Will Google Glasses Replace Other Multimedia Devices Research Paper

Will Google Glasses Replace Other Multimedia Devices - Research Paper Example Generally, Google Glass does not require users to install apps because they command Glassware to communicate with the device and it has a high-resolution that can help in sending contextual information, images and videos thus acting as a new and different kind of device. Interestingly, â€Å"Users can ï ¬ eld phone calls, text messages, e-mails, etc., without reaching into a pocket or bag† [1]. Google Glass provides an answer to almost anything someone would want to know by bringing information quickly and seamlessly to people’s lives. The glass presents extremely useful information to the users and the limitless applications of the device tend to change the fabric of living such as an update on traffic accidents and freeing hands and eyes. With the introduction of Google Glass, people do not need to worry about fumbling with their phones or other digital devices because Google Glass is ready at a moment’s notice. Google Glass has further helped in taking the p hysical out of technology and brings the world more closely while maintaining the benefits that new social and digital technology offers. Moreover, the device can help in sharing what one has with friends through instant streaming such as catching favorite song at a concert. Google Glass is likely to fundamentally transform other human-computer interactions as well as other media because it makes communication and interaction more intimate and is a marvel of integration and miniaturization. Google Glass began a few years ago in the secret off-campus R & D center known as Google X and for a long time, people did not know that the prototype existed until around 2011. However, it is worth noting that Project Glass was not an easy thing, especially convincing people. Google admitted that the initial prototype was fairly bulky although current prototypes are also not still very early.  

CritiqueCitations writings Essay Example | Topics and Well Written Essays - 1000 words

CritiqueCitations writings - Essay Example These characteristics are complementary rather than divisive. Narrow definitions can be misleading, too particularly focused missions can be self-defeating, and neglect for the bigger picture can result in disastrous consequences. In the modern era, despite occasional protests to the contrary, leadership is best demonstrated in terms of flexibility, ethical behavior, perseverance, and a consideration for the effects of every decision and course of action. This essay will set forth a definition which encapsulates the innate qualities of leadership as envisioned by Badaracco, incorporate notions of ethics into the larger conceptual framework of leadership, examine the idea that leaders ought to be concerned with the welfare of others, and agree with the proposition that organizations are fluid rather than static creatures. Whether leaders are made or born is perhaps a tangential and irrelevant consideration; innate characteristics, whether hormonal or environmentally-instilled, must give way to a more individualistic analysis. Leadership, to be sure, is measured both objectively and subjectively. However one measures leadership, the fact is that some leaders excel and achieve goals; others, just as surely, fail to accomplish the goals set by themselves and the targets set by other concerned individuals and organizations. There is a persuasive school of thought, a very real theoretical underpinning in the field of leadership, which attempts to link successful leadership and motivation causally. This school thought is represented by commentators like Badaracco, whom has stated that Only people driven by strong motives are likely to make real progress in a world that is often an unpredictable and confusing place, in which trust is fragile and lots of people play for keeps. Merely thinking that something should be done is not enough. Quiet leaders want to act responsibly and ethically, but to do so they usually have to persevere and improvise, often over long periods. To have any hope of achieving their aims, their motives have to be good enough and strong enough" (2002: 42). There is, in Badaracco's view, a need to identify choices, to consider options pursuant to certain guiding motives or values, and to commit to courses of action in a prolonged and committed fashion. This suggestion, the need to commit to a course of action, is increasingly difficult in a world characterized by imperfect information, conflicting philosophies, and frequent dishonesty. Indeed, as stated by Aditya and House, this often places the role of leadership into the risk-taking arena (1997: 412). Leaders must, in short, be confident enough, have strong enough goals and motives, and be willing to steer their organization through challenging obstacles. This risk-taking relates well to Badaracco's advice; more specifically, goals must be both legitimate and pursued with vigor if they are to be attained in the modern era. 1.2 The Significance of Ethics and Fundamental Values More than ever before, there are leaders, scholars, and commentators whom advocate an incorporation of a fundamental set of values and an ethical framework for guiding leadership decisions. The incorporation of these value-based components is not universally accepted, but the trend is clearly

A Teacher | An Educational Experience

A Teacher | An Educational Experience Many times, when we are young, we are faced with decisions that we can only understand as we grow older. I can still remember that game, where my parents chose different things each representing a different job, and I had to pick one of them. This was supposed to indicate the road I was going to take as an adult and the work I was going to deal with. The one thing I chose that time was a stethoscope, which meant I was going to study to become a doctor. As I grew older, many things changed and even my ideas became different from time to time. Now I find myself reading a four year course in teaching, and I would definately have never imagined myself as a teacher. Discussion Our professional life is something, which I think, cannot be decided when we are still young and without any experience. It is often affected by factors which are out of our control, and shaped by different experiences we go through in our life. Way back through my secondary years, I used to imagine myself as a pilot or becoming an air-hostess, following my fathers footsteps. I always loved planes and I remember telling my friends that once I finish school, I was going to work on a plane and start flying often. It all changed when I had to chose the subjects I wanted to broaden my studies on. We had a good variety of choices, amongst which sciences, maths, languages, and an option including physical education and home economics. This option was new to the school and it was introduced to the students of our year, so we were the first to experiment in this. I was quite undecided on what to choose as sciences and maths were not my favourite, and I was left with languages and the other option of physical education. Obviously I seeked my parents advice, and they were not quite keen on me choosing physical education, so they encouraged me to take the option regarding languages. Despite this, I opted in choosing physical education. At the beginning of the scholastic year, when I was in Form 2, the school employed a new physical education teacher, who was very young, fresh and enthusiastic on teaching new students. My life at school was very sedentary and I rarely used to attend to physical education lessons, because the teacher we had was very traditional. She used to give us a ball and let us experiment on our own each and every lesson. Otherwise, she also used to prepare lessons with about four (4) or five (5) different exercises and we had to spend the whole lesson practising the given skills. This new teacher was different, I remember the very first lesson where I told her I was not going to take part because I did not want to, and she insisted on me helping her out throughout the lesson. The lesson was an introduction to football, something which I previously had never done. She literally caught my attention, as without even realising, I was taking part in the lesson with the whole class. It was so interesting and challenging, using games in order to make us think and experience the skill, rather than just giving it out. This teacher believed a lot in learning through experience, in order to help the students think and arrive to a conclusion. From that day onwards, my view on the physical education lessons totally changed, and there was not one lesson I did not fully participate in. As Dewey (1897) claims I believe that education, therefore, is a process of living and not a preparation for future living. Agreeing to what Dewey states, learning and education are social and interactive processes, where the school is the institution which helps the child interact with the curriculum and learn through real, guided experiences. He compares two (2) extremes, that are the traditional method against the progressive method of teaching. The first one (traditional) is more of an authoritarian and strict approach, where the teacher focuses on delivering the curriculum, with not enough understanding of the students experiences. The second method (progressive) is free, student-directed and uses the students experiences to enable them to learn. Going back to my primary years, I remember how I used to hate physical education because the teacher was very traditional and used to gives us a ball and kind of dictate the skills that had to be practised, in order to stick to the syllabus content. This used to get annoying, with very minimal learning, and for this reason I always used to opt out in taking part and stay wandering around. This was only until the school employed the new teacher, and with her the lessons were so different. They were fun, progressive, and educational at the same time, introducing a variety of sports to us and teaching us numerous skills and games which we had never done in years. Recalling these years made me understand how I wanted to become that teacher who makes the students love the subject and guide them to learn through their own experience, being able to understand the skills. I did not want to become the traditional teacher, as Dewey claims, who gives a ball to the students and its like sending a clear message I do not care in doing the lesson. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences. (Dewey, 1987). In physical education, students tend to ask for playing games rather than having a lesson focused on drills and skill practise. A very good method I have been introduced to at University is the Teaching Games for Understanding (TGfU), and our lecturers emphasize its use in schools. Throughout my teaching practice I realised it is very effective and endorses students in a thinking process, because rather than focusing on how to do it (main importance is given to the techniques practised), it addresses the why and the what if (students have to think of skils and strategies for better play). As Griffin and colleagues (1997) suggest, it helps in encouraging the students to respond with a range of creative actions, being able to critically think and make their own decisions. Students are thus able to develop a deeper meaning and understanding of what they are being taught, and be able to decide and use information in a variety of situations. Concording to Dewey: the true centre of correlation of the school subjects is not science, nor literature, nor history, nor geography, but the childs own social activities. (Dewey, 1987). Applying this method in my teaching practice, turned out very well and also made me realise that teaching is a drawing forth rather than a telling. Teaching does not have to be a dictatorship, or else giving only importance to what lies within the curriculum. If students prefer learning through games, than use games to deliver the content, but in a way that encourages students to learn and not push them away in disliking the subject. For example, taking physical education again and focusing the lesson on basketball; if the aim of the lesson is introduce passing, I would start the lesson by a ball possession game, where the students have to make five (5) consecutive passes to be able to score a point. In this manner, students are playing a game, practising passing between each other, and also being able to think and understand that in order to score a point they need to move about and create open spaces. Obviously, in contrast to the I want you to stay in pairs and pass the ball to each other traditional method, this progressive approach allows the students to think and experience the skills. As a future educator, I also believe that students need to be guided in order to be able to discover new knowledge. Socrates established a very important notion of philosophy, that is arriving at truth through a series of questions. He used to question man in the street himself to arrive at political and ethical truths. He also questioned his students, as a means of instruction to engage them in thinking a problem and arriving at a critical conclusion. Nowadays, this so called Socratic Method, is very much used by teachers to stimulate learning in students. It focuses on the students knowledge to address a given problem, and learning is through a process of critical thinking and discovery, and not by having the teacher telling the student the proper answer. It is through the use of questioning methods, that students are encouraged to think and analyse a given situation. In teaching this is what is known to be as the guided-discovery method, where the process is triggered off by a series of stimuli. These can range from small statements to questions that elicit discovery. The questions might then proceed in small steps, until the student discovers the wanted target or concept through own knowledge and experience. An example drawn from a particular lesson I had during my teaching practice last year, where a student was finding it difficult to hit the ball, as the lesson was about softball (very similar to the baseball game). Instead of just teling her she had to swing the bat earlier, I started to ask her a series of questions to make her think about what she was doing wrong. The first question First I asked her why wasnt she able to hit the ball, and her answer was that she was swinging earlier than the ball. To this I then invited her to think why she was swinging early, and she came to a conclusion that it was happening because she was not timing the ball correctly. Thus, automatically she realised that she needed to wait a bit more before swinging the bat. After a couple of times practising the swing, she managed to hit the ball. I could have easily told her to wait for the ball before swinging, but in this manner the student managed to arrive to the conclusion through her own experience a nd by critically thinking and analysing the problem. Conclusion In a learning community, learners construct their own knowledge, and then share it with the whole society through: collaboration as an act of shared creation/and or shared discovery. (Schrage, 1990). This is important, as in a world where technology is prevailing: it is not possible for the individual to understand the complexities of this modern age without drawing on and accepting the contribution of others. (Schrage, 1990). A teacher is definately essential in helping the learner construct his or her own knowledge. Undoubtedly, a teacher also has great responsibility in preparing the students well for their careers and lives, and it is important to note that without the teacher, jobs such as those of a doctor, lawyer, auditor and so on, could not be taken as one needs to be taught before taking up a career. Many people have been helpful and important in helping me become what I am today, but a person which has been an important role-model and inspired me to take this road, is my secondary physical education teacher. She is what I define a successful and efficient teacher, and one day I would like to be defined in that manner by my students. An analysis of the Selfie: A new unconscious illness An analysis of the Selfie: A new unconscious illness Title: Selfie: A new unconscious illness 1.0 Introduction People have been taking selfie as a trend that is ongoing. The word ‘selfie’ is officially named by the Oxford Dictionaries World of the Year in 2013. ‘Selfie’ is define as a photograph that one has taken of oneself, typically one taken with a smartphone or webcam and uploaded to a social media website (Oxford University Press, 2014).Moreover, selfie is often associated with social networks like Facebook, Instagram or Twitter. People take selfie wherever they are and whatever they are doing. These days, people snap pictures of themselves wherever they are. For example, selfies taken at funerals, presidential selfies, and even a selfie from space (The Daily Hit, 2013). The popularity of selfies has dramatically increased and had become a social media phenomenon. So, should this be seen as an issues? According to Doctor Pamela Rutledge (2013), selfies can be damaging to a person’s mental health and that indulging in them is indicative of narcissism, low self-esteem, attention seeking behaviour and self-indulgence. Even Thailand’s Department of Mental Health come to a conclusion that the ‘selfie culture’ bring a potential negative impact and claiming that young people are suffering from emotional problem when their selfies is not underappreciated by others. The public does not concern about this issue [L1]because they are not conscious of the illness that selfie can bring. 2.0 Sickness of selfie 2.1 Narcissism The meaning of narcissism is excessive self-love (Acocella Joan, 2005). Due to the improvement of the technology, taking selfie now is much more convenient. Camera are now being placed on our phones with high mega pixel, we get to edit the picture that we just snap with a touch and we can share it to everyone with a click. The more shots that are taken, the danger you are. You might feel each of the photos of you are so pretty due to the effect that make your skin smooth, fair and make you look younger. This thought may be the platform of the sickness – Narcissism. Narcissism can be also defined as a personality disorder that cause by behaviour like exploiting others, envy, lack of empathy and an insatiable hunger for attention (Acocella Joan, 2005). It is a pretty judgmental label to string up on someone who might be happy with him or herself. According to Doctor Pamela Rutledge (2013), the growing selfie trend is today being connected to a lot of psychological disorders that can be damaging to the overall psyche of the users. Psychologists and psychiatrists are reporting rising numbers of patients who are suffering from narcissism, body dysmorphic and dramatically low self-esteem, all thanks to selfie-nation. According to Doctor David Verle (2014) â€Å"Two out of three of all the patients who arrive to examine him with Body Dysmorphic Disorder since the cost increase of camera phones have a compulsion to repeatedly read and post selfies on the social media sites.† This indicates that too much selfie can actually lead to Narcissism. 2.2 Addiction Addiction is a primary, chronic disease of brain reward, motivation, memory and related circuitry (ASAM, 2011). Selfie can be an addiction to everyone, not only youngsters, elderly may also addicted to the selfie phenomenon. It seems that some people cant stop turning the camera their way for that perfect shot, and now psychologists say taking selfie can turn an addiction for people already affected by certain psychological disorders. Research found that UK’s first selfie addict is the teen and has had therapy to treat his technology addiction (Fiona Keating, 2014). They believe that the addiction toward selfie is because Selfies frequently trigger perceptions of self-indulgence or attention-seeking social dependence that raises narcissism or low self-esteem, (Pamela Rutledge, 2013). Someone that who are addicted to selfie can snap more than 200 times selfie per day. The first case is of Danny Bowman who is 19, a British teen diagnosed with selfie addiction. He reportedly spen t 10 hours daily with 200 photos of himself, but the numerous shots cannot still satisfy his desires. He eventually tried to commit suicide to break free from addiction (Aldridge Gemma; Harden Kerry, 2014). Due to the addiction of selfie, he quit school to have more time for selfie, shutting himself in the house for six month, lost 13 kg just to get a better feature from the camera and become aggressive with his parents when they tried to stop him from selfie. Danny says that he constantly search for the perfect selfie and when he realise the he couldn’t he wanted to suicide. Because of the addiction of selfie, he lost his friends, disappoint his family, giving up his education, health and almost scarifies his own life. The addiction of selfie is most likely to the addiction of drugs, alcohol or gambling which require a lot of efforts to be recover. 3.0 Dealing with selfie 3.1 How parents can help to reduce this issues Most of us do practice selfie, but how to deal with it, how to prevent from getting any illness but still enjoying selfie. First, parent’s education is most important. Knowing what is your children going through and having a better example of selfie phenomena. Some of the children go through rebellious period, they tend to do the opposite thing when their parents say not to (Rutledge Pamela, 2013). So due to this, parent should know their kids well and have a good communication between them to solve this issue. Next, parents should keep the habits of taking selfie when their children is not around because the behaviour of a parent’s influence their children because children tends to modify what their parents doing. Furthermore, parents should also educate their children on what negative effect can selfie bring. Parents play an important role in a child’s life and what they have made changes what they think. 3.2 Time limitations on phone Other than having the parents educate, time limitation on the phone also helps in dealing with selfie. The lesser the time you spend on your mobile phone, the lesser your addiction towards selfie. Most of us search for photo perfection for example Danny Bowman. After selfie, we spend most of the time on choosing the perfect picture and spend time on editing. Due to the advance technology, there are now thousands of applications for you to edit your picture. From the case of Danny Bowman, there is a cure toward the addiction of selfie which is to limit his time on his mobile phones. Danny claimed that the doctor confiscate his phone from him for ten minutes, then half an hour, then an hour (Aldridge Gemma; Harden Kerry, 2014). It was tough for him at first, but the idea of living keeps him motivated. According to Doctor Veal, the usual treatment for selfie is where a patient gradually learns to work for a longer period of time without satisfying the urge to submit pictures. There is not much worried because there is a cure for addiction and narcissism. 4.0 Conclusion Selfie addiction is so new there are, as yet, no statistics on it (Aldridge Gemma; Harden Kerry, 2014) so it causes people to be unconscious about it. How can the society help to improve the selfie phenomena is to spread the word and inform about what illness can bring when they having too much of selfie. Other than that, self-conscious is also important as we. Always control yourself on the number of selfie and the time spent on selfie, make sure you are not addicted to it. If you were addicted, find someone to talk to, get some opinion or seek for a further medical check-up if you can’t manage to get out from the illness that you are having. Lastly, we can make the selfie phenomena a better world by reminding each other not to take too much shots to avoid all the illness and educate them on how to deal with selfie. Reference List Acocella Joan. (2014) Selfie.New Yorker, 0028792X, 5/12/2014, Vol. 90, Issue 12. Retrieved from http://eds.a.ebscohost.com/eds/detail/[emailprotected]vid=1hid=4202bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ==#db=a9hAN=96140839 Addiction. (2011). American Society of Addiction Medicine. Retrieved form http://www.asam.org/for-the-public/definition-of-addiction Aldridge, G., Harden, K. (2014). Selfie addict took Two Hundred a day – and tried to kill himself when he couldn’t take perfect photo. Retrieved from http://www.mirror.co.uk/news/real-life-stories/selfie-addict-took-two-hundred-3273819 Martino Joe. (2014). Scientists Link Selfies to Narcissism, Addiction Mental Illness. Retrieved from http://www.collective-evolution.com/2014/04/07/scientists-link-selfies-to-narcissism-addiction-mental-illness/ Rutledge Pamela. (2013). Making Sense of Selfies. Retrieved from http://www.psychologytoday.com/blog/positively-media/201307/making-sense-selfies Rutledge Pamela. (2013). The psychology of the selfie. Airtalk. Retrieved from http://www.scpr.org/programs/airtalk/2014/02/11/35997/the-psychology-of-the-selfie/ Selfie. (2012). In Oxford dictionaries. Retrieved from http://blog.oxforddictionaries.com/press-releases/oxford-dictionaries-word-of-the-year-2013/ The Daily Hit. (2013). The Selfie Addiction  ¼Ã… ¡ Top 16 worst types of selfies. Retrieved from http://www.dailyhiit.com/hiit-blog/hiit-life/selfie-addiction-top-16-worst-types-selfies/ The Huffington Post. (2014), ‘Selfie Addiction’ is No Laughing Matter, Psychiatrists Say (VIDEO). Retrieved from http://www.huffingtonpost.com/2014/03/25/selfie-addiction-mental-illness_n_5022090.html [L1]Informal tone. Please rephrase. Concepts of Evils: Reflective Essay Concepts of Evils: Reflective Essay CONCEPT OF EVILS : I doubt that anyone thinks that we live in a perfect world. Although famine, war, earthquakes, disease and crime are common occurrences, I am sure that most people would be happy to live without them. In fact, I would expect that most people would say that these things are an indication that all is not well with the world. Types of Evils : There are basically two types of evil viz. Moral evil:  Suffering caused by humans. Natural Evil:  Suffering due to non-human agents. Those who argue that God does not exist, will often suggest that the presence of evil and suffering in the world is evidence that there is no God. Their argument can be set out in the following way; If God exists then surely God would want to, and could, deal with the problem of evil and suffering. Evil and suffering continues to occur in the world. Therefore, God cannot exist. So there is no perfect confirmation on the presence of God or absence of evil and vice versa. That means if God exist then evil too exist. The tact is to reformulate the argument from evil so that this criticism does not apply; for example, by replacing the term evil with suffering, or what is more cumbersome, state of affairs that orthodox theists would agree are properly called evil. MORAL EVIL : Moral evil is violence, slavery, dishonesty and so on which is basically out of our moral values and ethics. For example; If a girl gets raped then it is not her fault, it is one who does that. But society in which we live always blames the girl starts spoiling her name and starts gossiping about her activities that she does or did in his life like about her clothing’s, friends and the list doesn’t stops. Already the girl in the immense pain they she might be going through on the other hand such gossips hurts her more. On the other hand the media, newspapers tell something other story with all the emotions, drama, extra knowledge all that stuff just to increase their trp rate and for the fame. People in the society should ashamed that if they always tell girls to live but why can’t they teach their boys how to behave with girls In this example we can say that everyone has freedom to do what they want to. We always say that we live in a free country but the fact is that we are miles away from the freedom. It is not acceptable i.e. violence against women nor any type of harassment. That’s what our moral value says not to do harm anyone and also one should have some kind of humanity within them but do people nowadays really have it. If they have so then they might not gossip or do such kind of things with girls. The problem with our judiciary system is that there procedure of making judgement is so slow that victims can make hundreds of crime within that period. So fast trails should be made so that the victims can know their faults and anyone should not dare to repeat the mistake again. NATURAL EVILS : Natural evils are those which are done by non- human agents like people believe in superstitions, spirits, etc. For example; I heard this one from one of my friend who actually experienced it, one of their relative who was close with their family died some 2 years back who met with an accident and after few months everyday some or the other things happens in their house like sometimes there is health problems, sometimes my friend would go crazy like laughing like ghost and starts speaking to himself about that uncle’s family all that stuff. Then they went to many doctors for treatment but all that was of no use then some people told them that u go to religious places and do pooja and perform some kind of rituals it will be fine because all these is happening because of wicked spirits that is in my friend so their family did all rituals and then things became as normal it was. But now I can’t understand that one side it is said that wicked things are all fake and it is superstition but in the other side its true that my friend got cured because of all that rituals. But I personall y believe that there is no such kind of wicked spirits present in this world. All this rituals are performed so that one can earn money, fame and so on. The best part is that how they fool people in and around them by telling all the stupid things and people to fall pray. We all have noticed all these poster in the train which tell the same thing but the phone number in it is different. In this people are given wrong information about it due to which a fear is built inside them about their own problem. All this builds up stress in their mind and causes mental illness. I don’t believe that how people started using the name of the God for earning. But its true that if people believe in God then they must believe in spirits too. One more example of natural evil is blackmagic. The article down is taken from http://articles.timesofindia.indiatimes.com/2013-09-08/india/41873071_1_kerala-village-kalari-black-magic KOCHI: For Peringottukara is best known for the practice of black magic, especially one involving chathan or kuttichathan. This figure is a dark avatar of Vishnu who rides a buffalo, and whose mastery in removing, or placing, hurdles in mortal life is never questioned by believers. The chathan could blight your love life, business dealings or general prosperity but could also set things right if placated.The families of Avanangattil Kalari and Kanadi are the resident experts in this trade. They are at pains to explain that, rumours of black arts notwithstanding, they are harmless folk.The treatment is often elaborate tantric pujas that involve ornate symbolism, much mumbo-jumbo, trances, communion with saturnine powers and the like. If you are here, it is hard to remain untouched by the rituals. There are more worldly matters to be dealt with as well. Even as this correspondent was chatting up a priest at Avanangattil Kalari, an NRI nonchalantly placed a fat bundle of notes as advanc e for the chathans intervention in his business empire. A couple of minutes later, a poor, halfblind lottery ticket vendor too lands up to lament business losses. All he has to placate the mischievous chathan is a one rupee coin. The priest seems to show no particular interest in the money being offered. Those in the know, however, will tell you how easily and seamlessly these priests shuttle between the spiritual and temporal worlds. Many of them have got incredibly rich and run petrol pumps and cinema theatres. They have also put in place a fairly well-oiled structure to run the faith industry, including staff to woo devotees from far and wide.According to advertising industry circles, the Kanadi groups spend lakhs on publicity every year. Some of the Malayalam newspapers which were reluctant to carry advertisements of such dispensers of divine blessings have now changed tack. Nowadays people are feared about their life and they are not interested in their moral values and ethics. I too believe that sometimes something depends upon circumstances but there are something that is not acceptable under any circumstances like harassment, inequality, racism, etc. It is common in all the trucks there is some kind of picture is drawn and it is said that it will save it from all kinds of accidents and damage that may occur. All this things are only to up come our fear that have been put into our mind or taken by us through some instance that they have been known. Today’s youth is tomorrow’s adult generation. Now we may take any big step to eradicate social evil but we can prepare our minds that when we will be adults we will not support social evil. At this moment we can orally fight with the social criminals, put up posters in the neighbouring to decrease social evil such as rape, child labour, black magic, etc. Thats all we can do now later we all be not this generation as it is now. So one should prepare their mind that in our generation there would be no evil nor any issue.!!!!! So lastly I conclude that moral evils can be eradicated from our society but natural evils (spiritual or wicked) can’t be easily removed from our society. I too didn’t understood that do really natural evils exit in the world because I don’t believe in God!!! Nursing Leaders in Afghanistan: Competency and Challenges Nursing Leaders in Afghanistan: Competency and Challenges Wais Mohammad Qarani Significance The objective of this topic is in line with the Afghanistan Ministry of Public Health (MoPH) priority program on human resource development as indicated that MoPH supports â€Å"research at all levels†¦and capacity building of nursing and midwifery department† (MoPH-National Priority Program, 2012, p. 95). Moreover, understanding of the competency of nursing leaders in Afghanistan would provide evidence to maintain equity in the provision of learning opportunities, serve as an advocate for allocation of resources through the MoPH for the capacity development, and facilitate donor attraction for the development of nursing profession to create carrier development opportunities. Subsequently, this would be a foundation to increase awareness, build on knowledge, facilitate advocacy, improve professional image, improve quality, and enhance patient outcome. Therefore, it is important to explore that what is the competency level of nursing leaders who are working in the public h ospitals in Kabul, Afghanistan and what challenges they face that hinder their practice and subsequently affect patient care. Search Strategy This literature review consists of the data from the CINAHL, PubMed databases and Google Scholar. The data about nursing in Afghanistan were limited to the opinion articles and were searched as an entire through the term â€Å"Nursing AND Afghanistan† without filtering and only six relevant articles were found. Other search terms were conducted in combination of the keywords including; leadership, nursing, capacity, competency, development, building, challenges, and assessment. Afghanistan national strategic plans and reports were also taken into consideration through the search from Google Scholar and web pages. The searches were filtered to recent data according to the number of available articles accordingly. Majority of the search terms were searched without any filter as the total number of articles were limited. (Refer annexure A for more detail). Introduction Attention to the nursing in Afghanistan peaked in the mid to late 1970s through the establishment of nursing schools for both male and female (Furnia, 1978, p. 94). Likewise other systems of the country, nursing education and practice started to deteriorate after the initiation of war which continued for decades. From the invasion of Afghanistan by the Soviet Union and the fall of Taliban, the Afghan education and health systems have drastically damaged. Since the late 2001 the flow of international agencies and contributions to participate in the reconstruction of health sector have increased which have positively contributed in the health of Afghan population (Ministry of Public Health-National Strategy on Healthcare financing and Sustainability, 2009-2013, Forward section, para. 1). International agencies have made to contribute in majority of the health branches and brought remarkable improvements in the health system both at the knowledge and skills level. The nursing education has improved during the past decade. There are some improvements in the curriculum, learning resource package, teaching methodologies, capacity of the instructors, and supervision skills since 2002 and a lot more is needed (Herberg, 2005, p.132). The first four year Bachelor of Science in Nursing (BScN) program was established and launched just in 2007 at the Kabul Medical University (KMU) under the Ministry of Higher Education (MoHE). Despite improvements in nursing education, nursing services/practice and leadership at the point of practice have not been addressed through any mechanism to improve patient outcome, which needs to be explored and design programs for improvements. The purpose of this literature review is to explore available data and researches conducted on the competency of nursing leaders in Afghanistan. The review also covers literature from the neighboring and other developed countries. The review includes both theoretical and empirical literature focusing on the concepts of competency and leadership. Critical Review and Analysis Robbins et al. (2001) defined competent person as â€Å"one who has the knowledge, skills, and abilities to perform a job adequately† (p. 192). Robbins et al. have also concluded that competency is divided into four main domains which include â€Å"technical skills, industry knowledge, analytic and conceptual reasoning, and interpersonal and emotional intelligence† (p. 193). Furthermore, 25 participants of a conference attendees in Texas who were leaders reported competency as â€Å"the ability to think in action, have confidence and clarity in decision making, and retrieve information throughout the career trajectory† (Allen et al., 2008, p. 81). In addition, political skill to understand and manage every stakeholder’s conflicting behaviors and external awareness of laws, policies, and decisions are the two important characteristics of effective leadership and management (Blaney, 2012, p. 44) which all together outline competency based leadership and mana gement. Indeed, these domains and components of competency and leadership are distinct from individual to individual, hence have diverse outcomes. Kang et al. (2012) have compared managerial competencies among nursing administrators (n=330) from 16 hospitals in Taiwan through a cross-sectional survey and found that more than 50% of the Head Nurses (HNs) and more than 35% of the high level management had never received any administrative training (p.942). The findings also revealed that HNs and Nurse Executives (NEs) both rated themselves highest in integrity and lowest in financial management followed by clinical skills and knowledge, and interpersonal relationship skills for HNs, whereas; collaboration and team skills and human resource and labor relations were rated by NEs (pp. 942-943). Although organizational outcome is relied on effective leadership and management, it has been given less importance to fulfill capacity development needs of the nursing leaders. Furthermore, considering diverse technological and resources accessibility, competency also differs from person to person in different contexts. Therefore, it is reas onable to explore nursing leaders’ competencies on the context of Afghanistan to enable us in planning programs for the capacity development of nursing leaders accordingly. The development of nursing in China is associated with one of the key factor which is medical orientation of the health system (Wong, 2010, p. 526), while the most troubleshooting challenge of the American nurses is distinct to â€Å"absence of adequate pipeline for nursing leaders† (Thompson, 2008, p. 914). A descriptive qualitative study on the perception of the Community Health Nursing (CHN) Assistant Manager role in Pakistan indicated confusion of the role which needed role clarity (Gulzar, Mistry, Upvall, 2011, p. 389). The same study reported existence of tension between CHN assistant manager and Lady Health Visitors (LHVs) and expected to be the result of the lack of understanding of their roles and expectations (p. 390). This conflict is further exaggerated where the role of one discipline (nursing) is taken by the other discipline (medical) and vice versa particularly in Afghanistan. A quantitative exploratory study by Essani and Ali (2011) conducted at a tertiary care hospital in Karachi Pakistan about knowledge and practice gaps among pediatric nurses revealed that incompetency of the participants had a great impact on the level of care provided to the patients. The gaps were categorized in five areas where knowledge and skills were ranked second and third highest respectively (p.1). The competency of low level staff is dependent on the managerial skills and leadership competencies of high level staff of a particular entity which in turn has its impact on patient outcome. Therefore, capacity development of nursing leaders must be a priority which plays a vital role in organizational outcome. Scarcity of research in Afghanistan hinders any step forward; and due to decades of conflicts, Afghanistan faces greater challenges in terms of leadership than any other country. The issues and practices of nursing in Afghanistan have not been published to guide nursing practice in the country or plan for improvements. Majority of the published articles are on the missions and personal experiences of the international armed forces nursing personnel who worked in Afghanistan. Cameron (2008) described Afghans as â€Å"extremely intelligent and bright† but, decades of war have destroyed the health system of the country and the emotional wellbeing of the population (p. 30). Cameron claimed that despite the role of supervision in maintaining standard of care, majority of the managers do not turn to the wards and do not know about the patient’s condition (p. 30). This claim is needed to be explored through the nursing research to discover leadership incompetence as a contribu ting factor. It appears that nursing leaders could best identify and describe their need for capacity development to design programs which would enable them to avail international knowledge and technology. The Ministry of Public Health (MoPH) has valued to develop evidence based public health programs (MoPH, Strategic Plan, 2011-2015, p. 20). Besides, the MoPH strategic plan has determined the human resources management and development (pp. 24-25) which is in line with the Afghanistan National Development Strategy (ANDS, 2008-2013, p. 62). Although evidence based programs and human resource development are the focus of MoPH, nursing profession has disadvantaged in this regard. This fact is supported by Forsyth (2013) that â€Å"Health Services professionals shifted their focus from caring for sick and injured coalition personnel to mentoring and capacity building with the Afghan National Security Forces (ANSF)† (p. 32). Although international nurses are posted within ANSF for mentorship and training, this opportunity is much limited within the public hospitals. The MoPH strategic direction on increasing equitable access to quality health services (strategic objective -5) to impr ove patient safety (MoPH, Strategic Plan, 2011-2015, p. 30) is purely dependent on effective nursing care through effective leadership and management. Strategic direction on governance in the health sector (MoPH, Strategic Plan, 2011-2015, pp. 31-32) is an important consideration for fulfilling the objectives. Therefore, identification of the nursing governance competency limitations and evidences which hinder effective nursing leadership require an in-depth research. Conclusion Competency of the nursing leader plays a vital role in the organizational outcome. Global Nursing Leadership Institute (GNLI) under the International Confederation of Nurses (ICN), designs annual leadership development programs for nurses at the executive level. The objectives of the institute focused to develop capacity of the nursing leadership and build international network at the global level (Blaney, 2012, p. 47). On the other hand, Afghan nurses have disadvantaged from such opportunities. Efficiency of a health industry is associated with the better workplace and workforce management and also connected with clinical supervision and effective leadership and management which is compromised component in diverse settings. Therefore, it is vital to develop the capacity of the nursing leaders on the bases of evidence to enhance productivity. Administrators play a central role in the provision of high quality health services to the patients. They are the one who train his/her designe e what to do, when to do and how to do and above all why to do which is more significant for patient outcome. Thus, the finding of this literature review indicates a need to explore the capacity of nursing leaders to plan developmental programs accordingly. The purpose of the research would be to explore competency level of the nursing leaders in public hospitals in Kabul, Afghanistan and also identify challenges they face in the workplace. References Allen, P., Lauchner, K., Bridges, R., Francis-Johnson, P., McBride, S., Olivarez, A. (2008). Evaluating continuing competency: a challenge for nursing.Journal Of Continuing Education In Nursing,39(2), 81-85. doi:10.3928/00220124-20080201-02 ANDS – Afghanistan National Development Strategy (2008-2013). Retrieved from http://www.diplomatie.gouv.fr/en/IMG/pdf/Afghanistan_National_Development_Strateg y_eng.pdf Blaney, P. P. (2012). Senior nursing leadership capacity building at the global level. International Nursing Review, 59(1), 40-47. doi:10.1111/j.1466-7657.2011.00953.x Cameron, A. (2008). Planting seeds of hope nursing in Afghanistan. Australian Nursing Journal, 16(5), 30. Retrieved from http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=83dab417-8198-4e8d-b006- ca398eb9f9b9%40sessionmgr113vid=1hid=113 Essani, R., Ali, T. (2011). Knowledge and Practice Gaps among Pediatric Nurses at a Tertiary Care Hospital Karachi Pakistan. ISRN Pediatrics, doi:10.5402/2011/460818 Forsyth, J. (2013). Building capacity in Afghanistan. Canadian Nurse, 109(9), 32-33. Retrieved from http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5af86ac0-ed52-42e7- b821-aef93fea8df3%40sessionmgr114vid=1hid=113 Furnia, A. H. (1978). Syncrisis: The dynamics of health. XXIV: Afghanistan. Washington, D.C.: US Department of Health, Education and Welfare Public Health Service (DHEW 78-50056). Retrieved from http://pdf.usaid.gov/pdf_docs/PNAAH120.pdf Gulzar, S. A., Mistry, R. R., Upvall, M. J. (2011). Capacity development for Community Health Nurses in Pakistan: the assistant manager role. International Nursing Review, 58(3), 386-391. doi:10.1111/j.1466-7657.2011.00896.x Herberg, P. (2005). Nursing, midwifery, and allied health education programmes in Afghanistan. International Nursing Review, 52(2), 123-133. Retrieved from http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a63c682f-0b1b-410f-a19e-4d991fd96aa5%40sessionmgr114vid=1hid=113 Kang, C., Chiu, H., Hu, Y., Chen, H., Lee, P., Chang, W. (2012). Comparisons of self-ratings on managerial competencies, research capability, time management, executive power, workload and work stress among nurse administrators. Journal of Nursing Management, 20(7), 938-947. doi:10.1111/j.1365-2834.2012.01383.x Ministry of Public Health (MoPH) National Strategy on Healthcare financing and Sustainability (2009- 2013). Retrieved from http://moph.gov.af/Content/Media/Documents/NationalStrategyonHealthFinancingandSu stainability20092013English1742013132843116553325325.pdf MoPH, National Priority Program, (2012). Health for All Afghans. Retrieved from http://moph.gov.af/Content/Media/Documents/NPPEnglishVersionNarrative29July20122 752013125750126553325325.pdf MoPH, Strategic Plan, 2011-2015. Retrieved from http://www.google.com.pk/url?sa=trct=jq=esrc=sfrm=1source=webcd=1cad =rjaved=0CCcQFjAAurl=http%3A%2F%2Fmoph.gov.af%2FContent%2FMedia%2F Documents%2FMoPHStrategicPlan2011Final2882011115859177553325325.docei=6r 8IU7yqDIir0gWSloDoBwusg=AFQjCNHy730DBrvhFbHBqDFOd7UtpTS- 1gsig2=JJnlggylJ5mHxP2DlfKRSwbvm=bv.61725948,d.Yms Robbins, C., Bradley, E., Spicer, M. (2001). Developing leadership in healthcare administration: a competency assessment tool. Journal of Healthcare Management, 46(3), 188. Retrieved from http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=ad517ba7-0311-433a-bd10- 40f4819cf245%40sessionmgr198vid=1hid=126 Thompson, P. (2008). Key challenges facing American nurse leaders.Journal of Nursing Management,16(8), 912-914. doi:10.1111/j.1365-2834.2008.00951.x Wong, F. (2010). Challenges for nurse managers in China.Journal of Nursing Management,18(5), 526-530. doi:10.1111/j.1365-2834.2010.01115.x Annexure – A: (detail of search strategies) Annexure B: (List of Acronyms used in the paper)

The Chosen Review :: essays research papers

History plays a large role in shaping the character of Rueven and Danny’s characters because they each have strong spiritual fathers that laid a foundation for them, their respective religions have very different roots, and they find that they have differences from these religions.   Ã‚  Ã‚  Ã‚  Ã‚  Both Rueven and Danny have spiritual giants for fathers. While Rueven’s father is not as well respected or as well known as Reb Saunders, he is every bit as caring and spiritual. Mr. Malter has raised Rueven in the Jewish fashion and has taught him to love God. The love that Mr. Malter shows Rueven is evident when Rueven is at the hospital. When Rueven finally wakes up, his father is so excited that he rushes over without even preparing himself. â€Å"His sparse gray hair lay uncombed on his head. That was unusual for my father. I never remembered him leaving the house without carefully combing his hair.† In addition, Mr. Malter developed a cough and got sick, probably attributed to excessive worrying over Rueven. Reb Saunders also loves his son, but has a hard time showing it. Since, Danny and his father never speak unless they are studying; it is a very strained and painful relationship for Danny. Reb Saunders is known all over the Jewish community for being a strong spiritual advisor to all the Hassid and Danny is expected to take his place. Reb Saunders position as rabbi is something of a family dynasty and it has gone on for many generations. Danny has been groomed to become the next rabbi since he was a child. All of this seems too much for Danny and it seems that he just wants to escape his destiny and live a normal life.   Ã‚  Ã‚  Ã‚  Ã‚  The roots of Rueven and Danny’s churches also play a role in their characters. Rueven is an orthodox Jew, and thus comes from very strict values. Rueven is expected to pray many times a day and to study the Talmud frequently. In addition, he eats kosher food, always observes Shabbat and follows Jewish law reverently. He is very faithful and hopes to be a rabbi someday. On the other hand, Danny comes from an even more demanding sect of Judaism. The Hasids have similar beliefs to the Orthodox Jews but hold to even stricter codes of conduct. One of the things that set the Hasids apart from other sects is their dependence on the tzaddikim or spiritual leaders of their communities.

Comparison of The Lottery and The Story of an Hour Essay

â€Å"The Story of an Hour†, by Kate Chopin; this story was about a wife who was told that her husband had died. The wife went through many emotions but the main emotion she went through upon hearing about her husband’s death was elation. She felt free from his presence in her life, but at the same time, she also felt sadness. She did not feel sadness for her husband’s death. She felt the sadness for her happiness about his death. â€Å"When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: â€Å"free, free, free!† (The Story of an Hour, by Kathy Chopin). In this excerpt the writer describes how Mrs. Mallard was feeling about the death of her husband. â€Å"But now there was a dull stare in her eye, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.† This quotation appears after Mrs. Mallard goes to her room to be alone with her thoughts. This quote gives us insight into how Mrs. Mallard feelings are developing about the death if her husband. She sees something completely different than what someone else would see after finding out their husband has died suddenly. â€Å"The Lottery†, by Shirley Jackson; this story is about rituals. The townspeople gather every year on June 27th. The townspeople have many emotions toward their yearly ritual. They feel apprehension, excitement, anticipations, sadness and relief. In this story, the Lottery is to pick someone in the town that must be stoned to death to maintain their yearly ritual. The person that wins after the motions of picking pieces of paper out of a box happens to be the late comer to the Event. â€Å"Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed† (The Lottery, Shirley Jackson) this quote gives the reader insight into how the men were apprehensive and uneasy around one another. They exhibited signs of worry and uneasiness about the events that were to follow. These two stories are alike in the way that the characters in the story go through high and low emotions. Both writers are females and they write their stories in the third person, both stories are best described as a limited third person. Kate Chopin has written her story from the point of view of the wife but mostly third person limited. The story begins with a narrator but then the wife’s thoughts begin to tell what she is feeling from her point. In The Lottery, the story is third person only, the author, has the narrator tell the story as if he were there but not directly involved in the actions of the story. These two stories have a unique way of getting the reader’s attention in how they wrote their stories. Kate Chopin gives the reader the impression the story is going to be a long drawn out tale but the story is based off the hour that Mrs. Mallard has to contemplate what her life will be like without her husband. Whereas, The Lottery is a drawn out story that in real time only takes approximately 15-20 minutes to complete the task of picking out pieces of papers and stoning the winner. Shirley Jackson expands her story on what the atmosphere is like with the townspeople, she also goes in depth with the many characters. Shirley Jackson’s, The Lottery could have been shorten but would have spoiled the suspense.

Compare, Contrast, and Evaluate Plato and Aristotle on human Well-being Essay

Plato’s ethics concerning well-being arise from the end of the discussion on justice where Thrasymachus articulates that justice is in fact merely a social contract whereby people agree not to inflict harm on others in return for not being harmed. Out of this rises the question well if this is all justice is, if it is only desirable for its consequences, In this case the avoidance of harm, then why shouldn’t I cheat? If I can get away with it why wouldn’t one cheat? Now follows the Gyges story, Glaucon puts it to Plato that if two men, one whom leads a life of virtue and one who doesn’t, acquired a ring that could turn you invisible, even the virtuous man would not be able to resist acting immorally so therefore people are not actually virtuous, more just scared of the consequences of not being so. This is making the point that no man is so virtuous that he could resist the temptation of being able to steal at will by the ring’s power of invisibility. In modern terms, Glaucon still argues that morality is a social construction, whose source is the desire to up hold one’s reputation for virtue and honesty; when that sanction is removed, the moral character would evaporate. However Plato disagrees, he thinks the truly virtuous man would act morally and be happy and at peace with himself, even when the outcome may not be seen as in their best interests e.g. loss of reputation; when sentenced to death Socrates had the chance to escape and go and live in another place but he refused to because it would be wrong to obey the laws of the land only when they suited you, so he stayed and was killed. For Plato this is not only the right thing to do but he would go as far to say that he would be happier dying virtuous than living having broken the law. Although I think this should not be taken as he enjoyed his actual death rather there was a certain content dignified air about it, as through living a virtuous life he had reached eudemonia because for Plato virtue is sufficient for human well being. Then to illustrate the extreme of what Plato is saying a second ring is added, and it is put to Plato that if both men had a ring, one just and one unjust, and the unjust man carries out his unjust activities but is clever enough to disguise it and up holds his reputation for being a moral citizen so therefore gets away un punished however conversely the just man whom has been virtuous in all his actions is misunderstood and crucified for being unjust and his reputation soiled. Is Plato saying even in this case it is still better to be the just man? Plato explicitly maintains that yes it is, and uses this example to show that if it is the most beneficial and right thing to do in this situation then I must follow that it is the most beneficial and right thing to do in all situations. But why is it the most beneficial? Why should people be just, Plato believes that it is down to the tri-partite nature of the soul; if things are not in the right balance then it becomes a matter of damaging your mental health. Plato believes that justice is gratifying in itself not merely because of its consequences. The purpose of human life is to live virtuously. The end that all virtuous beings should aim at; to be in union with the form of the good, this is the way of achieving the highest form of human well-being. In order to live virtuously one must have justice in the soul. Justice in the soul can only be present when the tripartite elements are in accurate harmony; when reason is ruling over spirit and spirit is controlling desires or appetites; wisdom can be seen to represent the rational part of the soul and courage parallels the spirited part of the soul with discipline existing in controlling desires. When the soul is in balance only then can virtue be exercised and human well-being achieved. Plato states that it is impossible for one to be happy if justice is not present in the soul and put forward this argument to illustrate why the unjust mans life leads to misery. Plato believes that the tyrant is the most unhappy of people because he is in a position of slavery and has no real freedom, he is ruled and governed by passion and surrounded by enemies. Due to being dominated by passion his main aim is to seek pleasure. Plato argues that each of the three parts of the soul corresponds to a different type of pleasure Rational- Gains pleasure in seeking the truth. Spirited- Gains pleasure out of achievement and honour. Appetitive- Gains pleasure through the empirical senses, e.g. sex/drink/food. The tyrant thinks that his pleasure is the best type, this can also be said for the oligarch and the philosopher, however Plato claims that only the philosopher’s assertion can be the real truth for he has experienced all types of pleasure and is therefore in the best position to decide. â€Å"when the whole mind accepts the leadership of the philosophical part, and there is no internal conflict, then each part can do its job and be moral in everything it does, and in particular it can enjoy its own pleasures and thus reaps as much benefit from pleasure as is possible† (586) But if the mind is controlled by either the spirited or appetitive elements it is not possible for it to attain its own correct pleasure and begins to coerces the other two elements to engage in false happiness, so far as that appetitive desires are farthest removed from reason and therefore law and order, and the tyrant is then farthest removed from mans true and proper pleasure so therefore cannot achieve well being and leads to the most of unhappy lives. So because justice is now desirable in itself and for its consequences its not a case of why should I do it, for Plato you act justly for its own sake. So how would the just man know what actions are virtuous and which are not; This is where the theory of the forms can be introduced, according to Plato we live in a world of appearances of which we cognise through perception, appearances are temporary, changing, fallible and subject to doubt. Although Plato also believed that there is an infallible, eternal, unchanging realm; the realm of the forms. The forms are independent of the mind ‘metaphysical entities’ as real as anything we cognise through are empirical senses. So in order for one to posses any ‘true knowledge’ then one must have access to the forms. In order to know what courage is one must know the form of courage so that when deciding if a particular act is courageous you can compare the form with the act and see if they have anything in common. Upon gathering this information you are now and only after consulting the form, in a position to obtain an objectively correct answer. Does this mean that those whom don’t have access to the forms of the virtues cannot be virtuous and in turn not achieve well-being? So in summary one must have the soul in the correct balance; this is the necessary and sufficient clause for well being and why is this the case because of the tri-partite nature of the soul. Aristotle’s ethics are very similar to that of Plato’s, sharing distinct similarities but also some differences. For Aristotle human-well being can also be translated as Eudemonia (flourishing). In book one Aristotle states that â€Å"that every art, every investigation and similarly every action and pursuit is aimed at some good† and that happiness is an activity of the soul according to virtue. As an early virtue theorist Aristotle believes a person should be judged on their character and not their actions. According to Aristotle virtue is something learned through constant practice beginning at a young age. To further understand this we should fully translate ‘arà ¯Ã‚ ¿Ã‚ ½te’-this is the word translated into ‘virtue’ in most English translations however the word more generally translates into excellence, so for example a musician will exhibit ‘arà ¯Ã‚ ¿Ã‚ ½te’ in performing without any moral connotations. It logically follows that excellence in music cannot be reached simply by reading about it, it requires systematic practice and practical implementation. For Aristotle there is not necessarily an essential distinction between being virtuous and exercising a learned skill like playing an instrument, he believes that virtue is also a learned excellence (the highest learned excellence). So to be virtuous one must practice at it; human well being for Aristotle involves ‘living well’ and exercising virtue is a necessary condition of this. Aristotelian virtue ethics are more specific than Plato’s, he talks of virtue in a more systematic sense. This is highlighted by the doctrine of the mean; his theory that virtue exists between the vicious extremes of excess and deficiency. For example the virtuous mean of courage lies between the vices of recklessness and cowardice, which represent excess and deficiency respectively. In order to achieve well being one must attempt to find the golden mean of all the virtues in the 36 name table, however Aristotle does clearly remind us that there are no exact laws in political sciences rather we need to approach each case individually informed by calculated virtues and some practical wisdom. Virtue for Aristotle is A posteriori; learning through experience, what is the mean path relative to us? Like Plato, for Aristotle we cannot pick and choose our virtues, we cannot decide to display courage and patience but not truthfulness and modesty, nor can people be virtuous if they do not demonstrate all the virtues. One of the most crucial points Aristotle makes is that although virtue is necessary for ‘well-being’ it is in fact not sufficient. In order to be truly happy one must have three things. 1. A good character. 2. One must be active in living virtuously 3. One must have external goods. Happiness according to Aristotle is a public not a private affair, so whom you share this happiness with is of great importance. The city-states of ancient Greece were tightly knit communities. In politics Aristotle says we cannot fully realize our potential as humans outside the bonds of a Greek city-state so therefore well being cannot be achieved in the life of a hermit. This is not the only external good that is required, Aristotle also believes that in order to achieve well-being wealth is required, although I feel it should be made clear that he is not saying one needs to be rich to happy, rather that there needs to be a absence of extreme poverty; the view that it is hard to be happy when starving. This is in direct contradiction with Plato’s teachings and is blatantly outlined in the story of the ring of Gyges. Another fundamental difference between Aristotle and Plato’s teachings on well being is that the whole of Plato’s metaphysics is underpinned by the forms. To be fully virtuous one must have access to the forms but Aristotle completely rejects the forms as having no tangible foundation for believing them. Aristotle thinks that the problem solved by the forms can in fact be answered empirically; he presents us with the function argument: this explains that the function of a harpist is to play the harp well. A human also just like the eye has a set purpose or function and the function of a good man is to live well or achieve ‘well-being’. But Plato believes that people who reject the forms for empirical verification are sophist whose beliefs have no basis. It seems that both Aristotle and Plato believe that in order for humans to achieve well being they must fulfil their function, so in order to identify the real difference of their views on well being we must understand their views on what our function is. Plato’s view on this is outlined in Book One of The Republic; Socrates is trying to prove to Thrasymachus that it is better to be just than unjust. He starts by determining that all things have their own definite function, and that that function is â€Å"that which one can do only with it or best with it (Republic I 352e).† For example, the function of eyes is to see, and since a pruning knife is better suited to pruning than a butcher’s knife, its function is to prune. Having established this, Socrates goes on to argue that everything also has a measured virtue that corresponds to the implementation of its function. The virtues of our ears are hearing and the virtue of the knife would be its sharpness. An object that is deficient in its virtue is said to be incapable of performing its function well (a dull knife would not be able to cut properly). Having demonstrated this, Socrates now looks at the human soul and its function. â€Å"Is there some function of a soul that you couldn’t perform with anything else, for example, taking care of things, ruling, deliberating? Is there anything other than a soul to which you could rightly assign these, and say that they are its peculiar function? †¦What of living? Isn’t that a function of the soul? (Republic I 353d)† Thrasymachus agrees to Socrates’ definition of the soul’s function and they go on to examine what the virtue of the soul is, that allows it to perform its function. From his previous argument regarding the importance of virtue in the performance of one’s function, Socrates infers that a non-virtuous soul would do a poor job of ruling etc, while a virtuous soul would do a good job. Then going back to where he and Thrasymachus had agreed that justice was the virtue of the soul, and injustice its vice. This enables Socrates to conclude that a just soul and a just man will achieve human well being and flourish, while an unjust man will not achieve well being and be unhappy. Aristotle agrees with Plato that the good for anything that has a function relies on the implementing of that function. So it follows that Aristotle tries to work out if human beings have a function (â€Å"the function argument†). â€Å"Then do the carpenter and the leatherworker have their functions and actions, while a human being has none, and is by nature idle, without any function? Or, just as eye, hand, foot and, in general, every part apparently has its functions, may we likewise ascribe to a human being some function besides all theirs? (Nicomachean Ethics Book I Chapter 7 29-33)†. So assuming that there is a function specific to humans Aristotle discounts sense perceptions because they are not only human traits. He concludes that the human function is to exhibit reason. The function of the excellent man to equal the function of any man the only difference is that the excellent man exhibits his function well. So For Aristotle, the human good seems to be synonymo us with human well being. Thus, in order for a human being to be happy, he or she must live a life that successfully expresses reason. Here we see that both agree that to achieve well being, humans must fulfil their function but do they disagree on what that function is? Plato believing that it is living a just life and Aristotle that it is excellent reasoning, I think not, isn’t being virtuous having reason ruling over the soul, surely this is the same as exhibiting excellent reason.