A Critique of Nelson Goodman’s Concept of the New Riddle

The development of the method of induction has been privy to the presentation and solution of riddles. At the initial level of its development, it has been privy to the old riddle of induction discovered by Hume. After the solution of the former riddle, however, a new riddle of induction was discovered by Nelson Goodman. In lieu of this, this paper opts to consider the development of the method of induction as a methodology defined by Hume and Goodman’s conception of the Inductive method.Induction refers to â€Å"a method of reasoning by which a general law or principle is inferred from observed particular instances† (Flew 171). The method of inductive inference may be considered as the primary means through which justifications are formulated to show the relationship of evidence towards particular assumptions (Norton 2). The process of induction, in this sense, may be seen to arise whenever we note that evidence lends support to a hypothesis while in the process failin g to establish its deductive certainty. It was such a formulation of the method of induction that enabled the conception of the first riddle. What follows is a presentation of the main arguments of the aforementioned riddle as formulated by David Hume.Hume argued that since no necessary connections exists between empirical phenomena, it is always possible that a future observation will prove our inferences wrong no matter how appealing it may have been or how richly supported by past observations. This problem, in the more recent formulations of the problem has been referred to as the uniformity principle [in this sense the lack of such uniformity].According to the argument, nature has no uniformity. If such is the case it thereby follows that there is no voucher that which ensure the consistency of man’s most refined predictions. It might be argued that such an assumption has never been denied in the formulation of predictions however there has been agreement regarding the r esults of such an agreement [or lack thereof] within the province of induction. To some, it means that induction is never valid or justified, while to others, it means that induction simply calls for different standards of validity (Landesman 164). The latter view strips the aforementioned riddle [Humean riddle] of its problematic context.This is evident if one considers that since the rules of deductive validity are inapplicable to induction, it cannot be a problem that inductive inference is unavoidably attended by the possibility that a future observation may prove it wrong (Goodman 4). The old riddle is then dismissed because it cannot possibly be the genuine problem of induction.Fact, Fiction, and Forecast present Goodman’s construal of what he refers to as the new riddle of induction. After refuting the old riddle of induction [the refutation of which is evident in the former paragraph], Goodman proceeds to outline what he takes to be the genuine problem of induction an d its tentative solution. The problem of induction, he writes, is a problem of demonstrating the difference between valid and invalid predictions (Goodman 4).According to Goodman, a prediction is valid if it conforms to a valid rule of induction, and a rule is valid if it yields valid predictions. He acknowledges that such an assumption is characterized by circularity however he notes that it is important to perceive such a conception of the problem in terms of the conceptions of justifications for arguments.   Goodman notes that inductive predictions based on past regularities work better than those based on any other alternative. If such is the case, the rules for formulating predictions must be constructed in such a way that they will coincide with common practices of inductive reasoning.This, on the other hand, is further developed by the quality of predictions, which it produces. This is clearly explicated by Rubenstein as he notes, â€Å"the centerpiece of a valid inductive logic [according to Goodman] is its reliance on past regularities, and the prescriptive mandate of inductive validity is inseparable from a descriptive account of how inductive judgments are commonly made† (39). This has been the result of Goodman’s dissolution of the old riddle of induction. What follows this is Goodman’s explication that the most promising solution of the aforementioned riddle is untenable. It is through the introduction of such untenability that Goodman presents what he perceives to be the new riddle of induction.Goodman presents two hypotheses that are to be addressed through the use of the inductive method. One says that all emeralds are green and the other says that all emeralds are grue, where grue is said to apply to all things examined before t just in case they are green but to other things just in case they are blue (Goodman 10). Both hypotheses seem to be equally well supported by the evidence: all emeralds examined prior to t have b een found to be green and grue. However, the two hypotheses are mutually exclusive. If emeralds are grue, they will be blue at t and thereafter, but if the alternative hypothesis is correct, they will be green. Thus, we are left with the paradox that Goodman christened the ‘new riddle of induction'.We cannot, after all, justify induction by appealing to past regularities. However, the reason, according to Goodman, is not the lack of the elusive uniformity principle, but the previously unrecognized ubiquity of regularities.   According to Goodman, regularities exist where one finds them. In relation to this Goodman states that one, however, finds them everywhere (12). If such is the case, it therefore follows that it is useless to base inductive validity on past regularities since it is not possible to predict and hence distinguish which regularities are valid and invalid.At this point, I would like to present a summary of the aforementioned discussion. In the aforementioned discussion, Goodman believes that the old riddle [the Humean riddle/the uniformity principle] has been dissolved and that induction is justified by past regularities. The only remaining difficulty he sees, however, lies in finding a rule for distinguishing between regularities that do and do not yield valid inductive predictions.As was noted in the above discussion, the possibility of such is not possible. This is evident if one considers that regularity necessitates the occurrence of acts of inductive inference. Therefore, the genuine problem of induction cannot be the distinction between the distinction of regularities that do or do not yield valid inductive predictions since the specification of such necessitates the formulation of inductive inferences.As I reckon, Goodman aforementioned conception fails to account for the process of induction. It is important to note that Goodman contends that induction begins with regularity. Rubenstein notes, â€Å"induction does not begin wi th regularity – it ends with it† (44). The failure to consider this leads Goodman to misconstrue the problem of induction.It is important to note that experience of reality does not necessarily start with regularities but rather with individual observations. The role of induction, in this sense lies in providing us with justified methods that allows us to posit the observations that we will account for as regularities. Goodman, however, failed to account for this.In addition to this, it is important to note that such a failure can also be traced to Goodman’s assumptions regarding the process in which individuals formulate inferences. Goodman's error is compounded when he makes a distinction between identifying regularity and projecting it. Once we have decided that our observations represent regularity, it is automatically projected in both temporal directions. This is, in fact, what we mean by applying the term regularity to our data.Furthermore, Stich and Nisbe tt contend that the â€Å"equilibrium with inductive practices† that Goodman posited as a necessary aspect in formulating a valid inductive methodology is â€Å"neither necessary nor sufficient for a rule of inductive inference to be justified† (194). They argue that such an assumption fails to consider that â€Å"human subjects regularly and systematically make invalid inferences† and that there an instance wherein human reasoning enables an individual to â€Å"accept invalid rules and reject valid one’s that ought to govern the inference at hand† (Stitch and Nisbett 194).In summary, the aforementioned paper presented Goodman’s arguments in relation to his conception of the new riddle in induction. Such a riddle, however, under scrutiny may be seen as based upon a mistaken assumption of the justification process of beliefs that necessitates the introduction of information garnered through the method of induction. This is evident, for exampl e, if one considers the manner in which observations enable the formulation of regularities and not the other way around. An analysis of Goodman’s supposed riddle of induction thereby leaves the reader wondering if such a riddle may be considered as a valid concern for the adherents of the inductive methodology.Works CitedFlew, Anthony.   A Dictionary of Philosophy.   London: Pan Books, 1983.Goodman, Nelson.   Fact, Fiction, and Forecast.   Massachussets: Harvard University Press, 1983.Landesman, Charles.  Ã‚   Skepticism: The Central Issues.   London: Blackwell Publishing, 2002.Rubenstein, Arthur.   â€Å"Induction, Grue Emeralds and Lady Macbeth’s Fallacy.†Ã‚   The Philosophical Quarterly 48.190 (Jan. 1998): 37-49.Stitch, Stephen and Richard Nisbett.   â€Å"Justification and the Psychology of Human Reasoning.’   Philosophy of Science 47.2 (Jun. 1980): 188-202.

History of Special Education Essay

The history of Special Education just as any history; is a long battle that has been fought by many who cared in order to bring us to where we are today. Its Journey has and will be never ending; since society is forever evolving. We will be fighting for equal rights in education and in life for many years to come since the definition of Special Education is not a precise one. In this paper you will learn the basics of what injustices we have risen above, to the current state we are in, and even what possibilities the future may hold for the Special Education Teacher and the system you will come to either love or despise. Written documentation of the treatment and education of people with Special needs dates back to the beginning of time; although most were killed before the 17th century and looked at as an abomination. It was not until the 17th Century that these children and adults were alive in institutions where people like Phillipe Pinel, â€Å"one of the founding fathers of modern psychiatry and distinguished teacher of internal medicine, began treatment of persons with mental illness using kindness, respect, and the expectation of appropriate behavior† (Curtis, 1993 as cited in GCU, (n.d. ), para. 10). Pinel set the stage for more courageous individuals to rise above the norm of society and treat people with Special needs as human beings; deserving of kindness and respects as others have been treated for years. Many more doctors, psychologists, and later teachers stood up to take the role as advocate for a person or group of people who were considered Special needs. It was not until the 1800’s when we as a society took notice to this lifetime of injustice that these people with Special needs had endured. In the 1820’s a teacher and later doctor; Samuel Gridley Howe taught a woman named Laura Bridgman, who was both deaf and blind, the alphabet in a Massachusetts school (Encyclopedia Britannica, 2012). It was not until these remarkable acts that people started to believe that those with special needs were not worthless and were capable of being taught the life skills society requires of us. Society took notice but by no means were individuals with Special needs considered equal and deserving of the same education as those of the Caucasian race in the United States at this time. Those with Special needs were still segregated in institutions and schools for people with the same needs; just as people were segregated by the color of their skin. It was not until 1954, and the help of the Supreme Court case Brown v. the Board of Education, Topeka, KS. That it became the responsibility of the United States Government and their Public Education System to teach every child even those with Special needs. This case made it so that NO CHILD could be discriminated against in the education system because of differences. In 1965, the Elementary and Secondary Education Act (ESEA) was enacted to mandate the educational system and provide guidelines for the type of education students should receive; but loop holes were found and people were left out. It was in 1972, that ALL children in the United States were mandated to have a free, appropriate education; and yes it was because of more court cases! This new law’s services were still legally provided in separate classrooms, but at least those classrooms were now mandated to follow the same educational goals as the General Education classrooms were providing their students; just at the level deemed appropriate by the teacher (Encyclopedia Britannica, 2012). After that in 1973, the government passed the Rehabilitation Act, which was the first Civil Rights Educational reform which declared Segregation as an injustice in any case of race, creed, or difference besides age; and therefore illegal. Section 504 of this act requires the documentation and a description of any and all services needed for each student to receive an appropriate education (GCU, 2008). In 1975, Congress enacted the first piece of Legislation that fully described and labeled what was the United States Special Education System and what it consisted of. It was called the Education for All Handicapped Children Act (GCU, 2008). The Final piece of Legislation was the Americans with Disabilities Act of 1990. This act is the second piece of Civil Rights legislation in the history of the United States; it mandates that any physically or mentally handicapped person receive equal opportunity in public accommodations, employment, transportation, state and local government services, and telecommunications (Encyclopedia Britannica, 2012). The Education for All Handicapped Children Act legislation, although it has undergone many amendments’ is still used today. The newest amendment of the act is the Individuals with Disabilities Education Act (IDEA); the name was changed in 1990 and has under gone two re-authorizations since. This Law is there to balance other educational laws such as NCLB 2001 (the amendment to the ESEA for all students in the United States) and the two Civil Right Acts in order to ensure that any student with a disability receives a free and appropriate education. Since NCLB and IDEA provide federal funding to the state and public schools they are extremely detailed and regulated to insure that they are followed. These details’ include, but are not limited to; all disabled students must receive a free and appropriate education as any non disabled student in the in the least restive environment (LRE), nondiscriminatory identification (disability labeling), individualized education program (IEP), zero reject, due process safeguards, and parent and student rights rules and regulations (GCU, (n. d. ), para. 14). There are MANY things I would like to purpose as changes for the upcoming re-authorization of IDEA, but these are the most important ones! The first Thing I would do is have a specific set of criteria that would determine and define Special Education because there is not one definition of what our government considers Special Education. It needs to not be a blanket that can be interpreted in so many ways; this is why we have so many legal cases. Second if the government would like â€Å"Highly Qualified Teachers† then why is it that General Education teachers only have to take 2 classes about the Special Education System yet every classroom in the U. S. is guaranteed to have at least one student with an IEP! Heward cited that â€Å"more than 6 million children and youth with disabilities, ages 3-21, received Special Education Services during the 2005-2006 school year† and that number has only continued to increase in grades 1st -7th due to early detection (U. S. Department of Education, as cited in Heward, 2009, p. 10-11). Last, we consider Children with Behavior problems to be Special Education students, but they have to go through a huge system before we can get them help. Referral, FBA, BIP, BSP, IEP, and then they may be considered a Special Education Student. The law has it mandated that only a Behavior Specialist can do the evaluations; but by law they only require 1 Behavioral Specialist PER DISTRICT (Wheeler, J. , Richey, D. , 2010). It is up to the district to afford or higher more at their discursion. The problem is that running these evaluations and filling out this paper work are not the only responsibilities in their job descriptions. So half (if not more in some districts) of the cases referred are not being diagnosed each year because there are not enough people on the job and hours in a school day (Wheeler, J. , Richey, D. , 2010). The only way any teacher can truly help all of the students they teach; is by knowing the histories and laws of the Education System and the Special Education Services that are available to help them. These services and instructional methods are useful to any student who does not understand a topic at hand; not just the ones labeled Special Education. We need to not wait for a diagnosis to help our students; but start interventions immediately at the first sign of struggle. If the intervention does not help then refer the student for a Special Education Evaluation; but never wait for a child to completely fail in order to seek help. In this paper you learned the basics of what injustices we have raised above throughout history, the current state which we are in, and what possibilities the future may hold for the Special Education Teacher and the system you have come to either love or despise. The future is in your hands; so go out and change the world one student at a time. References Curtis, R. H. (1993). Great lives: medicine. New York: Maxwell Macmillan International. Encyclopedia Britannica. (2012). Online Encyclopedia. Retrieved on April 2, 2012, from www. britannica. com Grand Canyon University. (2008). Resource 2: Special Education Supplment. Retrieved on March 30, 2012, from Angel’s Canyon Connect, Additional Readings at www. my. gcu. edu Grand Canyon University. (n. d. ). SPE 526 Module 1 Readings. Retrieved on March 30, 2012, from Angel’s Canyon Connect, Module 1 Readings at www. my. gcu. edu Heward, William L. (2009). Exceptional Children: An Introduction to Special Education (9th ed. ). Columbus, OH: Published by Merrill. Wheeler, J. , Richey, D. (2010). Behavior Management: Principles and Practices of Positive Behavior Supports (2nd ed. ). Columbus, OH: Merrill.

Mise-En-Scene in Taxi Driver

Taxi Driver is about Travis Bickle, a â€Å"sick† taxi driver who is both a prophet and/or a mad man. We are never allowed to know what the movie itself thinks of him, we are never told to love him or hate him and the movie never states whether he is ethically right or wrong. This movie is not about the answers to the problems of the society. It is just about the questions and unknowns. It is just an interesting journey in the modern society that could make people discuss about Travis hours and hours. Talking with other people, I was amazed how people can think of him in different ways. Some say he is â€Å"sick†, some say he is their â€Å"prophet†. The fast cuts in the editing (when he practices with the guns) make us enter in his state of mind. But also, some long takes force us to analyze and understand what happened (Very high-angle takes that Scorsese calls â€Å"Priest shots† after the massacre. ). The movie switches dynamically between these styles, which leaves the audience an infinite ways of thinking about the Travis. This is beyond doubt not a journey like Odysseus where the hero always moves forward. In Taxi Driver the hero's journey is always around the same circle. He does not meet any new people or experience new situations. Same people turn around him, or maybe he turns around the same people and he repeatedly recognizes similar concepts in them. In a realistic movie the fact that he meets with those people so many times and in so many different places would be a mistake. However, this is not a realistic movie. Palantine who was already around him (thanks to the posters and Betsy) gets into his car (which is highly unlikely to happen); he sees Iris in many different unrelated places (three times); Scorsese appears in the movie twice (the unknown one of these is in the scene where we first see Betsy. He is also watching her in the back. ). Also different people reminds him of similar concepts: Betsy and Iris are both woman who are to be saved from the lives they are stuck in, and he sees many different people who cannot communicate with him. This circle with Travis in its center is also represented in the camera movements: either the camera is traveling around him or it is panning to show the panorama of the New York life through his eyes. Moreover, in two different scenes the camera and Travis make the other 180 degrees of the circle and meet at the same place. These formal elements help us understand and feel how Travis is also encircled and alone in that sick world. The fact that this is not a realistic movie is also proved by some of the elements in the narrative. First of all, Travis is described as someone who never sleeps, and we really never see him sleeping. Secondly, the time gaps between the shots (sometimes a week, or maybe a month: after he first signs up for the job, the next shot is in his apartment, and he describes his daily routine. ) also prove that this is a stylized movie. Lastly, although he is almost illiterate (- Education? – Yes, some, you know, here and there! ), he has a diary and we hear him telling us what he is writing. He sometimes even becomes poetic. All of these are almost implausible for an ordinary taxi driver. As a final point about the realism, I think the appearance of Scorsese himself is to remind us that â€Å"this is just a movie† and that we should not get into the story too much. I think he appears at a very important point, when everything starts to boil and the audience risks to be caught in Travis' delirium too much. Travis' alienation and loneliness is one of the most underlined ideas in the movie. Even when he is with other people he is very seldom shown as having a real communication with them. One very interesting shot is when he first sits in the cafe with his friends. He sits on the other side of the table and they are on the other sides of the frame. They seem like they are very far apart from each other. Also, when Travis talks with other people (except Iris and Betsy) he never looks at them. There are even some shots where we see what he is looking at, which shows his disconnection with those people. Naturally, for a person so disconnected to the society â€Å"exchanges† are very important. It could be an exchange of a gun or a paper or feelings. Scorsese emphasizes these using some unusual high angles, looking at the action from above. It happens four times in the movie: in the taxi office, in the movie theater, in the gun exchange, and most importantly when he first declares his love to Betsy in the campaign headquarters. In the last one, there is only a shot of the desk from above and the camera is panning in a strange way with no obvious reason. However, we know from the two other scenes that this shot underlines the â€Å"real exchange† of feelings between Travis and Betsy. Furthermore, in one of the best shots of the movie, after his useless and empty talk with Wizard the camera just stands and watches his cab going away and fading in the streets while Wizard is looking at him. The scene announces his detachment from the people and the society. As Taxi Driver is not moving forward as a movie, there is no reason for an obvious change in style. The dizziness of the colors and the fact that the background is often out-of-focus in the whole movie reminds us that there is no way to see the society in a sharper way and finding solutions. We are almost lost in it. Very shiny colors, especially reds, blues and greens, form the main palette of the movie. However, there are some slight changes of colors. For example, in the scenes where he continues his relationship with Betsy, a peaceful green dominates the screen. In the scenes leading to the final massacre, red becomes the leading and threatening color. Again, after that, green again becomes the main color as the scenes have a feeling of calm in them. Moreover, the Sport's street is darker than many of the places in the movie suggesting a mystical feeling, which prepares us to the climax that happens there. Other important things I want to note about the mise-en-scene are the costumes and the hairs. Travis often changes the way he is dressed and his hairstyle according to the situation. He becomes a very nice-looking guy when he is going to meet with Iris or Betsy. He wears his nice shirts brushes his hair. When he is going to show his anger or his dark side he either wears his marine or leather coat and leaves his hair as it is or even, at the end, shaves it. These changes show the instability of his personality and the two opposite characters of Travis Bickle, a prophet and a sick guy. When he looks nice, we tend to like him; when he looks crazy, we are afraid. Furthermore, the costumes and the hairstyles help Scorsese call attention to one of the most important parallelisms of the Taxi Driver that I already mentioned. Betsy often wears red clothes as Iris does when they meet with Travis. In addition, they are both blondes. That forces us to understand the parallelism between them; according to Travis they are both to be saved from the lives they are stuck in. The climax of the film is obviously the massacre as it is probably the most intense and shocking scene of the film. It is shot and edited as if it was a dream and we are never sure whether it really happens or whether it is just Travis' imagination. The only thing we know for sure is that it is the explosion of his unexpressed feelings toward the society and the manifestation of his hate against the people. The use of red and some unusual high angles stress the dreamy quality of the scene. Sport's reappearance and Travis' survival despite the shot that just missed his throat are out of our worst nightmares. Again, Scorsese does not expect us to believe in it. He just wants us to meditate in what happened. The following scenes also have the same dreamy mood. The greens dominate the night scenes and an interesting peacefulness is expressed with the very slow panning of camera and the tender voice of Iris' father. Also the fact that Travis got away without going into prison and Betsy's way of looking that shows her admiration for him make the scene seem like a wonderful dream. At the very end, although Travis is again driving the car, his face is lightened very strongly in a way we are not used to in the movie (It was always dark! ). Is he enlightened? Is he a prophet? However, suddenly, something happens and his face seems red in the mirror, but he fixes it. Is he a lunatic? Is he dead or dreaming? You won't find the answer to these questions in this movie.

Is America Shallow When it Comes to Advertising? Essay

Introduction. When a subject reads and add in a magazine, what is it that drives that person to go out and purchase the product the add depicts? What even makes a subject willing to spend more time looking at the add? It is at this point where the art of persuasion does it’s best work. Definitions. The Elaboration Likelihood Model claims that there are two paths to persuasion: the central path and the peripheral path. (lecture 2/20/03) The central path is most widely used when the receiver is motivated to think about the. If the person cares about the issue and has access to the message with minimum distractions, then that person will elaborate on the message. (lecture, 2/20/03). If the message is ambiguous but attitudinally neutral (with respect to the receiver) or if the receiver is unable or not motivated to listen to the message then the receiver will look for an easier way to interpret it. This leads to the peripheral route. Peripheral cues include such strategies as trying to associate the advocated position with things the receiver already thinks positively towards (e.g., beauty, money, sex).(lecture, 2/20/03) If the peripheral cue association is accepted here, then there may be a temporary attitude change and possibly future elaboration. Peripheral Route. The first advertisement that was chosen, from Gentleman’s Quarterly magazine, depicts a very attractive man standing in front of a bottle of cologne. The advertisement is for Polo, a brand notoriously associated with affluence, and prestige. This add illustrates the advertisers wish to catch the eye of the consumer as they are flipping the pages of the magazine using a method other then their product.. The argument in this case is weak. Polo is trying to depict that if a subject uses their new cologne, it is possible for them have a lifestyle like the model pictured. Most cologne adds, have a tab that you can open up on the same page and smell the cologne, that would cause one to elaborate on the add. This one does not, therefore, Polo was trying to get the consumer attention to a fragrance, using a beautiful person. This is clearly an example of persuasion using peripheral cues. The average age of a subject that would likely be persuaded by this add, would b e middle to late twenties, the age in which people are attempting to attain affluence. Central Route. The second advertisement that was chosen, from Sports Illustrated, is an add put out by Mercedes Benz to promote their new line of SUV’s, the M-Class.. It is very clear that Mercedes in this case was trying to promote the security aspect of their SUV’s. When a consumer sees this add, it is apparent that the central route will be used, because there is no greater motivation for thinking, then the safety of family. The ad would definatly cause the consumer to elaborate, and think about how safe the car that one is currently driving in, is. Thus, the add has done it’s job in attracting a consumer. One specific characteristic of the add that makes it persuasive, are the g-d’s in the clouds attempting to disrupt the path of the truck, as it seems to effortlessly keep on going. This clever use of history depicts that nothing can hurt those once inside this vehicle, not even g-d’s. The type of person that would most likely be persuaded by th is add would be a young father (28yrs.-40yrs.)who is in the market for a new car. This add is affective cause it gets a subject thinking, thus using the central route Conclusion. The way that consumers read and respond to advertisements as shown in this paper, is crucial to promoting a product. Whether a company uses the central or peripheral routes, to attract consumer interest, can make a huge different in sales of that product. The advertising industry is a multi-billion dollars business,(GQ, December 2002) in which creative minds develop new ideas in the art of persuasion for the next generations.

The Final Gift

The average person knows very little of death; it is a feared topic and not openly discussed. We misunderstand the process, do not know what to expect, and there is great mystery surrounding the end of life. The authors saw a much-needed chance to educate the public, to allow them to learn from death, even to appreciate it as a natural part life. The patient does not know what they are facing, and are burdened with extreme fear. Many have unresolved issues in their lives, and these can be the source of great agitation and even panic as they approach the end.The caregivers, oth family and the medical team, use medication to ease physical pain but this is often not enough to produce peace. The authors know from experience that helping the patient requires more then simple pain management. One must listen and interpret what is happening, to help alleviate any concerns the patient has. Callanan and Kelley share the wisdom and the â€Å"gifts† patients offer in death, by approachin g each situation with â€Å"open hearts†¦ and minds† and celebrating the patient's life. (callanan ; Kelley, 1992) The authors coin the phrase â€Å"Nearing Death Awareness† to summarize the dying process. Callanan ; Kelley, p. 1) The dying have an â€Å"awareness† of what is happening to them, and possibly even a glimpse into an afterlife. With some basic education, families are taught to care for loved ones, making them comfortable, which change to look for. The dying should be given the choice on how and where they will spend their final time. They most often choose the familiar setting of home, surrounded by loved ones. Hospice nurses and other medical professions are available on site, giving care and support not only to the patient, but also to the family. Death is portrayed in our modern society as dramatic and painful.Often family members become simple spectators, playing no role in providing comfort leaving everything to the medical staff. (Callana n ; Kelley, p. 38) Callanan and Kelley seek to make families and friends more involved in the dying process; providing care and comfort. They understand what their loved one is experiencing, learn from it, and help them pass with dignity and peace. The passing will often leave us with clues, some related to their lives, professions, hobbies; and these are ways of them telling loved ones that they are dying, an attempt to make final communications.It is important for the family to listen for such clues and interpret them, to communicate with their loved one and reassure them that they will be fine; the arrangements have been made. Visions of an afterlife and visitations by deceased loved ones are common with many patients before death. This seems to offer comfort to most who experience this, and they are often unable to describe in words they Joy and beauty that they witness. The authors recognize these as supernatural and spiritual events. They serve to ready the patient for the aft erlife, and Join loved ones who have passed n.The scientific community disputes such assertions; viewing such occurrences as simple functions of the brain as it is failing and dying. Such â€Å"visions† would then be common to patients, as a shared physiological process we all experience from dying and near death experiences. The authors do not attempt to explain or dispute the reality ot these supernatural events They snare what a loved one might experience as they near death to educate. The experiences they have witnessed and the Joy and comfort brought about in an extremely difficult time by these spiritual events.The patient and their family will go through five stages in dealing with impending death: denial, anger, bargaining, depression, and acceptance. Denial is a result of shock; it keeps those involved from accepting the reality of the situation. (Callanan ; Kelley, p. 44) Denial should never be encouraged, as it can give false hope, and make the diagnosis even more difficult to accept. Anger can be the toughest to deal with, and can be driven by fear and resentment. Empathy and support should be offered as one works through the anger.Understanding and communication are important to try and overcome anger. Bargaining is best understood as an almost child-like behavior, â€Å"one more hug, one more story, one more drink of water (before bedtime)† (Callanan ; Kelley, p. 53) The dying try to postpone what is inevitable; and usually this bargaining is with a higher power, God. They make promises of change or good deeds while trying to â€Å"buy' more time or better health. Those around the patient may not be aware of the bargaining process, as the patient pleads with â€Å"god† in private.Depression stems from grief of losing relationships, health, future opportunities and experiences. (Callanan & Kelley, p. 4) The patient seeks to be understood and empathized with; attempts to dismiss or make light of the depression only worsen the situation. Acceptance finally comes as death approaches. Acceptance of death can be peaceful, yet painful for the family as they realize their loved one is ready to move on. (Callanan & Kelley, p. 55) Acceptance of death can be misinterpreted that one is giving up, does not care, or is detached from loved ones. To some degree, most people die†and react to someone else's death†in ways reflecting their usual style of handling of crisis†. (Callanan ; Kelley, p. 9) Our everyday natural personas and emotions tend to be amplified by death, and can bring out some of our worst and best behavior. â€Å"†¦Like birthing, dying can be an opportunity for the whole family to share positive experiences, rather than only sadness, pain, and loss. That is the challenge of this work, and that's the Joy for me†. (Callanan ; Kelley, p. 30) As a radiation therapist I will be working with many patients that are battling cancer, a life threatening diagnosis. For some, the trea tment is palliative; there may be little hope of a cure. It is important to recognize and understand what the patient s experiencing, their emotions, which stage's of the dying process they are in. Empathy and truly listening to the patient will be vital in building trust and open communication. Stages of death such as anger may be evident, and it is vital to realize the anger is not directed at medical staff, but a reflection of inner struggles the patient is going through.I have very limited experience in discussing and confronting death in my personal life. Final Gifts has given me a better understanding of what dying entails. The experiences Callanan and Kelley share will prove useful in discussing death with future patients. With the goal of providing the best care possible, I will be able to educate the patient better after reading Final Gifts. I will be able to explain what is typical when facing death. Help to alleviate concerns of the unknown, fear of pain and what is happe ning to them.The stories shared by Callanan and Kelley will make me more receptive to what the patient may be communicating to loved ones. I may be able to pass on such intormation to the family who are best suited to interpret such final requests. I now believe that death does offer lessons for us to learn from, to help us celebrate our own lives and those f loved ones. We can prepare to eventually leave this world without regrets. We could avoid hostile or broken relationship now, and have a new found appreciation for the time we have.The authors make many valid and insightful observations on the dying process. Hospice nurses by profession, they were able to observe and document the dying process of their patients, allowing us to learn from experiences of others. The end of life is certainly filled with emotions of all involved, physical changes, spiritual experiences, and highlighted by relationships with friends and family as death draws ear. The patient often knows they are dyi ng; their final mission is to make amends, find closure, and wrap up any â€Å"loose ends† in their life.It is important for the dying to know their family will be taken care of, that they accept their departure. Family should celebrate the life of the dying; their accomplishments, relationships and triumphs. The spiritual experiences, communicating with others in the afterlife and seeing beautiful places to come is a very fascinating topic. I have yet to personally experience any near death experiences, and find myself somewhat skeptical about he role a higher power and afterlife. I do not dismiss or deny any such experiences.I am able to draw personal comfort knowing there appears to be a peace that comes with such events as ones nears death. These near death experiences play an important role in giving Joy and comfort to those passing from this life. I do not need a scientific or religious explanation of the source, and there are infinite theories on the subject. Simply kn owing that such events are a cause of peace for the dying is very comforting. The authors seek to change death from taboo and feared to a part of life more nderstood and accepted.It is portrayed badly in media, as a sad and painful event. They seek to change the stereotypes of death, to educate the reader, help them face their own death or that of a loved one. Hospice care looks to alleviate the physical pain of the terminally ill, however emotional distress should not be overlooked. Unresolved conflicts with loved ones need to be addressed, sometimes with one's faith or â€Å"God† as well. Once healing of relationships is attempted or obtained, the dying rest knowing nothing was left unsettled in their lives.Families witness their oved one able to pass in peace and tranquility, making the loss that much easier to cope with. Callanan summarizes the process as such, â€Å"By listening and understanding these messages, we are given unique opportunities to prepare ourselves for their loss, to deal with our fears of dying, to use well the time that is left, and to participate more significantly in this life event†.

The Phonology and Semantics of the English language Essay

The Phonology and Semantics of the English language - Essay Example Phonetics  is the production of speech sounds by humans, often without former knowledge of the language being spoken. While  Phonology  is the study of  patterns  of sounds, mainly different sound patterns in different languages, or within a language, different patterns of sounds of an alphabet in different positions in words etc. Phonetics is the base for phonological analysis. Some linguistics include phonetic within the study of phonology. Phonology studies sounds at a particular stage in the development of the language to determine the sound patterns that can occur (Phonology, 2011). International Phonetic Alphabet (IPA) is an alphabetic system of  phonetic notation, primarily based on the  Latin alphabet. International Phonetic Association devised it as a standardized representation of the sounds of spoken language i.e. a system to transcribe the sounds of speech, independent of any particular language and valid for all languages. The IPA represents just those qualities of speech that are characteristic of  spoken language: intonation, phonemes, the separation of syllables and words. International Phonetic Alphabet system is used in dictionaries to specify the pronunciation of words, as foundation for creating writing systems for previously unwritten language, by non-native speakers of English and teachers (IPA, 2011). Phonology is the base of written and spoken language. Without a standard sound pattern to letters symbolizing sound, we would be making mere utterances, just like we hear animals, which our fellow human beings will not be able to understand or interpret. After listening to the audio clip, I interpreted that the speaker is of Korean accent. Korean natives tend to use Korean ‘sound’ system while speaking English. Korean and English sound rules are quite different. Some of these differences do not have much impact but others can interfere greatly with one’s ability to communicate (APC, n.d). At times, it happens that the

Assigment two Essay Example | Topics and Well Written Essays - 1750 words

Assigment two - Essay Example Conducting a training needs analysis significantly helps in the process of evaluating the lacking areas of the teams and individuals of an organization and can significantly lead to the process of development of skills of the employees, thereby increasing their individual productivity as well as the productivity of the entire organization on a whole. Training needs analysis is increasingly considered as a highly important tool for planning and management as it aids in the process of growth and development of the individuals and the organization (Drummond, 2008, p. 5 - 6) Talking in terms of Wal-Mart, it can be said that since Wal-Mart is a global organization, with interests and stakeholders present in major and emerging markets of the globe, there are some specific areas of development that Wal-Mart can focus on for the process of providing better opportunities towards individual development and resources on a global note. The most important areas of development that Wal–Mart can focus on at the present moment are the processes of educating and developing the front line associates in the emerging markets to go for better customer engagements as well as imparting relevant product knowledge and required rack arrangement. Another important area where Wal-Mart can conduct a training needs analysis is the process of evaluating the need of technological and process developments in the emerging markets which can in return lead to achieving of better production and efficiency. The organization also needs to conduct training need evaluations of the customers in the emerging markets for the purpose of generating better responses in the e-retailing formats. Also, the company needs to conduct the analysis for the purpose of assessing the gap of technology experts’ team of the organization and their efficiency in generating the valuable insights from customer information by using data analytics technology. 2. It is of considerable importance to state that Wal -Mart is a global organization, which increasingly focuses on generating extreme value for customer through its product and service offerings (Annual Report, 2012, p.4). Hence, its key strategies are more focused in generating more value to the customer, while increasingly going through various evolutionary phases and individual development techniques of the internal stakeholders of the organization. Training Need Analysis for Wal-Mart is being provided through the following format Training Need Type of Training For Whom Objectives Front line associates of the various Wal-Mart outlets in some of the key emerging markets needs training in regards to style and fashion of involving in customer engagements. Role Playing Front line associates in Wal-Mart stores located in key emerging markets. To provide a superior shopping performance to the customers by providing high level of customer satisfaction through customer engagements. Front line associates of the Wal-Mart outlets in the key e merging markets needs training for rack arrangement as well as developing product knowledge. On job training Front line associates in Wal-Mart stores located in key emerging markets. To enable the front line as