malformed pelvis caused difficulty in vaginal delivery (Drife, 2002). Now, doctors socially construct small pelvis as a diagnosis of cephalo-pelvic disproportion (Beckett, 2005). Women then see themselves as defective, blame themselves, hile doctors use this emotional-blackmail, threatening women of her baby’s death, usually into submission, hence legitim izing his obstetric power. Hence, obstetricians attempt to use objective criteria to label the highly subjective definition of complicated or high-risk pregnancies. Another example is obesity. Women with obesity have higher rates of cesarean section (Beckett, 2005). Hence, these deviant behaviors are perceived as abnormal and have a higher rate of medical intervention.Obstetricians also exaggerate the dangers of childbirth (Cahill, 2001), implicitly suggesting the potential for complications and risks. It is suggested that women internalize gender systems such as knowledge, discourses and practices of the female norm and â€Å"acts† it out during childbirth (Martin, 2003). Middle-class women view themselves as relational, caring, selfless, and discipline their bodies to adhere to the prescribed gender identity. At childbirth, women may actively request for medical intervention, such as analgesia, epidural anesthesia, cesarean sections under general anesthesia, to prevent devi ant behavior.This social driver for medicalization of childbirth is also reflected in the increased risk of childbirth portrayed by the media. Media constantly focuses on exaggeration, creation of a medical crisis. The birthing women agonizing in pain, the use of machines to denote life or death, and the swarming of medical personnel at the birth bed portrays an increase tension and risks at childbirth. Also, news reports home birthing, and finding of abandoned newborns as irresponsible, and linked to pathological child-abusers (Craven, 2005). . CONCLUSION Medicalization of childbirth and pregnancy is an attempt by society to maintain hegemony over the female body and the family, to perpetuate patriarchy, capitalism, vigilance and risk-caution as the dominant culture. However, there is a vast difference in the motivations of this social process. Society sees inequality of gender as a social problem, hence it attempts to control female subordination through the medicalization of preg nancy and childbirth, experiences paramount of the female gender identity.Then, society attempts to control the reproduction of the population by structurally categorizing women according to their ability to access maternal facilities of care. The â€Å"ideal† childbirth experience was then linked to the idea of Socio-economic status. Women, who could afford medicalized care, received the most current and â€Å"advanced† technologies. While women who could not afford medicalized care often received less medical interventions, creating a subjective experience â€Å"lesser† than that of the already established norm of hospitalized painless childbirth.Also, the state could more effectively control population growth through the authority of the attending obstetricians. Lastly, society attempts to control the ideal construction of a society, seeing the unpredictability of childbirth as a social problem, hence attempting to control it with an expansion of medical cate gory to include risk assessments such as prenatal screening and intensive monitoring of delivery process at childbirth. Society also sees the unruly behavior of women at childbirth as deviant and attempts to control it with medicine and medical interventions.

Pro-Life vs Pro_choice essays

Pro-Life vs Pro_choice essays For the last 31 years a battle has been raging among people of all ages and races, in every part of not only the country but the world, and perpetuates some of the most heated debates we have ever known. It causes strife among families and churches. It makes us think about our own morals and principles. It makes us say and do things that, normally, we would never think of doing. Things like yelling at people we have never met before, getting arrested in a strange city, spending hundreds of dollars a year to fly to new places to defend our opinions. That battle is between people who believe abortion is a positive thing and people who believe abortion is a negative thing. Pro-lifers and pro-choicers battle it out on the streets of our nation everyday and some of us arent even aware of it. Pro-lifers have three main beliefs. The first is that the fetus inside the mother is fully human from the point of conception. The second, abortion is fundamentally a civil rights issue, not a religious one, and third, that because the fetus inside the mother is fully human, abortion is morally wrong. These arguments have been used throughout the last 31 years an just about everyone has heard them once or twice in their lifetimes. Pro-choicers have counter-arguments that have been thought about just as hard and long. Abortion is a abortion thing because the earth is becoming overpopulated. Every child born should be a wanted child. The fetus is part of the mothers body and , therefore, she should be able to do with it what she wants. Youve heard all these as well, Im sure. These are the most common arguments on the pro-choice side. But before you can counter-attack most of these, on either side, you have to beg the question What constitutes humanity? Personally, I believe that a human life begins at conception. The child has its own DNA, its own fingerprints and it ...

The Ecological Validity Essay Example

The Ecological Validity Essay Example The Ecological Validity Paper The Ecological Validity Paper Pennington and Hastie believed that jurors’ will construct a story to make sense of evidence and then return the verdict that has the ‘best fit’ with their story. P and H investigated whether the order of testimony had an effect on the jurors’ decisions. The sample used in this study consisted of 130 students from the University of Chicago.  The two story-telling strategies investigated in this study are; story order and witness order. Story order is when the Lawyers present evidence in the sequence that events occurred, and witness order is when lawyers present witnesses in the sequence they believe is most likely to persuade the jury (may not be the sequence in which the events occurred, also the benefits of primacy and recency effects are taken into account. Primacy effect is when for example out of a list of 10 words you are most likely to remember the first word; whereas the recency effect claims you are most likely to remember the last word. The study was a laboratory experiment, using independent groups design, with ps acting as jurors in a mock trial. The IV was the order of testimony and the DV was the verdict given. In individual cubicles ps listened to a tape recording of the stimulus trial and then responded to written questions. They were told to reach either a guilty or not guilty verdict on a murder charge. Ps were allocated to one of four conditions. In each condition, the same evidence was presented by the defence and prosecution, only the order of presentation changed (witness or story order). The Results of the study showed that the prosecution were most likely to win (78% of guilty verdict) when they used story order and defence used witness order. Similarly, the defence were most likely to win when they used story order and the prosecution used witness order (only 31% guilty verdict).  Pennington and Hastie concluded that order of testimony does affect juror’s decisions. In particular, jurors are more easily persuaded by ‘story order’ than ‘witness order’. P and H also suggested that the reason why 80% of criminal court cases return guilty verdicts in the US is because prosecution lawyers tend to use story order and defence lawyers tend to use witness order. Lawyers use a variety of different techniques in order to persuade a jury, into convincing their client’s innocence. Various studies have been conducted into investigating the best techniques for persuading a jury, but the main issue with many of these studies is that they l ack ecological validity. The most common method used in studies investigating persuading a jury, is a laboratory experiment in the form of a mock trial. Mock trials are often used because, people outside of the jury are not allowed into the jury room due to confidentiality of the legal process. One of the main issues with the use of mock trials is that participants often make an individual decision concerning the verdict of the trial, and are sometimes even asked to give a rating of their belief of the defendant’s guilt. For example in Edwards and Bryan, both of these issues occur, each individual participant gives a verdict as well as a number of ratings concerning their beliefs about the defendant’s guilt or innocence and their views about an appropriate sentence. As in a real court case the jury is only asked to give a verdict of guilty of innocent, which is made in a group decision, the study lacks ecological validity. Another problem with using mock trials is that there is a lack of consequence, meaning the result/verdict given by the participants has no effect on the trial, as in Pennington and Hastie’s study on the effect of order of testimony on jurors’ decisions. Due to the lack of pressure of wrongfully committing someone of a crime/vice versa as well as the lack of emotional stress associated with serving on a jury in a court room. The study is said to lack ecological validity as it cannot be applied to the real world. Mock trials often present the evidence in various ways, for instance in Pennington and Hastie’s study, the evidence is presented to the participants in individual cubicles, where they listen to a tape recording of the stimulus trial. Another form in which evidence is presented is in Cutler, ps are shown a videotaped robbery trial and in Edwards and Bryan, ps are given a transcript of an actual murder trial in California. Although in Edwards and Bran the transcript is taken from an actual case, the study is still lacking in ecological validity as it is a very different way of gathering data on the trial through a transcript or videotape than it being presented by a lawyer in court. Often small unrepresentative samples are used due to the use of opportunity sampling. For example in Edwards and Bryan 74 university students are used, as they are all students, the sample is unrepresentative of a typical jury and therefore lowing the ecological validity of the study.  Another way in which persuading a jury, can be investigated is via â€Å"shadow jury†, this is an alternative to mock trials, and consists of a group of participants who â€Å"shadow† i.e. sit in on a case/trial and at the end come to a verdict themselves, and seeing if their opinions are conclusive with the juror’s. Although there are certain advantages to this method such as an improved ecological validity as the participants receive the same amount of evidence as a real jury, presented in a real manner. However the study still lacks ecological validity due to the lack of consequences, i.e. no pressure of wrongfully committing an innocent person and vice versa.  Overall research into persuading a jury is often very lacking in ecological validity due to the laboratory method often used in the form of a mock trial. As these studies have a very low ecological validity, the studies lack applicability to the real world and have low validity in results.

Stakeholder Groups Involved in the Takeover Essay

Stakeholder Groups Involved in the Takeover - Essay Example It is evident that the Ferrovial shareholders did not view the takeover in a positive light. This was because the takeover deal was satisfied with a large amount of borrowing which caused a humongous change in the firm’s leverage. Following the takeover, there was a continuous declining trend in the share price of Ferrovial following the takeover. The price went from â‚ ¬60.57 on 31 May 2006, hitting a low of â‚ ¬50.76 on 16 June 2006, to a â‚ ¬58.56 at the close of the month. Though Ferrovial had made cash payment for BAA and the takeover did not dilute the ownership of Ferrovial, the stock prices continued to decline in the following years. The current share price of Ferrovial is down to a â‚ ¬19.38.BAA employees:Ferrovial had indicated that it would ‘sell its 50% interest in Bristol airport to co-owner Macquarie’. In addition, the Spanish company also expressed intentions for cutting costs at BAA to make it even more profitable (Lea, Robert, 2006). This obviously aroused great fear in the employees of BAA. Employees also believed that Ferrovial was unfamiliar with the industry and would, therefore, be unable to bring much improvement to BAA. However, many of the fears of BAA employees were quenched as the takeover did not cause any massive layoffs. However, to improve the efficiency of the system, several British managers were laid off. BAA Creditors:Some of BAA’s bonds were downgraded and became junk bonds. The bondholders lost out heavily, as they received little compensation for their initial investments.

Understanding of the Mind and Its Processes Essay

Understanding of the Mind and Its Processes - Essay Example This paper illustrates that our vision is based upon a two-dimensional image despite the fact that it is attempting to perceive a three-dimensional world. As a result, we depend to a great extent upon our imaginations to fill in any missing elements of the visual puzzle we are confronted with, which may be accurate or inaccurate and it is up to other areas of our mind to decipher the truth. Perception, then, is what we first believe we have seen and then becomes adjusted as we begin to process this information through other areas of the mind based on information we remember or understand from previous experience. In addition to what we perceive through our fallible senses, we are also struggling to understand the world around us through what we can pay attention to, which has been proven to be limited, and what we are able to remember, which is limited by what we can imagine and further shaped by our perception of the event. As if this wasn’t enough information to try to juggl e around, how our perceptions are governed by our sensations and our memories and how these interact and combine to reshape our perceptions, there is another element that must be considered in cognitive science regarding what it means to be conscious and where the link is between the biological, material processes of the brain and the immaterial untraceable processes of the mind. Many people have made the connection between the brain and the computer and the mind and the software that runs the computer, but science has demonstrated that these processes are much more complex than the relationship between the newest Dell model and Windows Vista. While we attempt to define what it means to be conscious, we realize that we are only aware of ourselves as conscious because we can compare ourselves to something else – we are like something.

E-books in relation to technology, science, and their impact on Research Paper

E-books in relation to technology, science, and their impact on society. Where will they be in 2060 - Research Paper Example According to a research study by Lyman and Hal in 2002, more than 93 percent of completely new information is being produced in digital format (as cited in Lee, Guttenberg, McCrary, 2002, p.227). In recent times, digital publishing has reached critical mass. Media coverage and future books fair reporting has made the consumer well-aware of eBooks and ereaders. Apple’s iPad cum ereader has changes the way ereaedrs are perceived. Ebooks market is in transition, it is evolving and restructuring itself for better (PwC,n.d.,pp.2-4).While suggesting the future of eBooks in 2060 based on research evidence, the paper briefly studies the EBooks’ impact on our society, technology, and science. 1. EBooks and Technology With the accelerated production of digital content, user interest is increasing in devices that are specifically designed to read electronic content (eBooks) such as, e-readers, PPCs, Smartphone, and tablets. From many aspects, eBooks are far more efficient than tra ditional paper books (pbooks), such as: storage, transfer, accessibility, and delivery. Due to compressing ability, storage devices for eBooks are much smaller in size as compared to pbooks. Unlike pbooks, eBooks allow readers to introduce multimedia and hypertext links into books. For instance, eBooks facilitates the readers experience by video clips, audio or sound narrations. Reader can easily jump to a location on Web through a simple click (Lee, Guttenberg, McCrary, 2002, p.227). With the arrival of Amazon Kindle and Apple’s iPad, e-reader technology has taken off. EBook readers are increasingly becoming part of our everyday life, readers are going to experience much more of e-readers and their competitors, such as, tablet computers in future libraries(Rotman Epps & McQuivey as cited in Aaltonen, Mannonen, Nieminen, & Nieminen,2011,p.16). 2. E-books and Society Accessibility is another major feature that can easily overcome pbooks in future. Online libraries provide valu able information in their public domains eBooks, for instance, netLibrary, Internet Public Library, and Project Gutenberg. EBooks provide people with a chance to access wealth of information just by having an internet connection. Despite all the convenience, eBooks may not completely take over pbooks. However, there is considerable number of predictions for the success of eBooks. Considering the limitation of eBooks, such as, slow acceptance of the innovation, user unwillingness to read from screen(Lee, Nicholas, & Victor, 2002, p.228) lacking display quality, cost, durability, and ease(Sottong as cited in Lee, Â  Guttenberg, McCrary, 2002, p.228) it can be inferred that eBooks are going to co-exist with pbooks in recent future. EBooks have great potential for providing enhanced learning opportunities for better engagement and control over content and activities. Quick access and portability is the feature that facilitate remote learning and save travel time and energy (Hernon et a l., as cited in Lam, Lam,& McNaught,2010,p.8).EBooks have potential to enhance the learning experience by improved relationship between student and educator while dealing with learning materials(Shiratuddin, Landoni, Gibb,& Hassan,2003).According to Robert, Slattery and Kardos, text-to-speech or Braille output programs are likely to increase information