The mission of Arabian Gulf cooperation council Essay

The crucial Arabian Gulf collaboration committee - Essay Example In the cutting edge world, there has been an incline toward development of exchange squares. Numerous nations on the planet have met up to shape exchanging squares which goes about as a stage for arrangement on issues concerning trade.In Europe there it the EU,in America there is NAFTA,in Latin America there is the MERCOSUR,and in the Middle East there is the AGCC.The Arabian Gulf Cooperation Council is the financial and political gathering that facilitates strategy making for in any event six part states including the conditions of Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and the United Arab Emirates. Singular nations have thought that it was hard to air their voices on the planet on issues concerning exchange and exchange squares have been seen as increasingly persuasive in making exchange agreements.This chamber was crated in May 19981 with a target of planning, incorporating and interconnecting the part states to cooperate in all fields. It was additionally framed with an aim o f fortifying the ties between the part states and their kin, planning and controlling principles and directing in monetary fields. In this command the gathering was framed with a point of setting up guideline on economy, fund, exchange, customs, the travel industry, enactment, organization, innovative work, mining, horticulture, water and creature assets, and planning logical examination communities with the contribution of the private area. The gathering doesn't force exchange approaches upon its part states yet each state set up its own exchange laws. Of ongoing past there is developing requirement for the part states to help out one another on issues concerning customs obligations, licensed innovation, and setting of norms and coordination of intra states speculations. Under the direction of the AGCC, part states have executed a traditions association since 2003 which looks to bring together taxes among the part states. This implies at the part states have received some regular t raditions laws and strategies in the exchange. It additionally shows that the part states have received a solitary purpose of section in the locale fro all universal exchange. It additionally looks to advance toward treatment of products as national source for part states inside the GCC. This implies they would have same beginning as a part square as opposed to demonstrating the inception of products to be a specific nation. In the wake of showing up at an understanding for a typical market, the chamber is presently moving towards setting up a money related association. The nation is relied upon to concoct a financial association by 2010. In thinking of a typical money related association, the committee expects that the economy of the district will improve and simultaneously there will be expanded exchange with the outside world. The board has been speaking to the part state settling on exchange concurrences with other exchange hinder the world like the EU and others. It has been haggling for nothing and reasonable exchange concurrences with other exchange square. Specifically, the chamber has been haggling with the EU on fitting the exchange between the two states with the understanding that Gulf locale is home to over 38% of the world rough saves. (EU External Relations, 2007) The proposed work by the chamber One of the most significant works that has been practiced by the committee is setting up of a typical market. The basic was propelled on January 2008 and is relied upon to build the exchange among the nations by 25 percent by 2010 from the current 10 percent for all the outside exchange. With a consolidated economy of in excess of 700 billion US dollars, this market is relied upon to draw in other worldwide brokers into the area. One of the proposed works by the gathering is the accomplishment of a typical money by 2010. This is required to mix exchange the district and achieve equity among the market individuals. The regular market targets accomplishing not just free development of merchandise in the locale yet in addition development of work and capital. Free development of work will even include the appropriate for people to work in

Siemens Keep Knowledge Management Booming Free Essays

Siemens Keep Knowledge Management Booming A survey of Siemens Management Case Study Latasha Smith National University November 03, 2012 An audit of Siemens Management Case Study 1. How did Siemens information the board framework advance? Siemens information the executives framework developed into a formalized data framework that is promptly accessible to any representative paying little mind to title, rank, or position. The new executed KMS permitted Siemens to use and deal with the numerous aptitudes and ability of the 460,000 representatives. We will compose a custom exposition test on Siemens Keep Knowledge Management Booming or then again any comparable subject just for you Request Now The developed framework is called Share Net which joined all part of record sharing, for example, talk, storehouse and internet searcher. With the utilization of ShareNet Siemens had the option to make their image increasingly locative and protect the notoriety of being one the world’s driving innovation organization. 2. How does Siemens see information (scholarly) resources? Siemens knew the significance of having the option to incorporate a method of passing information down from the most senior to junior representative was an errand that should have been finished. This won't be a simple activity thinking about that Siemens has 460,000 thousand representatives around the world. So as to have the option to pass data to all workers in an auspicious issue it was basic that Siemens defeat specialized and social boundaries to have the option to arrive at all representatives. With the measure of workers Siemens has they realized it was a variety of potential that could be utilized to benefit the business, yet there was not a framework set up to catch it. 3. What does utilizing aptitude mean? How did Siemens do this? Disclose how this identifies with the exceptional yield on speculation. Utilizing skill intends to dispense data no matter how you look at it. Gathering information from the learned and having it accessible on account of the whole association in a sorted out organization. Siemens achieved this by actualizing an information base framework that made it simple for representatives to share data. The simpler it is to share the greater probability representatives will give important information. Impetuses and â€Å"shares† was likewise part of Siemens KMS to motivate information. Siemens put resources into their worker who in returned put their insight to help in the association getting entirely beneficial. 4. Depict the advantages of the Siemens ShareNet information the executives framework. ShareNet was an extremely worthwhile and remunerating execution for Siemens. Siemens burned through $7. 8 million on creating parts of the ShareNet to help interchanges Net Groups, and inside two years had the option to return a benefit of $122 million in deals. Also Siemens was perceived as â€Å"one of the most appreciated information endeavors worldwide for a long time by Telco (Turban et al, 2011)†. ShareNet empowered coordinated effort among the association start to finish. The most junior representative had the option to give knowledge and goals and above all got the acknowledgment. Affirmation is a basic component in holding great representatives and creating a positive work environment. ShareNet gave representatives a feeling of possession in the organization picture, and long haul development. 5. Clarify the importance of culture change as happened at Siemens. Incorporate how the different supporters got tied up with the framework in your answer. Culture Transformation happened at Siemens in numerous structures. Sharing data is the same old thing and Siemens staff has made an okay showing considering the measure of time they have been doing business before introducing an information the board framework. The old method of sharing information required the individual who required it to find the individual through others. This was asset squander and tedious for an organization the size of Siemens. Accordingly, something must be done to interface the worldwide information and the nearby information. The eagerness to execute an innovation framework that Siemens has never utilized shows social change. Siemens had the option to step out and face a challenge without knowing the outcomes. The way of life change acquired voting demographics, for example, compensating representatives to upgrade information sharing. 6. Clarify how the Internet and Web advancements empowered the information the board framework. The Internet empowered the information the executives framework by giving a methods for arranging the information in a normalized group that is utility accessible as long as there is an Internet association. A system was set up to gather, arrange to share data. Records could be transferred and erased as they become old. The Internet was the information behind NetShare. References Turban, E. , Sharda, R. , and Delen, D. (2011). Choice Support Systems and Business Intelligence Systems (ninth ed). Upper Saddle River, NJ: Prentice Hall. The most effective method to refer to Siemens Keep Knowledge Management Booming, Essay models

midwifery essays

birthing assistance papers Backing for the Midwifery Profession: Pros and Cons The convention of maternity care practically vanished in Canada during the early piece of this century. A few ages of ladies surrendered labor at home to the clinical calling. They did this for the sake of wellbeing and relief from discomfort, or just in light of the fact that the alternative of being thought about by a maternity specialist did not exist anymore. Birthing assistance ought to be re-instated as a lawful and decent calling. With sound pregnancies and under typical conditions, ladies should conceive an offspring at home with the expert help of a birthing specialist. The most widely recognized contention against home births and maternity care are sustained by the clinical foundation. As a calling, they transparently restrict to lay birthing assistance, and as Dr. William Hall, leader of the College of Physicians, stated, he and the school restrict home births since they feel it is risky. (Ramondt, 1990) Without a doubt, the clinical calling is right in fighting home births in specific cases. A few pregnancies are troublesome and a few births are risky. It isn't hard to yield that there are times when sound clinical mediation is a need and a gift. To demand, however, that each birth requires a medical clinic setting and the participation of a specialist with ten years preparing is, the same number of specialists in the field concur, rather preposterous. An examination done by Dr. Lewis Mehl (refered to in Barringtonm, 1985), coordinated a populace of 421 ladies went to by doctors with 421 ladies went to by maternity specialists at home. The maternity specialist test fared far superior with essentially less fetal pain, birth wounds, and newborn children requiring revival. The previous leader of the International Confederation of Gynecology Besides, the daily schedule of utilization of clinical methods at first created to ensure high-hazard moms and b... <! birthing assistance papers Birthing assistance, obsolete or underestimated? Numerous pregnant ladies in the United States are ignorant of the alternatives they have in picking their essential human services suppliers. Most ladies believe that the best way to have their child conveyed is by heading off to an emergency clinic and getting care from a doctor. The other alternative ladies are normally not mindful of is birthing assistant drove care. Birthing assistants offer different measures of techniques what's more, ways to deal with labor. They just keep an eye on ladies that are encountering typical generally safe pregnancies. Maternity specialist drove care gives typical pregnancy ladies different alternatives in spots and techniques for conveyance. Ladies helped by a birthing assistant may decide to have their child in places, for example, emergency clinics, maternity focuses or even in a womans private living arrangement. A confirmed medical caretaker maternity specialist is an enrolled nurture with proficient preparing in birthing assistance. Birthing assistants normally work as a team with doctors and counsel them if any issues are to happen. Maternity specialists are viewed as essential social insurance suppliers and experts (Obstetrics). They perform typical, non-usable techniques for conveyance. Birthing specialists set up close to home associations with their customers and teach ladies all through their conceptive lives. They give gynecological and obstetric tests and can endorse medicine when vital (in many states). Maternity specialists approach birth as a characteristic type of conveyance. They utilize severe, regular and observational techniques to confirm a womans progress in pregnancy and give all that is important to guarantee Birthing assistance is perhaps the most established calling known to man and is even referenced in the Old Confirmation of the Bible (Genesis 24). At first it was viewed as the main technique for labor, be that as it may, perspectives toward birthing assistants have changed after some time because of the steady headways in medication. Today, numerous physicia... <!

Censorship and Classics - Literature Essay Samples

Mark Twain, John Steinbeck, Harper Lee, Maya Angelou. What do these writers have in common? Sure, they are all great American authors, but there is something else. They are all banned. Censored. Forbidden. Who has not read a book by at least one of these authors? All are great pieces of literature and should be crucial parts of the high school curriculum. School censorship of books is detrimental to the educational development of high school students.In order to understand the problems with school censorship, one must know why it is done. One reason is bad language. A prime example of this type of censorship occurred in a California school when words like damn and hell were blacked out of Ray Bradburys Fahrenheit 451. Students were stunned by the irony of the situation. A book about censorship was being censored (Wright). Sexual activity is another common reason for censorship, along with assaults on family values and violence. Why is this happening when 90% of students surve yed do not believe that books should be censored because they contain offensive language or sexual situations (Survey)? Negative racial treatment of characters, setting, or theme also fuels censorship (Simmons). Something else that must be mentioned in order to understand the evils of school censorship are facts censors ignore; the first being literary quality. When they chose to censor a book they do not take into account the educational value of the book. How can one say a book does not belong in schools if they do not know what lessons it teaches? The second key element ignored is the manner in which teachers lead students to interact with texts. They give no credit to the teachers that they could address an offensive issue, such as slavery, as purely objective. When a teacher teaches controversial issues they usually try to stick to the facts or in a subject like slavery show the evils of it. Teachers are not in schools to fill the minds of children with their own opinion s or those of authors. They are there to teach students facts, and the books are instruments in which they do so. The final element ignored by censors is the context of the offensive elements. An example of this is foul language. When a censor looks at a book and sees foul language, they shy away. They do not even consider that this language was the norm during the period in which the story takes place and is thus essential (Simmons). In todays society the most popular reasons for censorship are racial ones, even though 100% of students surveyed do not believe books should be censored because they contain racial situations (Survey). The prime argument against books containing racially tense situations is that racial slurs are detrimental to the self esteem of students in minority groups (Wright). This argument is ridiculous for two reasons. The first is that the slurs add to the realism of the book. If a book was set in a period of time when racism against blacks was common, th en slurs are used by the author to make the reader feel like he/she is actually experiencing the book, rather than reading it (Wright). The Adventurers of Huckleberry Finn is an example of this. Doan les talk about it, Huck. Po niggers cant have no luck. I alwuz spected dat rattlesnake skin warnt done wit its work (Twain 97). The derogatory terms in the book are not used to put down African Americans, but to provide valuable insight to the lives and opinions of the people of the pre- emancipated south. The second reason why this argument is ridiculous is because authors sometimes use these slurs to poke fun at the context in which they were used. Thus, at times the slurs are actually used because the author feels racism is bad and is trying to show why. There are three main reasons that schools should not censor. The first is that a significant benefit of literature is that it provides insights into human experience. The best way to learn about an experience, next to living it, is by reading about it. By censoring books we rob our students of this wellspring of knowledge. The next reason is that as students mature, they benefit by thinking critically about texts. Again, removing these texts is robbing our students. How will students learn about racism without reading Harper Lees To Kill a Mockingbird? How will they learn the evils of slavery without The Adventurers of Huckleberry Finn? Without these texts, how will they develop their critical thinking skills? We will produce a generation who does not know how to think. The final reason is that censors have no faith in the ability of teachers and students to work through a text critically. Rather, they see nonconforming ideas as dangerous to young and impressionable minds (Simmons). What will we do? If our high school sophomores read Ayn Rands Anthem they will all denounce democracy, slaughter the American dream, and form a brain dead socialistic society full of cattle with numbers for names and lacking any sort of individuality. For years teachers have used texts with nonconformist themes without creating a generation of foulmouthed communists. Why would they start now? Teachers and students alike know how to take a book, read it, analyze it, and then defend or refute the ideas it contains. When questioned, 100% of students said that when reading a novel containing offensive language, racism, sexual situations etc. that they do not necessarily adopt the words or opinions as their own. 100% also said that students have the ability to read a text, analyze it, and then make an informed decision on whether to agree or disagree with it (Survey). If our students know they can do this, then why do censors not think so? The main argument of proponents of the censorship of books is ludicrous. They say letting high schoolers read the material in question will dirty their minds at a time when they are trying to develop their own morals (Wright). However, the action of not letting high schoolers read such material is itself detrimental to their moral development. To be against something it is first necessary to have a knowledge of it. Censoring and banning books like The Adventurers of Huckleberry Finn denies students this knowledge and this stands against this necessary development. If censorship is not the answer, than what is? An example would be when the stage adaption of Harper Lees novel To Kill a Mockingbird was banned at Owings Mills High School (The Sun). It was banned for two reasons. First like many works of literature To Kill a Mockingbird makes a moral point by depicting a moral vacuum, the topics it addresses- including rape and racism-create discomfort (Wright). The other reason is the offensive language used. Simply censoring the book would not work because isolating these words demeans its intent to condemn racism by illustrating its worst qualities. Instead, it could have been used as a catalyst for learning, rather than an excuse for con tinual ignorance. A school wide discussion on race could have taken place after viewing the play and reading the novel. There are alternatives to censorship that have better educational value. Thus, school censorship of books is detrimental to the educational development of high school students. Mark Twain, John Steinbeck, Harper Lee, Maya Angelou have been teaching our children about controversial issues for generations and look at the effects. We have won two World Wars, squashed communism, pushed through the equal rights movement, ended the Cold War, destroyed the Berlin wall, and stopped Saddam Hussain in his tracks. All done by men and women who read the same books that censors claim promote racism and communism. Even the library says we support the American Library Association on freedom to read(Interview). They also say If parents want materials censored it is up to them, not the government, to do it (Interview). Students are able to form their own opinion on books and, w ith the help of teachers, are not going to simply adopt the ideas and vocabulary as their own. A student has to be taught the various ways of looking at an issue before he or she can decide what side to take (Wright). That is what novels do. It is the most controversial ones that causes students to think the most. In theory censorship thus prevents students from thinking. There are ways of teaching our children morals, but censorship is not one of them. In the words of Ralph Waldo Emerson, Every burned book enlightens the world. Works Cited Killing a Classic; Censorship: Offensive language can be instructional in a play about racism and segregation. The Sun; Baltimore, Md.; Nov.6, 1999. Simmons, John S. School Censorship: No Respite in Sight. Forum. Winter 1996/1997, pp. 12-16Survey. Survey on Censorship of Books in School November 18,1999. Twain, Mark. The Adventurers of Huckleberry Finn. Penguin Books. New York, New York, 1959.Virginia Beach Public Library Librarian. Interview. November 19, 1999 Wright, Jake. Literary Censorship in Americas Schools. On-line. Available: http://members.xoom.com/jakewright/censorship/

What Makes a Serial Killer Do What They Do - Free Essay Example

Sample details Pages: 3 Words: 753 Downloads: 5 Date added: 2019/06/26 Category Society Essay Level High school Tags: Serial Killer Essay Did you like this example? What pushes a serial killer to do what they do? In order to answer this question, I looked at two sources. The first article I looked into was written by scholar, Dr. J.S. Don’t waste time! Our writers will create an original "What Makes a Serial Killer Do What They Do?" essay for you Create order Dalal, Professor and Head, Department of Forensic Medicine Toxicology, Government Medical College Patiala, et al. The second source I found was written by Nicola Malizia, University of Enna, Enna, Italy. The first source is telling the reader about the different types of serial killers, and the second source is going to help the reader get into the mind of the criminal to help us figure out what goes on in a serial killers mind to make them want to take ones life. The first source, written by Dr. J.S. Dalal, et al., explains the different types of serial killers that are out there and what makes them want to take the lives of others. The four basic types of serial killers is, visionary, mission-oriented, hedonistic, and control-oriented. A visionary serial killer sees visions in their minds or voices in their heads telling them to kill. Mission-oriented is where the killer sees it to be their mission to get rid of all the sinners or people with wrong morals to make the world a better place to live in. A hedonistic killer find pleasure in torturing and killing their victims, and lastly a control-oriented serial killer is one who likes to have power over the victim and enjoys that theyre the one in control. Several methods that determine whether one is a serial killer or not. One being a lie detector and this measures changes to ones answers when being interrogated due to sympathy. Another way to tell a serial killer is the narco test which is where the one being interrogated is given thiopental sodium, and theyre quizzed with the dose in them. The final method used is brain mapping where they scan the brain. So, what exactly makes a serial killer just that? As Dalal, et al. explains, they all have goals to achieve in this heinous act. They could have a goal to rid this world of sinners. A goal to do what the voices in their heads are telling them to do. Maybe a goal to see multiple people suffer. Or possibly a goal to even have total control over their victim. By informing me of the four types of serial killers I was able to answer the research question of What makes them do what they do?, because it told me of their motives behind the killing and what theyre trying to accomplish. Overall, what I have learned from this source is that not everybody is in it for the same reasons. My second source was one written by Nicola Malizia and it explains the serial killers fantasy and what they want to see when theyre in the process of killing. Malizia stated The more time spent fantasizing, the faster he will become dependent on the fantasies that feed the sense of self. Malizia also talked a bit about the killers thought patterns and what was going through their brain to think what they were doing was okay. So when you ask, What makes a serial killer do what they do?, you have to remind yourself of the fantasy that they have and the thought patterns and actions. As Malizia states, The serial killers imagination plays a major role as he begins to fantasize about acts to be performed in order to express dominance over another human being. In conclusion, Fantasy plays an important role in a serial killers actions because, it puts them into an imaginary world. One that theyre more attracted to than in the real world. This source was able to help me answer my question of why do they do what they do?, by telling me about the many fantasies that they may desire to see carried out, which then makes them kill. Both sources help me greatly to answer the one question I have which is why? Why do serial killers do what they do? Why do they do it to innocent people, and why do they think theyll get away with it? Most are full of pride and dont think they will be caught. Some confess because theyre proud of what they did. Regardless, I want to find out whether its the nature of a serial killer or the nurture. Whether they have something actually mentally wrong, or if they were just raised in a bad living situation.

Challenges For The Accultured Students - 1563 Words

Challenges for the Accultured Students Education is a universal principle, no matter an individuals lifestyle they have had a fair amount of learning in their time. Education is also a cultural process in that it reflects the culture of the area and imitates society. Therefore educators are in charge of enculturation (spreading culture) and the public school system in America is inherently biased towards the majority white middle class, just as society is. That could explain why the middle and upper class white students (encultured) outperform, and have lower dropout rates than lower class or minority students (accultured). It is an alarming trend within the American Education system because the rich are staying rich and the poor are staying poor. The accultured students are not striving for success in schools and in turn they have fewer opportunities in life. At times home life is to blame for underachieving students. In the case of the accultured, there may be a negative view towar d schooling, and work that makes money may be favored. If an individual’s parents were not educated they could feel that education is less important. Yet some would argue that the school systems are not doing enough to show the importance of the curriculum and motivate these students. There is an enormous amount of misunderstanding between teachers and the accultured students. Teachers may see them as delinquents who do not live up to their potential or repeatedly slack off, but without

Group Work free essay sample

Group work is something that has been hit or miss in the work or school world for a very long time. There is a very negative attitude about group work the second it is assigned. The truth is that group work can actually make the performance of the individuals go down but, there are also very positive aspects to group work that many people don’t usually think of. In this paper, I will explore some of the pros and cons to group work, look at some possible solutions to the problems, and I will reflect on some of the past experiences I have had in group work. Let’s first start off with the positive things that group work can bring to table. From a young age, children are put into group situations to learn how to socialize and work with other people. These groups help them develop and learn how to appropriately interact in the world when they have grown and matured. Later in life, group is still assigned in many areas of a person’s life; at home, at school, and at work. Some of the positive aspects of group work is that is teaches teamwork and communication. People must be verbal and opinionated to get work done properly and on time. Almost always, a leader will emerge. This person tends to be someone who has an authoritative personality. It can teach someone leadership ship skills and organization. Many times, opinions will differ and debates will arise. In this sense, it can teach people good negotiating skills and how to defend a position. The most important pro to group work is that it teach critical thinking and problem solving. There will never be a time when everyone agrees. Many times, people must compromise to get a good and productive outcome. So, there are a lot of reasons why group work is good. That is probably why it is still widely used today. Let’s face it, sometimes projects are just too big to be tackled by one person. Can you imagine if one person built the Eifel Tower all by themselves? It’s impossible. People had to come together and work soundly together to maintain the progress and ultimately finish the massive project. But not all group projects are finished as well as the Eifel Tower. Some â€Å"crash and burn† This is where the cons of group work comes in, and trust me there are a lot of them. One of the biggest problem is unequal contributions. So many times you hear a group mate say â€Å"I always end up doing all the work! † It is very easy for people to slack off and let more of the work fall on the other people who care to much to let the project go downhill. According to ehowmom. com,† In many cases, one or two members will take on more work to ensure the entire group gets a good grade, or one member wont complete his responsibilities at all. Additionally, it can be difficult for a teacher to know which members pulled their weight and which did not. Therefore, the grades assigned to group projects or the individuals involved may be unfair to one or several members of the group. † This is a very big reason why students end up having a bitter feeling about the group object. They feel as though other students got a grade that they did not deserve. Another problem with group work is that everyone has different learning styles. Some people are audible learners, some are visual learners, some are hands on leaners, and some people simply just work better on their own rather than in a group. When it comes to having to achieve a goal while working with others, they would do a much better job if they were able to complete it on their own. This makes the quality of the work not as good as what they could be doing. Ultimately making the outcome of the project suffer. A third problem that comes up often in group work is personality clashes and problems with control. As I said that there are many people who choose to slack off and not do any work, there are also the people that want to take complete control over a group project. These people often makes the process very not fun at all. These â€Å"dictators† want to control every aspect of the project. Abbie Goldschmid wrote in â€Å"Confessions of a Control Freak†; â€Å"Control often changes my motives. Instead of genuinely trying to help people, I’m just looking out for myself. My grades, my academic appearance, my project, my control. It feeds my ego, makes me feel important. That’s sad — that I require control to feel worth something. How little I must think of myself if taking value away from others, in this case my classmates, is the only way I can value myself. Why do I doubt my classmates’ competence? Because if I think they can’t get me an A and I can, then somehow I’m more valuable than they are. I like to think that I’m not trying to do that, but if we’re being honest here, that does make a lot of sense. † She brings a very good point to the table: the people in groups that are the controlling people are simply very selfish. They don’t trust the rest of the group to put in enough effort to make a good project and ultimately get a good grade. They think that by taking control they will be able to determine the grade they get. That is not true though. Most times when there is a â€Å"dictator-like† person in the group, it just cause conflict and cause the group to fall apart. It is always good to have leader in a group but these people take it to the next extreme. They may put other down and not let anyone in the group speak up and give their ideas and opinions. This causes another problem; the people who don’t speak up enough in groups. So many times, people may have a very good idea to add to the group but are too intimidated by the others to come forward with it. They may even have an idea to completely transform the project into something that it never could have been without this idea. Many projects fall shy of their biggest potential because of this issue. So what can we do about it? There are a lot of techniques to apply to group work to help eliminate the cons and bring out the pros. The first starts with the person assigning the project. They need to provide clear instructions. If the group doesn’t have a clear idea of what is expected of them, it just leaves a very big margin for conflict early in the project. The next things can help groups work fluently together is to allow time for groups to gel. According to The Desrie2Learn Newsletter; â€Å"A common mistake is to expect groups to produce their collective work in too tight a time frame. Remember, groups need time to coalesce and work through their processes (i. e. , forming, storming, norming, performing, and all that). † Groups need to be able to get to k now each other before diving into a big project. They need to learn each other strengths and weakness to get the most out of each individual person. Lastly, people must take responsibility for their share of the project. Holding everyone accountable for their specific part is a good way to make sure that everyone contributes and everyone is involved in what is going on. Make sure there is a leader to keep in contact with everyone and keep everyone updated as things progress and new things need to be completed. My experience in group projects have, for the most part, been very positive. I feel as though I try to incorporate the above suggestions to make a project go more smoothly. One things that I have found is that I usually come out being the leader of the group. I am very good at taking charge and delegating task in a very nonthreatening way. Whenever I start a project with a group, I always try to take time to get to know everyone and brainstorm some idea. This give everyone in my group a chance to get their initial ideas out on the table. From there, we make a plan and get to work. I try to check in with people consistently to make sure that they are keeping up on their part. I usually do pretty well in group projects and am very happy with the outcome. Although, I can definitely see where people can get negative outlooks on group work from. So group work, while a somewhat scary task, is not a dead end. You need to make sure that you use the skills listed above to help make it go as smoothly as possible. Try not to let it get to you too much if everything doesn’t go your way. If everyone communicates and works well together, a great end result will occur.

The Themes of A Hero of Our Time Essays - Literature,

The Themes of A Hero of Our Time A Hero of Our Time offers its reader an interesting reading experience over the course of the book. Unlike most books, it does not lead the reader through its story (or in this case, stories) chronologically. One can see that Lermontov wrote it this way on purpose, for the reason of giving the reader a chance to better understand what he is trying to convey. Lermontov has placed three main themes in his book: the comprehensiveness of Russian literature, isolation, and appearance. The comprehensiveness of Russian literature is no doubt a deep subject to dive into. Russian literature contains some of the richest and most profound lyrics the world has seen. One reason for this is that such literature is connected to composition and prose from other nations. In order for readers to fully appreciate this novel, Lermontov made it so that his readers must be not only appreciative but more than aware of literature from various nations by enclosing occasional foreign innuendo . He includ es French quotes throughout the novel without translating them into Russian. Logic may have it that the constant references to other nations, cultures , and societies could be Lermontov's affirmation of the versatility of Russians. An example of this versatility put into action in the book is made manifest via Pechorin . Pechorin presents this concept by how h e refuses to allow himself to be tied down to any place or person throughout th e text. Isolation seems to often be portrayed as a sad characteristic in literature. Pechorin relates to isolation, for he views life not as a struggle for relation , but as a struggle for power over others. This aimlessly driven focus on power is what encourages Pechorin's isolation from society. His constant traveling physically isolates him from those around him, and his attitude on life gives the result of his emotional isolation as well. Pechorin's belief that relationships are based on power also creates an enduring tie with society, because it implies that in order for him to feel satisfied, he must manipulate influence over society. Without inferiors in his presence , Pechorin will never find satisfaction. His hatred of others, yet dependence upon them makes his life an ambiguity , and creates a miserable cycle. Appearance is simultaneously a "shallow" and deep subject. Lermontov makes appearance very relatable. Those in the novel who are physically attractive, such as the beautiful young girl in "Taman" who attempts to drown and kill Pechorin , seem to possess no human soul. This implies that a person's exterior is a false front that hides emptiness or ugly intentions. A person's true essence can be embraced from the observation of their true personable qualities because that is where the real meaning lies. A Hero of Our Time contains life lessons and principles to be aware of. Lermontov has written the novel not only to offer the reader an interesting, above-average reading experience over the course of the book, but also to express his feelings through the three main themes: the comprehensiveness of Russian literature, isolation, and appearance.

Eleanor of Aquitaine essays

Eleanor of Aquitaine essays Eleanor of Aquitaines life spans most of the 12th century, which was when the Middle Ages were at their pinnacle. During this time kings were too weak to defend their kingdoms and their people sought refuge and protection from a strong leader. This brought about the feudal system and affected Eleanor by the fact that her father was a duke of an extremely powerful and immense fiefdom that was called Aquitaine in France. After her fathers death, Eleanor inherited Aquitaine and became one of the most significant leaders that were involved in all the great events of her era. She was also a key figure in endless quarrels between the French and English kings and was arguably the most powerful women of High Medieval Europe. Although her outspoken nature made enemies among conservatives, her beliefs were far ahead of her time and won much respect for women. Eleanor of Aquitaine was an incredibly influential character in the Middle Ages by controlling much political power through her hu sbands, impacting and enlarging the menial roles of women in society, and introducing troubadour music to the whole of France. Eleanor of Aquitaine lived between 1122 and 1204, which was during the very peak of the Middle Ages. Her father William X, a duke, was also a patron of the troubadours and storytellers. Eleanor grew up with a lifelong love of music and literature, which was credited in whole to William, who not only introduced Eleanor to music and literature, but carefully educated and created an excellent student of her. Although most men in society thought education for women was not important or beneficial, William found education very significant to both sexes and was proud that Eleanor liked to learn and quickly picked up her studies. Williams travels through Aquitaine were always accompanied by Eleanor to prepare her for her future role as duchess. Eleanors mother was Aenor Aimery, whom Eleanor was name...

Media Bias Research Paper Example | Topics and Well Written Essays - 1000 words

Media Bias - Research Paper Example The first step in challenging biased news coverage is documenting bias. Here are some questions to ask yourself about newspaper, TV and radio news (Thiere 50). Political coverage often focuses on how issues affect politicians or corporate executives rather than those directly affected by the issue. For example, many stories on parental notification of abortion emphasized the "tough choice" confronting male politicians while quoting no women under 18--those with the most at stake in the debate. Economics coverage usually looks at how events impact stockholders rather than workers or consumers (Thiere 50). [The bias] is not the result of a vast left-wing conspiracy [there is] an unconscious â€Å"groupthink† mentality that taints news coverage and allows only one side of a debate to receive a fair hearing. When that happens, the truth suffers. A reporter’s job is to present a balanced story. As you read, listen to and watch news stories, you probably already notice stories that you think are biased. To see if they really are biased, you need to determine if the story falls into at least one of the several forms in which bias oc curs (Fahri). There are several types of bias. To start with is bias by omission: For every news story that is selected, there are many others that are left out. Do the news stories you see show a balanced view of real life? What are the characteristics they have in common? (e.g., are they mostly about violence, famous people, and wealth?) Do some news sources include items that are ignored by others? (Fahri) The other form of bias is bias by emphasis: What stories are on the front page or â€Å"at the top of the hour?† Which stories get the largest headlines or the first and longest coverage on TV or radio? Consider how this placement influences people’s sense of what is important. Bias by use of languages when the use of labels such as â€Å"terrorist,† â€Å"revolutionary,† or â€Å"freedom fighter†

World War I Essay Example | Topics and Well Written Essays - 2500 words - 1

World War I - Essay Example Since Germany and Austria wanted a quick attack on Serbia, so that other countries would not get involved, an ultimatum was sent. When the ultimatum was sent to Serbia in July 23, 1914, which demanded Serbia to abolish all 'anti-Austrian activities', and allow Austria to investigate the assassination of Francis Ferdinand. Serbia accepted to the ultimatum, but did not allow Austria to investigate the murder. This caused Austria to declare war on Serbia on July 28. When Austria attacked Serbia, as the German leaders had anticipated, Russia prepared to attack Austria. Germany warned Russia to stop the preparation, but because Russia did not listen, Germany attacked Russia on August 1. Two days later, Germany also declared war against France, which was Russia's ally. Germany planned to invade France through Belgium, but unfortunately, Belgium refused this. On August 3, Germany invaded Belgium. The British then became involved in the war, for they had promised Belgium could be neutral, and not get involved in wars.1 In addition, the British had to join in the war because if they did not, Germany would control the continent of Europe. In less than six weeks, the domino effect had caused Serbia, Russia, France, Belgium and Britain to fight against Germany and Austria-Hungary. The WW1 fi... The WW1 finally broke out in June1914 because of an accident in Bosnia. It was the Sarajevo incident, the immediate cause of WW1. It took place on June 28, 1914. On that day, the Archduke Francis Ferdinand, heir to the Austrian throne, and his wife were shot dead by a young Serbian student at Sarajevo, the Bosnian capital. Austria considered the murder of the heir to the throne an open Serbian attack.2 Austria would be left without an heir. Although she could not find any evidence that the Serbian government was connected with the assassination, Austria still declared war on Serbia. Within two month, the war became a world war. Finally, the war ended in 1918. The Central Power included Germany had lost. The First World War lasted from 1914 to 1918 and was called The Great War or the war to end all wars until World War II started. Some scholars believe that the First World War was simply the first phase of a 30-year-long war that entailed the period of 1914 to 1945. The outbreak of the clash is often ascribed to the European alliances. Germany-Austria-Italy formed an alliance against France-Russia; Britain and Serbia supported France and Russia. In fact, none of the alliances was initiated in the early outbreak, though Russian general mobilization and Germany's declaration of war against France were motivated by fear of the opposing alliance being brought into play. By 1882, Germany was allied with Austra-Hungary and Italy, in an alliance called the Triple Alliance. Then, in 1887, they signed the Reinsurance Treaty with Russia. Thus, Germany was allied with three major European nations and France was left isolated. In 1890, the German Kaiser set out to make Germany a major world power. He aimed to increase the number of Germany's overseas colonies.3 To do

Population and Economy Essay Example for Free

Population and Economy Essay Before seventeenth century the world population increased very slowly i.e,it has been estimated that by 1650 the population had doubled since the year to about 500million.Over the following 200years the rate of increase was much faster ,so that by 1850 the population had more than doubled to 1200million.After that, the population growth accelerated so rapidly that people talked about a population â€Å"explosion†;in 1927 it reached the 2000million mark and by the year 2000,it had passed 6000 million. In 2003 the UN calculated that if the population continued to increase at the same rate, the global total would be somewhere between 10000 million and 14000 million by 2050, depending on how effectively family planning campaigns were carried out. It was also estimated, given the much lower birth rates in the developed world, that almost 90 per cent of the people would be living in the poorer countries. During the 1980s the spread of HIV/AIDS reached pandemic proportions; most countries in the world were affected, but again it the poor nations of the Third World which suffered worst. The population growth of the nineteenth century helped to stimulate further economic development. There was a plentiful workforce and more people to buy goods, and this encouraged more investment and enterprise. Nor were there any great problems about feeding and educating these growing numbers because prosperity meant that the necessary resources were available. Later on, there were unexpected effects on the age structure of the population in the developed nations which was especially true in Europe where, because of the very low birth-rates and longer life expectancy, a growing proportion of the population was over 65. Read more:  Advantages and Disadvantages of Population The rapid population growth caused serious problems: some countries, like India, Pakistan and Bangladesh, became overcrowded and there was insufficient land to go round. This forced people to move into towns and cities, but these were already over-crowded and there were not enough houses or jobs for all the new arrivals. All areas of the world succeeded in increasing their food production during the late 1960s and 190s, thanks to what became known as the â€Å"green revolution. Scientists developed new strains of heavy cropping rice and wheat on short, fast-growing stems, helped by fertilizers and irrigation schemes. For a time, food supplies seemed to be well ahead of population growth. In the USA crop yields increased three-fold between 1945 and 1995 and the Americans were able to export surplus crops to over a hundred countries. Third World governments were forced to spend their valuable cash to feed, house, and educate their growing populations. But these used resources which they would have preferred to spend on industrializing and modernizing their countries, and so their economic development was delayed.The general shortage of resources meant that the poorest countries also lacked sufficient cash to spend on health care. Health systems in many poorer countries were collapsing, and the situation was becoming worse because richer countries were reducing aid.

Am I Me Or Am I Someone Else? Essay -- Psychology, Personality

Who am I? What makes me who I am? My friends would probably say that it’s my genuine nature and compassion that make me who I am. They might also say that I find ways to create my identity without even trying and that I make my own path with my morals as a guide. I’d probably say it’s my dashing good looks, wit, and charm. My experiences, my parents, and my surroundings, have all contributed to establishing my identity. In Derek Parfit’s writings Reasons and Persons and â€Å"Personal Identity,† he discusses his ideas on what would matter most, personal identity or survival, and he claims that it is survival, rather than personal identity that matters. Where Parfit expresses this view, this is where I disagree. I believe that where survival is there must be personal identity. Both should go hand in hand and there is more to personal identity than psychological/bodily continuity. I believe to an extent that Parfit is right in claiming that survival i s what matters, overall it is better to be surviving than physically dead but if your personal identity is gone, doesn’t that make you dead as a person and a new person is in your place? In an article, Derek Parfit argues is that: â€Å"The real reason seems to me now this. Does personal identity just consist in bodily and psychological continuity, or is it a further fact, independent of the facts about these continuities? Our reactions to the ‘problem cases’ show, I believe, that we believe the latter. And we seem inclined to believe that this further fact is peculiarly deep and is all-or-nothing---we believe that in any describable case, it must hold completely or not at all. My main claim is the denial of this further fact† (Robinson). In Reasons and Persons, Parfit makes the claim that pe... ...ontinuous with me is what is important. For me to survive, in the way that matters to Parfit, means that it is enough for someone to inherit enough of my psychological attributes. If two or more people inherit my attributes, that is almost as good as ordinary survival. Although, I would argue that this idea of being the same person is what matters in survival/continued existence. When one is divided, they cease to be. Even though they have remnants of the past them, that doesn’t make it them. Works Cited Fumerton, Richard, and Diane Jeske. Introducing Philosophy Through Film: Key Texts, Discussion, and Film Selections [Paperback]. Print. Parfit, Derek. Personal Identity. The Philosophical Review, Vol. 80, No. 1 (Jan.,197) pp. 3-27. Robinson, John. Personal Identity and Survival. The Journal of Philosophy , Vol. 85, No. 6 (Jun., 1988), pp. 319-328

Political Communications Essay

The power or ability of the media to influence people and the society is an undeniable reality. In fact, media is not to be underestimated as proven by the implications it has created among people and within their way of living. It is through this reason or principle that the media is regarded as something that is too powerful and which can be paralleled to the power of God. In particular, since the print and broadcast or electronic media have control over their respective public, its influence has apparently been considered as similar or equal to the Creator’s authority. However, while it is a true fact that the media encompasses almost everything in today’s modern world, it is also a reality that the industry could never be described as the second God. This is because God is above everything and that nothing or nobody can correspond to Him. Additionally, although the effects of media are indisputable, it should be realized that God is still supreme among the whole things and that nothing or no one comes next to Him. It is, therefore, under this principle that media should never be compared to the power of God and that whatever theory claiming otherwise should not be taken as the whole and acceptable concept. Ultimately, the media and all other things are nothing without God hence it is totally unwarranted to compare and place it next or even regard it as the second God. One concrete manifestation of the said improper and erroneous consideration is the principle created by Western theorist Tony Schwartz and as depicted in his book titled â€Å"Media, the Second God. The work done by Schwartz (1983) is nothing but a disillusioned idea about the power of media, electronic media in particular. While it is, in a way, acceptable that both print and broadcast media impacted people and the manner of living, it is totally illogical to compare or even consider media as the second God. In fact, the author has evidently failed to strengthen his idea. This is primarily for the reason that God is the highest or absolute among us and of all the things around us. Hence, Schwartz and his book can be taken according only to its merit or the fact that media is influential and definitely affects people and the society in general but its concept about media as the second God should definitely not be considered and accepted as an utmost premise. Media, the Second God – an Overview The Schwartz book explores media’s mounting power or influence in the fields of medicine, learning, industry, political affairs and beliefs and daily living of people. He distinguished electronic media as the â€Å"received media† while print media as a â€Å"perceived medium† (Schwartz, 1983, p. 1). In differentiating between the two, Schwartz emphasized that skill and education are essential for the public to recognize and accept perceived media while almost all people appreciate received media. The author explained that the contemporary world tends to the appreciation of the received media because of the increasing effect of electronic media in the manner how people carry out their lives. This particular age of reception manifests people dependence with the telephone, television, radio and other forms of electronic media. He added that the significant implications of electronic or received media are evident with the notable changes in the areas of â€Å"business, communication, education, statesmanship, and every other area of life† (Schwartz, 1983, p. 17). Schwartz further wrote that the advent and increasing influence of electronic media has proven its essence as the new media. Additionally, the power of the electronic media is supported by the authors with the ways how broadcast commercials or advertisements work among people and into their lives. In fact, electronic media has nearly removed the nature of door-to-door salespersons. This is because the radio and television as well as other forms of electronic media are able to get across the feelings, manner and value of products being promoted (Schwartz, 1983, p. 43). Schwartz also presented in his book how a telephone polling system, which is another form of electronic media, created an impact or changed people’s perception about the necessity of police protection against crime and eventually saved the John Jay College of Criminal Justice from closure (Schwartz, 1983, p. 1). Moreover, Schwartz has stressed the influence of electronic media with its social functions or the services it has offered not only to people but to the society as well. The book is ultimately recalled with its depiction of the incredible expansion of the telephone device as an absolute form of electronic media due to its tremendous influence into the lives of the people. Media, the Second God – a Critique In analyzing the Schwartz book, one is likely to experience a sense of depression because of the author’s apparent utopianism. Simply put, Schwartz’s idea of the growing purpose or role of the electronic media, particularly the telephone device, seemed too disillusioned or unrealistic. In particular, it is totally illogical and even less reassuring to discover when the author stated that the telephone device is on the rise as an instrument or another tool of electronic media in the field of education. In fact, his admission that the development of telephone seems to be gradual already contradicted his position that the devise is growing. The said disclosure also deserted Schwartz claim that the said device is an effective tool of learning primarily because of the apparent defect of the telephone. Even Schwartz’s claim that a number of students benefited from telephone-based classes failed to prove the effectivity and power of the telephone as a means of education. In short, it is unbelievable to state that an instruction about telephone is as convincing as an efficient method of learning. Damaging and Unproven Claims Schwart’s consideration of the media as the second God is subjected to the author’s many falsehoods as well as damaging and unsupported statements. An incredible claim by Schwartz is his statement that he was able to teach around the world even without leaving the luxury of his office through the use of the portable conference telephone. This is because despite the advancement of the electronic media, particularly the telephone device, it is still subjected to or not totally free from interruptions or technical obstacles. Hence, while the said statement tends to be probable, it is not the case all the time. At the highlight of the book’s chapter titled â€Å"The Incredible Expanding Telephone,† the author’s amusing tale about his American Museum of Natural History’s Laserium experience apparently sabotaged himself. It was a totally lame excuse when he said that while appropriately structured utilization of the telephone device has the ability of giving many important and useful services, it is still susceptible to problems as its poor plan may lead to telephone failure. Again, this time Schwartz contradicted and exposed himself to criticism. The author’s above manifestations of self-sabotage represent his usual characteristics as a highly-acclaimed sound designer, producer or creator of promotional advertisements or commercials and telecommunications teacher at New York University. Schwart’s self-sabotage is further proven by another bungle which he wrote in an earlier chapter of the book titled â€Å"The Electronic Classroom. In the said chapter, he extolled on the possibilities of working on recorded items as a form of education aid but again failed. This is because Schwartz offered the following simply as his solid proof of evidence: sound of family members fighting with each other, a walking manic depressive and a telephone dialogue, which he previously taped, with a person planning to commit suicide. Unfortunately for the readers, the said examples of Schwart’s self-sabotage were clearly depicted in the book. Either intentionally or not, the author and his work already lost its efficiency and credibility because Schwartz failed to prove or support his idea that the media, electronic media in particular, is the second God. This is because, unparalleled to God who is perfect, media has its flaws. As regard his other consideration of media as the second God, Schwartz’s once more not succeeded in his another declaration that refined or high-quality and efficient electronic advertisements can definitely sell substandard merchandise on a limited period. This claim has totally contradicted electronic media’s commercials about cigarette products which the author himself praised regretfully in the book. In fact, even his self-tribute chapter on how he envisioned and organized the fight which eventually saved the John Jay College was another proof of his personal destruction. This is because the author again fell short of bringing up any issue of essence or importance regarding the reason behind why the said educational institution is really important to be kept. Resemblance of Respect for God Notwithstanding the above stated flaws, the public may be able to contemplate what is really appealing and motivating about the Schwart’s book. One manifestation of such interesting quality and which is worthy to note is how strongly the people’s outlooks concerning the media certainly remind the readers of our admiration and high esteem for God. Additionally, due to the undeniable influence and assistance of the electronic media, people in post literate or deprived societies are better educated than people of the previous history accounts. Another manifestation of the book’s resemblance of respect for God is the fact that similar to our worship to the Creator, people and the society have high esteem about the need to protect and preserve human life. This is the reason why people in the countryside are too much worried about the proliferation and gravity of street crimes in other areas as what the electronic media is presenting. This is also due to the inclination of people to associate themselves with the people of other societies which they see on television or hear on radio. Media as Provider of Information, an Argument The last thing that is unacceptable to Schwart’s claims is his dispute that due to the overwhelming pieces of information which is accessible to people through electronic media, particularly television, the necessity to learn or specifically to write and read is not that immediate compared to before the arrival and development of the electronic media. With a benefit of the doubt, the author may not have intended this claim as a justification of illiteracy or an assertion that the skill to write and read has not benefits. However, he once again did not succeed in satisfactory stressing that in spite how much people grasp the manner of view and sound or noise due to advance contact or experience of the electronic media, there will still be difficulty in assessment and communication not unless people have learned and are able to write and read. One concrete manifestation of the said argument is Schwartz himself. This is for the reason that there could be a link between his usually disordered, self-conflicting claims and lines of reasoning as well as his automatic and ripped-ridden works. In fact, if not of too much criticism, the author may be literally depicted based from his own claim when he wrote that he led the class for school students who are regarded as â€Å"poor readers and poor listeners† (Schwarts, 1983, p. 128). This observation may be disputed by Schwartz himself especially taking into consideration his surprising power at influencing electronic reflections where even the power of verbal confidence may not be necessary to let the public have a glimpse of the author’s severe yet unproven perspectives and statements. Conclusion There have been many works exemplifying and proving the power or influence of the media to people and the society in general but the Schwartz book is certainly not one of them. This is because of the apparent misleading writing scheme and unsupported concepts presented by the author. While, in a way, he succeeded in imparting to the public the truth about the ability of the media, particularly the electronic media, to affect people and their way of living, his confusing or disillusioned ideas and claims are proof that nothing or no one can equal to God’s level. Schwartz was totally wrong in conveying the idea that the media is the second God for the simple reason that no other entity can be placed next to God, much so paralleled with Him. A critical analysis of the Schwartz book exposes the ineffectivity of the author in his approach to convey his ideas and eventually make the public agree. Additionally, the book unfortunately showed its inadequate and unproven content as well as the substance of the author’s line of thinking. In effect, Schwartz failed in whatever objective he has in doing the book. This is because his intentions are not met and eventually turned out to be futile efforts. The book is nothing but a collection of unsupported concepts and disenchanted theories. Schwartz’s approach or style is not well-founded and convincing simply because of the fact that his main idea that media is the second God is an outright contradiction of the existing view that there is nothing next or even equal to God. The topic about the power or influence of media is definitely relevant or that the material itself is appealing or that the writing style and quality somehow corresponds to the body of literature of that period. However, these good points were immaterial because the author and the book failed in the accuracy or reliability of thoughts organization. This is aside from the fact that majority of the contentions presented by Schwartz were unsupported. For this, it can be construed that the book is generally not valuable to be provided with attention and relevance. Ultimately, Schwartz and his work can be held liable for insinuating the principle that media is the second God precisely for reality that media is a creation of man who, in turn, could not be created without the power of God.

Renaissance A Known Movement In The World - Free Essay Example

Sample details Pages: 2 Words: 479 Downloads: 7 Date added: 2019/06/14 Category Art Essay Level High school Tags: Renaissance Essay Did you like this example? The Renaissance is a very well known movement throughout the globe, for artists and non artists. It was a time period right after the Medieval period, and it has contributed so much to the art world. In this essay, we will be talking in detail, about what the Renaissance truly was. To begin, the Renaissance was from the 14th century through the 17th century and began in Italy. There are no well-defined causes for the beginning or end of the Renaissance, but it was rumored to begin because, of Italy’s geography. It was a period of passion for the European cultural, artist, political, and economical â€Å"rebirth†, which soon followed after the middle ages. The Renaissance promoted rediscovery of classical philosophy, literature, and art. Despite all these thriving factors of the Renaissance, it was best known for its artistics developments. For example, the printing press was developed in 1440 to apply pressure to an inked surface resting upon a print medium, such as paper or cloth, thereby transferring the ink. This is a form of an artistic development because, later on they would be able to print art into a stencil, thus making painting so much quicker and more accessible. Don’t waste time! Our writers will create an original "Renaissance: A Known Movement In The World" essay for you Create order Moreover, the Renaissance utilized five major themes. Them being: humanism, secularism, individualism, rationalism, and virtu. Humanism emphasized the critical study of the Greek and roman classics in order to better understand human nature and bring new age of intellectual achievement. Renaissance equaled rebirth, which was applicated in the renewed interest in study. Secularism was an emphasis on the value of worldly things, not necessarily on religious things, but also not anti-religious. Some examples would be: art, literature, emphasis on self, and things created for entertainment, rather than religion purposes. Individualism was connected to secularism and humanism. They were linked especially in the area of arts. Individuals always tried to stand out when it came to painting. Rationalism was about focusing on logic, proof, and the beginning of science. Lastly, virtu was about: being the most you can be, trying to do as many things as you can well, and having behavior that demo nstrates high moral standards. To continue, the Renaissance had an increased receptiveness to humanist philosophies, a commercial revolution, and the inception of the modern state. Furthermore, some characteristics from the Renaissance was how the Italian Renaissance re-established Western art corresponding to the principles of classical Greek art, especially Greek sculptures and paintings. That remained unchallenged until Pablo Picasso and Cubism came into the picture. Italian artists, as well as thinkers, became fascinated and inspired by the ideas of ancient Greek and Rome. This was ideally aligned with the desire to create a universal, patrician even, form of art. This was a want for the Renaissance and its art, so their fellow artists and thinkers could be able to express the new and more confident emotions of the time.