Individual Work Critical Review Assignment Example | Topics and Well Written Essays - 1000 words

Individual Work Critical Review - Assignment Example The group members worked on different tasks including creating a uniform design, video, and presentation of the content. According to Strang, (2013), once the big image is in focus, it is necessary to form the implementation approach and plan. This starts with a detailed assessment of several aspects including specific training needs, present and proposed technology. The web design we created had consistency both on mobile screens and desktop, where we found that it was easier to keep dependable brand uniqueness. There was also no extra style guides that needed to be linked to several parties, like different interventions for the desktop and mobile types of our site. This made it easy for individuals to distinguish the website, regardless of where, and how they would visit the site.The group members have enjoyed the reliability that has seen the success of the media website. Since the usability is vital for any website that is responsive and user-friendly, our group website visitors had better relationship with our brand especially when they recognized our Wix site on mobile, they also had knowledge of how to use it. According to Phillips and others (2012) usually a regular content and style is essential since the majority of users do not expect it to be unique because they use different devices. An important feature of good usability is meeting ones user’s expectations. If one manages to do that, then they may experience less trouble navigating their website. WiX site makes it easy for its readers to browse the site on the devices while maintaining a positive user’s experience. Moreover, a good experience raises the chance of many repeat visits (Strang, 2013). Our group website has experienced better usability that has ensured its success. The group also enjoyed a small maintenance cost since the website had a responsive design where one is only needed to sustain one website. Although the layout fluctuates, the

Representation of Urban Culture in the Literary Works of Anzia Essay

Representation of Urban Culture in the Literary Works of Anzia Yezierska and Carl Sandburg - Essay Example In her fifty-year writing career, the major theme of organizing throughout her mechanism is the cost of acculturation and incorporation among refugees. Her stories offer nearby into the meaning of emancipation for refugees' mainly Jewish immigrant women. Many of her works of narrative can be branded semi autobiographical. In her writing, she illustrates a lot on her personal life as a migrant in New York's Lower East Side. Her works, therefore, trait elements of realism with serious notice to aspect and skilful utilization of Yiddish-English dialect. At the same time, sentimentalism and extremely romanticized typescript have encouraged some detractors to label her works as romantic. In All I Could Never Be and Red Ribbon on a White Horse, Yezierska figured out their love as an ideal amalgamation of two cultures that verifies disillusioning. This story of the Gentile tutor and suitor happened to an example that persisted throughout her works, as Yezierska inspected the alteration of imaginative migration women from greenhorns to Americans. The achievements of Anzia Yezierska early short stories led to a succinct, but noteworthy, relationship between the novelist and Hollywood. Movie maker Samuel Goldwyn acquired the rights to Yezierska's collection Hungry Hearts. The film was shot on site at New York's Lower East Side. ... In 2006, an original attain was collected to escort the film. Yezierska 1923 novel, Salome of the Tenements" was too shaped as a still picture. Although Yezierska own semi-autobiographical occupation had donated to this rags-to-riches picture, she found herself scratchy with person touted as a case of the American Dream. Irritated by the triviality of Hollywood and by her possess estrangement from her extraction, Yezierska arrived to New York in the mid-1920s and sustained publishing novels and stories. Carl Sandburg He was an American poet, historian, and author. He was born in Galesburg his parents were Swedish. He lived in the Midwest, primarily Chicago, in Flat Rock, North Carolina. He lived there with his wife and children's until his death that was in 1967. To a great extent of Sandburg's poetry fixed on Chicago, and he was a foremost figure in the group of writers belonging to this city who shaped the fictional association called the Chicago Renaissance. His well-known portrayal of the city is as Hog Butcher intended for the World/Tool Maker, Stacker of Wheat/Player among Railroads and the Nation's Freight Handler, /Stormy, Husky, Brawling, and City of the Big Shoulders. In 1916 Sandburg had his first real experience of sensation as a poet with the publication of his first openly applauded volume, Chicago Poems, of which the title poem, "Chicago," fascinated popular attention In the poem, he portray the city as "stormy, husky, brawling a curved brutal place. He portrayed the people of the city with a cruel realism: prostitutes, gangsters, browbeaten factory labours and their families ravenous on low wages. Sandburg's Chicago, though, for all its unevenness and brutality was alive brawny cunning.

The Sociology Of Education

The Sociology Of Education The theory of functionalism assumes that institutions and society are made up of interdependent parts all working together. Each part of the society and institution are contributing some necessary activity to the functioning of the whole society. The government provides education for the children of the family; the family pays taxes to government to keep the society running (Cliffnotes.com, n.d.). Generally, functionalism does not encourage changing of social environment, even when such change may benefit them. Instead, they believed changes are undesirable and society may compensate naturally when problems arise (Cliffnotes.com, n.d.). This functionalist perspective, or so called functionalism was found by Emile Durkheim (1858-1917). According to Durkheim, education system is a meritocracy. The main purpose of education is to sort people to specific job on the basis of their abilities. Those important jobs in society are filled by the most talented student. The micro level is the smallest levels of society (Appliedsoc.org, 1990). It mainly focuses on individuals and their relationship (123helpme.com, 2013). It examines the social roles of an individual and how an individual react to society and understand it. Micro level also focuses on how people think within society opposed to their behavior. The examples of micro level society include families, schools and church group (Appliedsoc.org, 1990). On the other side, macro level focuses on how the institutions within a large population affect the masses. This is the largest level of the society grouping. It mainly focuses on social structure, social processes and problems and also their relationships among each and other. Sociologists believe that societys problems begin on macro level. Therefore, many sociologists are interest on this level (Appliedsoc.org, 1990). Discussion: In Malaysia school system, students spend over a quarter of their time in school. Schools are responsible in foster unity. Students from a range of socio economic, ethnic background and religious learn to understand, accept and embrace differences (Blueprint). Schools are competitive in Malaysia. As stated in the Malaysia Education Blueprint 2013-2025, there are significant variation in outcomes in Malaysia across states, rural and urban school, National and National-type schools, gender and socio-economic. Among these variations, socio-economic status continues to have a huge impact on students performance. Students from a low-income household perform poorer than those from a better family background. From the functionalist theorists perspective, students with poorer and weaker performance will have to take low pay and low status work in their future. According to Durkheim (1858-1917), education is important to maintain social roles and social rules. Students learn that some people have more power than others in school. For instance, the school prefects have the power to uphold the school rules. Students also learn manner from school. They learn the correct manner and behavior which will then help them to survive in the future. Functionalism mentioned that there is division of labor in a modern society. An individual does not have all skills that needed to survive. Therefore, society needs plumbers, tailors, accountants and engineers. People must specialize in their own job. Therefore, students in our country sit for examinations. Examinations sorted students out and encouraged them to take up job that they are capable in. During primary education, students aptitude is measure through the Primary School Achievement Test (Ujian Pencapaian Sekolah Rendah, UPSR). After their third year studied in secondary school, students sit for the Lower Secondary Assessment (Penilaian Menengah Rendah, PMR) examination. And finally, they take the Malaysia Certificate of Education (Sijil Pelajaran Malaysia, SPM) in their fifth year during secondary education. Those national examinations in primary education and secondary education in Malaysia are held under equal conditions where students have the equal opportunity to the hi gh grades. From this, students learn to accept the equality of opportunity. The competitive school life teaches students to be competitive and accept that it is fair to have different rewards. Malaysian school system passes on students are achievement and equality of opportunity. Students who can achieve better of success will get rewarded. This phenomenon encourages students to work hard. Malaysia Public Service offered JPA Scholarship to the Malaysian nationality who is continuing their studies at locally or overseas universities or colleges. There are also others corporate or university scholarship offered to encourage talented and outstanding students to further their studies. Beside scholarship, the National Higher Education Fun Corporation (PTPTN) is providing study loans to students pursuing tertiary education in Malaysia. PTPTN is open to students pursuing studies at the diploma, first degree, master, doctorate and professional courses levels in local institutions of higher learning. During secondary education, students study about the history. The study of history provides links between the individual and society. It is also important to give students a sense of the continuity of Malaysian culture. Furthermore, the enforcement of co-curricular, sports activities and competitions in school make students feel that they are part of the society. It reinforces students sense of social solidarity and belonging which is also coherent with the functionalism perspective. Other than that, skills provision is also important for a functionalists perspective on education. Education in Malaysia encompasses education from pre-school to university. According to the National Philosophy of Education, the vision of education is means to develop a child holistically from intellectual, spiritual, emotional and physical. Education in our country aims to produce Malaysian citizens who are knowledgeable and competent. To practice the skills provision, the country benchmarks the learning of languages, Mathematics and Science to international standards. Every student will receive foundational skills in literacy, numeracy and Science, which believed as the key growth area for the Malaysia economy. The equity in education will also ensure students are being equipped with the knowledge and skills required for success in life.

The American Civil Liberties Union :: essays research papers fc

The American Civil Liberties Union (ACLU) Where do you go if someone is threatening your personal rights? Do you go to the police, or maybe to the government? What if the police and government are the parties threatening your rights? All you have to do is just call the ACLU (American Civil Liberties Union). Sounds like a commercial doesn't it. The ACLU blankets the United States with its legal protection. It is involved in so many aspects of the fight for civil liberties that it is difficult to cover it all. To fully understand what the ACLU has done for the United States would take much longer than I have. Therefore, I have picked a couple of incidents that, to me, exemplify what the ACLU is, and how they have affected our society. The ACLU, American Civil Liberties Union, is an organization that began the struggle to protect the civil liberties of the American people. The ACLU is defined as being a US non-partisan organization offering legal aid and other assistance in cases of violation of civil liberties.(Websters) Civil liberties contain a substantial body of law including: freedom of speech and press, separation of church and state, free exercise of religion, due process of law, equal protection, and privacy.(Walker 3) The Encyclopedia of the Constitution defines civil liberties as "those rights that an individual citizens may assert against the government." In a formal sense, the ACLU is a private voluntary organization dedicated to defending the Bill of Rights. Officially established in 1920, the ACLU now claims over 270,000 members. With offices in most of the states and the District of Columbia the ACLU justifiably calls itself " the nation's largest law firm."(Walker 4) The ACLU, despite its noble goal, has a terrible public image. The reason for such hatred or support is the fact that civil liberty cases generally involve moral and personal issues. These issues are those that incite feelings from all corners of society. The rights the ACLU is generally protecting are those segments of society that least agree with mainstream society. The ACLU has promised to protect the rights of everyone. Those rights include the free speech rights of such detested groups as the Ku Klux Klan, Nazis, and Communist. The Skokie Case is an example of the classic freedom of speech case the ACLU would undertake. This case which hit the media April 28, 1977, concerned the right of American Nazi Frank Collin to demonstrate in Skokie, IL. (Walker 323) This case like many before and after defended the rights of a person espousing one of the most universally despised ideology in the country.

Kant on Suicide Essay

4. Explain and critically assess Kant’s argument that one has a duty to preserve one’s own life. As rational beings Kant believes we have a categorical duty of self-preservation to not wilfully take our own lives. Kant talks in depth about duty and believes we should act out of respect for the moral law. The will is the only inherent good, as we are only motivated by duty and nothing else. We should act only out of demands of the law, not from inclination, desires or to achieve a particular goal. Duty dictates we should never act or will something if we do not want it to become a universal law. Kant was against any form of suicide. He strongly believed that: in taking a life you treat humanity merely as a means to an end. Kant wouldn’t be interested in the suffering or pain caused to even a person who was terminally ill and wanted to end their life, nor would he take into consideration the family/friends suffering. In this essay I will be arguing that if we follow the categorical imperative it is immoral to sacrifice a life because it involves treating humanity merely as a means to an end. I will examine John Hardwig’s counter argument that we should end our own lives if more pain and suffering is caused by prolonging it/living it even if we are no longer a rational being. We must understand that Kant is saying; if I make a maxium e. g. – ‘if I am in unbearable suffering, I should take my own life’ – it must meet the universal law and be applied to everyone. Kant believes we ought to preserve our own lives because it is our moral duty (it is necessary and universal). John Hardwig however, would argue we also have the right to end our lives. Kant would dismiss this because ultimately humans are the bearers of rational life (e. g. it is too sacred to sacrifice). Suicide fails Kant’s Categorical Imperative on the following grounds: It seeks to shorten a life that promises more troubles than please, this would be killing yourself out of self-love; when in fact the real aim would be to live a life worth living, with more pleasure than difficulties. Kant isn’t claiming that it’s impossible for everyone to commit suicide or for everyone to will it (and therefore it becoming a universal law). He believes ‘it would not exist as nature; hence the maxim cannot obtain as a law of nature’. (Immanuel Kant, The Groundwork of the methaphysics of morals, Mary Gregor and Jens Timmermann, Cambridge University 2012, p45 emphasis added). Here Kant seems to be suggesting that suicide isn’t a natural path of life; that it goes against our purpose and that it’s a contradiction to end your life when your goal would be to have an enjoyable life. The idea that the destruction of life is incompatible with improvement suggests that nature couldn’t/wouldn’t allow self-love to be used in a way that is contrary to its purpose. There is surely an obviously contradiction here; in ending one’s life to prevent suffering, one is using one’s life mere means to an end, which automatically fails the categorical imperative. Take the case of Maria Von Herbert- she is clearly appealing to Kant, if under any circumstances; suicide is morally acceptable? He isn’t as blatant with her as in his writings, but let us not forget, Kant doesn’t see woman as rational beings. I agree with Rae Langton that Kant totally bypasses the reason Herbert is writing to him. He doesn’t confront her on suicide but instead reduces her problem to a moral dilemma (regrets lying or telling the truth ), which as an intelligent woman whom has read all his writings; she could work out for herself. Could this have made Kant certain that she did lie and therefore fail the kingdom of ends? Perhaps Kant is being hypocritical; he doesn’t tell Maria the whole truth of suicide merely reducing her to ‘a thing’. He tells Maria she should be ‘ashamed’ for not telling the truth to her former friend but, doesn’t this apply for himself too? Is he just avoiding the truth (states this is just as bad a lying) by not confronting her about suicide? Most likely he wants her to be autonomous and get to the reason herself. Hardwig disagrees with Kant. Take a different situation; Is a terminally ill person-needing 24/7 care, who is entirely financially reliant- only using their family as a means to an end? You can see this as a ‘two way street’ situation. Kant doesn’t look to consequences of an action; it wouldn’t matter to his philosophy that the ill person’s family suffers because they are preserving their life. But is there a flaw? (1) I ought to do my duty as long as I am alive; and (2) It is my duty to go on living as long as possible. Kant strongly believes that you can’t affirm life by taking your own. There is only one exception. Kant claims those who die in battle are ‘victims of fate’ (not simply suicide because they chose to fight). He holds the view that it is better to die in battle than to die of a wound in hospital. Kant believes it’s noble to risk our lives for others- nobody uses us as mere means and we follow our own maxium. We are no longer forced into serving for our country or deceived into joining (if this did happen it would fail the CI because we wouldn’t be treated as rational beings and would be used as mere means and not as ends in ourselves). John Hardwig strongly believes that life should be treated no differently from death. We are free to live in the way we want, so why aren’t we free to die in the way we want (when and how)? He also switches the question but Kant would simply say we have a duty to live. Hardwig has also argued that medical advances eliminate the threats of many terminal illnesses. He then concludes, if our continued existence creates signi? cant hardship for our loved ones, we have a duty to die. By continuing a live of suffering the burden that this person imposes on others is often great. One may have the duty to die in order to relieve them of these burdens. This argument seems to be based on fairness. Kant would refute this; suffering is a tool of reasoning and it ensures the development of mankind. Kant strongly believes that we should preserve our own lives. The argument though strong is flawed. 1- All duties are absolute- Kant doesn’t advise us on how to resolve conflicting duty (for example: help others vs. never kill). 2- He discounts moral emotions like compassion, sympathy, desire and remorse as appropriate and ethical motives for action. 3- Kant completely ignores the consequences of an action and is purposefully blind to following circumstances. He states that human life is valuable because humans are the bearers of rational life. We have the great capacity to think, organize, plan etc. and Kant holds this as being valuable. Therefore we should not sacrifice this for anything (as previously discussed autonomous creatures should not be treated merely as a means or for the happiness of another). There are also great issues with Hardwigs counter argument; if we agree that we have the duty to die; who has the duty to die? When do they have they duty to die? Although this argument is strong is some areas (greater burden), it is greatly flawed. It would be extremely difficult to universalize a maxium for everyone to follow so they could decide if at that moment they had the duty to die. A problem would also occur if the family disagreed with the ill person’s decision, which could cause great problems within society (though Kant would not look to consequences but they are greatly important to Hardwigs argument). I believe –and agree with Kant- that if we follow the categorical imperative it is immoral to sacrifice anyone at all (including yourself) because it involves treating the humanity in that person as merely a means to an end. I also accept and agree with his point that it seems to go against our purpose and is an unnatural path for us to take a life. I find it interesting that Kant believes suffering is a tool of development and therefore essential to us. Though John Hardwigs argument is partly convincing, if we were all given the choice of when we should die, would we find the right time? This would be very hard to govern, as people would of course take advantage of this right. I’ve found it hard to find a counter argument to Kant’s stance -without suffering there wouldn’t be cures and perhaps less happiness. Therefore I have to agree with Kant that it only allows us to grow and develop. Thus we do have the duty to preserve our own lives even if it is riddled with suffering.

Professional Solder

What does being a professional solder mean to me? Professionalism as a solider is exemplified by the constant display of knowledge of what it means to be a soldier and showing that in your everyday duty. As a professional solider you should constantly have situational awareness, knowing how to address your superior and subordinates, maintaining your military bearing and how to do your job efficiently are the cornerstones of being a true professional solider..For instincts being a professional solder means to serve our country from foren or domestic enemies so that all the people of the United States of America can live a happy and free lives . being part of that one percent that decided to join the armed services. Having young and older generations look up to you for being who you are. It also means living up to your seven key army values. Many people know what the words are and what they mean loyalty- Bear true faith and allegiance to the U. S. Constitution, the Army, your unit and other Soldiers, duty Fulfill your obligations.doing your duty means more than carrying out your assigned tasks; Duty means being able to accomplish tasks as part of a team, respect- Treat people as they should be treated. In the Soldier’s Code, we pledge to â€Å"treat others with dignity and respect while expecting others to do the same, selfless service-Put the welfare of the nation, the Army and your subordinates before your own. Selfless service is larger than just one person, honor-Live up to Army values, integrity-do what’s right, legally and morally.Integrity is a quality you develop by adhering to moral principles. It requires that you do and say nothing that deceives others, personal courage Face fear, danger or adversity (physical or moral). But how often do you see someone actually live up to them? Being a professional solder I have to live by them values on a everyday bases. As a professional solder you also need to live by the army creed, I am an American Soldier. I am a warrior and a member of a team. I serve the people of the United States, and live the Army Values.I will always place the mission first. I will never accept defeat. I will never quit. I will never leave a fallen comrade. I am disciplined, physically and mentally tough, trained and proficient in my warrior tasks and drills. I always maintain my arms, my equipment and myself. I am an expert and I am a professional. I stand ready to deploy, engage, and destroy, the enemies of the United States of America in close combat. I am a guardian of freedom and the American way of life. I am an American Soldier.The main thing we pull out of all that and keep to heart it the worrier ethos, I will always place the mission first. I will never accept defeat. I will never quit. I will never leave a fallen comrade. I the army we have a long and strong tradition of military structure that demands that those of lower ranks refer to their superiors in certain ways. If you do not know how to properly address superior officers, you can find yourself being reprimanded or, even worse, â€Å"smoked† (put through vigorous physical punishment).