The Population Situation in China Essay examples -- Impact Cause Effec

The Population Situation in China Introduction A country is said to be overpopulated when the number of people in an area exceeds that area's resource capacity to sustain human activities at a decent standard of living.(1) When the population cannot be maintained without rapidly depleting nonrenewable resources or converting renewable resources into nonrenewable resources quickly enough, measures must be taken either to control the population or increase the area's resources. The People's Republic of China experienced a population explosion after World War II that sent its population doubling to 550 million in 1950. The country's growth of 14 million per year is equal to a new Australia every year.(2) With the rapidly developing population situation, the Chinese government implemented many policies to curb the population growth. Many of such policies raised issues surrounding the repression of freedoms and the demeaning of human rights. This paper will outline the various reasons for China's population growth, it's impact a nd the various governmental policies to control population. China's Population Distribution China has more people than any other country. By the end of 1995, one out of every five people in the world lives in China. China had a population of 1,211.21 million living on the mainland. By contrast, the United States, with the third largest population, accounts for only one of every twenty people.(3) China's population density of 126 people per square kilometer (317 persons per square mile), according to the 1995 sample survey on one percent of China's population, is relatively high.(4) However, China does not have the highest population density in the world because of the country's vast land r... ...ina.html China Today, http://www.chinaolympics.com/ctoday/populat.htm, 1996. One-Child Population Control Policy of Communist China, http://www.forerunner.com/lci/X0004_Population_Control_C.html Palmer, M. "The Re-emergence of Family Law in Post-Mao China: Marriage, Divorce and Reproduction," 141 China Quarterly 110, 126 (March 1995). People's Republic of China Yearbook 1992-1993, No. 8 Rubenstein, J. M., An Introduction to Human Geography, 5th ed. (New Jersey: Prentice Hall, 1996). The Center for Reproductive Law and Policy, Inc. "Women of the World," http://www.echonyc.com/~jmkm/wotw/china.popfam.html, 1995. World Resources Institute, "China's Population Future," http://www.wri.org/wri/enved/giants/chi-pop.html, 1994-95. Xiao, Z., "Integration of Population With Development: China's Practice," China Population Today, August 1994.

Trade blocs: Economics and politics Essay

Trading BlocsThe key term in this essay is â€Å"Trading bloc† and my interest in this term has been as a result of the major economic changes that have taken place across the world. I have been able to note that there have been great developments in international trading and business (Haftel, 2004). Economic integration is considered as the new form of reality in carrying out international business (Macho-Stadler, & Xue, 2007). Business institutions as well as governments have formulated various institutions, agreements and treaties which help in dealing with trade differences, allow and boost the movement of goods, services and trade across boundaries of countries involved (Chase, 2005). Furthermore, my interest is as a result of the business relationships that I have noted between my country and that of the other nations. A â€Å"Trading bloc† can be defined as countries that have come together to form a set that is closely involved in business and international trade with each other. The countries that form the trading blocs are often related to each other through a mutual agreement known as â€Å"free trade agreement or even other form of association which promotes trade within those countries and among the countries involved (Macho-Stadler, & Xue, 2007). The trading blocs often have rules and regulations which have been set to govern how the member countries relate with each other on business and international trade matters while separate rules and regulations set for non-members that want to trade with the member countries (Egger, 2004). The purpose of the trading blocs’ formation is to help eliminate trade barriers as well as help improve coordination and cooperation among member countries in terms of international trade. The different types include Free Trade Areas, Common Market, Customs Union, Economic Union and Political Union (Krishna, 2005). Article Summary             The article â€Å"From the Outside Looking In: The Effect of Trading Blocs on Trade Disputes in the GATT/WTO†, written by Haftel, Y. Z. (2004) is a journal that discusses the effect of trading blocs on resolution of trade disputes between member countries. There have been major expansion and increase in the number of trading blocs in international trade, which have become part of the economies across the world (Haftel, 2004). Trading blocs have negative effects on third parties whereby there is multilateral trade taking place between countries and non-member countries. Non-member countries are often affected negatively as a result of the trading blocs as compared to the way the member countries are affected. The non-member states often tend to take political action against the trading blocs, which in turn results in to negative effects and fails to assist in the resolution of trade disputes (Haftel, 2004). From this article, the author notes that WTO (World Trade Organization) has become one of the major organizations that help in enhancing international or multilateral trade between countries across the world. The WTO has a system through which disputes can be settled between countries that are in disagreement on trade issues (Haftel, 2004). Furthermore, the author notes that there has been a lot of concentration by scholars on the effects that trading blocs have on the members and on the other hand they have paid very little, if any, attention to the effects that those trading blocs have on third parties or the non-member states. Trading blocs affect the prices of products from non-member states whereby the member states enjoy better prices for their produce as compared to the non-members, despite producing similar products (Haftel, 2004). The third parties often suffer since the members of the trading blocs change trade the products of the member countries, which in some cases are often cheap (Haftel, 2004). This in turn affects their production since the market share that their products command is overtaken by the trading blocs’ members. Formation of trading blocs has been part of international trade and nearly every country across the world has engaged in trading blocs (Haftel, 2004). However, despite the fact that trading blocs attract a lot of attention, scholars as well as policymakers have failed to fully define and appreciate the fact that these trading blocs have negative impacts on third parties and other multilateral institutions. Non-Member states often feel short-changed hence resulting in a lot of disputes brought by the non-member states (Haftel, 2004). Discussion             The primary reason that brought about the formation of trading blocs by countries across the world was to help improve on international trade between members by eliminating trade barriers (Macho-Stadler, & Xue, 2007). The members of a trading bloc enjoy several benefits which include free movement of goods and services between member states, reduction of trade tariffs on their products, and improvement of economic standards of the member countries. Furthermore, trading blocs also help in the improvement of cooperation and collaboration between member states hence political and economic stability in the member states (Krishna, 2005). Furthermore, trading blocs helps improve on competition, increase in productivity as well as affordability in price of products. In addition, it has also been seen that trading blocs helps in creation of employment in the member countries as a result of the increase in trade within the region hence better living standards for the citiz ens of the member countries. However, as noted by Haftel, (2004), trading bloc benefits the members while on the other hand, causes a lot of negative economic impacts on the non-member states. The formation of trading blocs often endangers firms that are less efficient in the non-member states since they lack the market for their products (Haftel, 2004). There is also the danger of over-exploitation of the countries that are less efficient by countries that are efficient, hence causing an increase the wealth-gap whereby the advanced countries continue to become richer while countries that are less developed become poorer. Therefore, it is important to strike a balance on how member states and the non-member countries can continue to trade (Egger, 2004). Despite trading blocs being important in international trade, disputes will continue to arise from the non-member countries since there is no uniformity in trade regulations. References Chase, K. A. (2005). Trading blocs: States, firms, and regions in the world economy. Ann Arbor: University of Michigan Press. Egger, P. (2004). Estimating Regional Trading Bloc Effects with Panel Data. Review Of World Economics, 140(1), 151-166. Haftel, Y. Z. (2004). From the Outside Looking In: The Effect of Trading Blocs on Trade Disputes in the GATT/WTO. International Studies Quarterly, 48(1), 121-142. doi:10.1111/j.0020-8833.2004.00294.x Krishna, P. (2005). Trade blocs: Economics and politics. Cambridge: Cambridge University Press. Macho-Stadler, I., & Xue, L. (2007). Winners and Losers from the Gradual Formation of Trading Blocs. Economica, 74(296), 664-681. doi:10.1111/j.1468-0335.2007.00589.x Source document

Oroonoko Matters Of Race And Kingship English Literature Essay

Aphras Behn ‘s Oroonoko tends to concentrate on the intervention of bondage and race, peculiarly Behn ‘s ‘granting of epic stature to an African prince ‘ ( Pacheco 1 ) . This highlights the impression of affinity, and mention to a legitimate sovereign. Behn ‘s novelette of an African slave who was one time a male monarch was published in 1688, the twelvemonth that saw the exsanguine deposition of King James II in England. This essay will seek and research and analyze the connexions between affairs of race and kingship in the novelette. In his article George Guffey challenged such readings by ‘asserting that the significance of Behn ‘s hero resides non in his African beginnings but in his royal blood, his captivity ‘ , ( Lore Metzger 3 ) harmonizing to Guffey, this presents a mirror image of the at hand deposition of the legitimate sovereign, James II. One could construe this as Behn, stand foring hierarchal rules, making a monarchist political orientation ; this is shown in Behn ‘s series of mentions to the executing of Charles I, this creates linkages to Oroonoko ‘s linear as a prince executed by racialist work forces, inferior in hierarchy. The nostalgic imprint of the old order demonstrates the split in English civilization caused by the civil war ‘s wake ; this impression of kingship is shown in Oroonoko when capturers name him Caesar. The storyteller and Oroonoko- Caesar have both received European instructions, as Todd suggests ‘accorded to favor white work forces ; both are victims and donees of socioeconomic systems that discriminate male monarchs from common mans ‘ back uping the privileges of the aristocracy with net incomes of the slave- trade. Oroonoko is described as holding captured and sold black slaves in African wars before he was himself enslaved by a Christian. The storyteller non merely belongs to a slave owning category but ‘clearly supports the chauvinistic colonising endeavor which fuelled and depended on the African Slave trade ‘ ( Todd, 218 ) . Behn uses exuberant description ‘of gold-prospecting ‘ ( 45 ) to propose desirability- in 1688, on the Eve of William of Orange ‘s accession to the British throne- Behn suggests ‘ Ti bemoaned what his stateliness lost by losing that portion of America ‘ ( 59 ) . The storyteller and a hero who are both victims of the slave trade, and by comparing both characters at different minutes, to the Indians, Behn ‘provides a position on ‘the Conquest of America ‘ ( Todd 219 ) demoing impressions of imperialism and kingship. The renaming of slaves can be seen as destructing individuality, slaves were renamed every bit shortly as they arrived in foreign lands, taking individuality and therefore Oroonoko ‘s kingship, nevertheless one could reason the name Caesar given to the character still denotes affinity and creates a certain sum of regard. Throughout the narrative a sort of monarchist discourse pervades Behn ‘s narrative of a prince who is ‘beloved like a Deity ‘ ( 29 ) . After Oroonoko is sold into bondage in Surinam, Behn ‘foregrounds the monarchist myth ‘ ( Anita Dacheco ) . Trefy, who buys Oroonoko, knows he is no ordinary slave, he is at first richly dressed, harmonizing to his societal place, he can non conceal the: ‘Graces of his expressions and Mein The Royal Youth appear ‘d in spight of the slave, even by those who yet knew non that he was a prince ‘ ( p.39 ) Even though disguised, authorization radiances through, this is clearly shown when Oroonoko reaches the plantation, the response of the slaves to his presence make significance of his royal position clear: ‘Live, O male monarch, Long live, O male monarch! And snoging his pess, paid him Divine Homage ‘ ( 41 ) The slaves worship Oroonoko as a God, as Pacheo emphasises ‘It would be difficult to conceive of a more extremist exoneration, of the royal privilege ‘ intending the slaves serve as a map, a literary map, to solidify the rightness and holiness of royal power. Trefry even reflects merrily that Oroonoko ‘s ‘ Grandeur ‘ is ‘confirmed by the Adoration of all the slaves ‘ ( 41 ) . The royalist discourse basically portrays royal power as a natural jurisprudence, with godly intent, shacking the blood of the royal line. The text seeks to reenforce its monarchist political orientation with governing category values, this can be seen by Oroonoko ‘s instruction, the emphasise on preparation as Pacheo references ‘Oroonoko as a European blue blood, with privileges European upper class-culture ‘ , the work forces who contribute to Oroonoko ‘s instruction are gentlemen such as Trefry, a individual of great ‘wit, and all right a cquisition ‘ ( 38 ) . The novelette written at a clip of great intense turbulence in societal power dealingss, endorses the elitist values of the opinion category, formalizing the authorization non merely for the monarchy, but besides of the upper categories that clutter around the throne, ‘allied to it through a shared involvement in continuing the differentiation of familial power ( 496 ) , SOMETHING SHOULD GO HERE. The affairs of race are questioned in Oroonoko ‘s beloved, whom the English rename Clemene. As Todd suggests Imoinda is ‘doubly enslaved- to the Whites, male and female ‘ ( 219 ) one could propose even to her black hubby. In contrast to the storyteller, who stands in relation Oroonoko, as queen or ‘ Petraarchan lady-lord to a vassal- a ‘Great kept woman ‘ ( 46 ) . As Todd provinces ‘Imoinda is an eldritch amalgam of European ideals of European fantasties about married womans of ‘Oriental ‘ tyrants ‘ , she is hence an image of ideal that race can non dispute. Race is shown Behn ‘s portrayal of her African prince, of both his physical visual aspect and his character, is deeply Europocentric: ‘His face was non of that brown rusty Black, His olfactory organ was lifting and Roman, alternatively of African and level, His oral cavity the finest shaped that could be seen: far from those great turned lips, which are so natural to the remainder of the Blacks ‘ ( p 8 ) The text is clearly eager to separate its hero from other inkinesss: his beauty by and large and his single characteristics distance Oroonoko from what the storyteller calls his ‘gloomy Race ‘ ( 6 ) and place him with European thoughts of beauty. The phrase ‘ bating his coloring material ‘ makes his us feel Oroonoko ‘s African beginnings as a liability, a defect in his race. When the novelette comes to see the hero ‘s every bit extraordinary virtuousness. The history of Oroonoko ‘s upbringing stresses his ‘natural disposition to Arms ‘ ( 6 ) , his tuition in ‘ Ethical motives, linguistic communication and Science ‘ ( 7 ) . One could construe this ‘nature ‘ belonging non to primitivism but to royalism, for it is inseparable from elevated birth. We are told of Oroonokos ‘ native beauty ‘ and struck with ‘ an awe and fear, even those that knew non his Quality ‘ ( 6 ) , the word quality combines intensions of virtuousness and high birth, in this novelette a royal birth, which reflects the prince beauty. Individual value is associated with birth, virtuousness with an familial rank which is shown as a natural order. This is a construct of basic hierarchy, virtuousness as Pacheco provinces ‘ virtuousness is purportedly transmitted from one coevals to the following ‘ ( 4 ) , inte nding power and Kingship is legitimised on the impression of worthiness, authorization is presented as familial. Kingship is explored even further when looker-ons are fortunate to witness royalty it inspires ‘Awe and fear ‘ , these picks of words establishes as profoundly right a relationship between the prince and the remainder of humanity. As Pacheco points out ‘there is no reference here of the Doctrine of the Godhead right of male monarchs ‘ this vitally of import to the Stuart sovereign, but the holiness of Kingship is implied as Oroonoko himself is invested with something kindred to divine power.

Application of Theory: Early Childhood Essay

Every builder knows â€Å"A house is only as strong as its foundation†. They also know that they have to evaluate and become familiar the land before beginning to work. This rationale can be used as a guideline for teachers across the world, especially with the children in the early childhood stage, ages 2-6, because how teachers assist children in this stage will serve as the foundation for the life ahead of them. A child develops physically, cognitively and socially. It is important for the teachers to know how the child is developing in order for them to effectively teach the students because they lack of understanding can lead problems for the child. Additionally, if the teacher is aware of how the child is developing, they can assist and promote the way their students think, succeed, socialize, and understand their emotions. At this stage, teachers can also begin to promote diversity, because most often, it is in the classroom that children of this age encounter people that are different. Throughout an individual’s life, he or she goes through several stages of development, where they are developing physically, cognitively and socially. These stages begin from the day you are born and continue throughout your lifetime and last up until the day you die. Through each stage, there are certain changes an individual is expected to go through. Looking specifically the early childhood stage, physically, children’s grow rate and body fat declines. It is also during this stage that the children began to rapidly develop their gross (running and jumping) and fine (writing and drawing) motor skills. Most importantly, during early childhood the brain and nervous system are growing. It is in the early childhood stage that the child enters school and their cognitive development is noticeable. Cognitive Development can be defined as the growth of one’s intelligence. During the early childhood stage, the child is developing symbolic reasoning and intuitive thought and they are perceived to be egocentrism. From the assignments they receive in class you can see the child’s rationale and how they see the world when they tell the stories of their pictures. It is also because the child has entered school that they began to develop more socially. Although the children initially develop there social skills from their parents once they begin to attend schooling they develop relationships with their peers. They often want to emulate what they see their friends do from the way the walk to the way the dress. They also want to spend majority of their time playing with the other children. All teachers should understand the different stages that a child goes through in order for them to effectively teach their students. Teachers should understand that successful learning depends on properly setting the stage for her development ? creating an open, supportive, engaging environment that meets a child’s social, emotional, and cognitive needs. (Church and Ravid. 2003) When teachers have a lack of understanding of the development stages it can cause confusion in the classroom. For example, children who are at the early childhood stages are at the point where they often display temper tantrums when things do not go the way that they planned. Not knowing this may not only cause the teacher to become impatience but also cause the students to continue the behavior. Most importantly, teachers who do not understand the development stages may not know where the students need to be. As teachers, we must understand that there may be some influences in the child life that has caused the child’s developments to be halted. Sometimes it only takes five extra minutes spent on a subject, extra work or tutoring for the child to get back on track. In my school, I see that more and more teachers are having problems teaching their students and when they are not mastering the material in the manner the teachers thought they would. Unfortunately, these teachers want to automatically have the child placed in a special education classes or have the resource teacher work with them (My school is working on the inclusion style of teaching for students with learning abilities). If the teacher knew much about the development of the students they would know the differences between a child with learning disabilities and a child that has not been in the environment in which they could properly develop. When a teacher fully understand the development stages and know what stage their children are in they will be in a better position to assist in their students’ development. One important skill a teacher a can assist early childhood children develop, especially children in the early part of the stage, is there listening skills. It is important that teachers know that taking advantage of the world of sounds is a wonderful way to help young children develop their listening skills. (Miller, 2001) Students can read stories, play music, or just simply talk to the students in order for the children to pay attention. If it is something of interest, they will often listen to what is going on. However, having children pay attention to the sounds is not enough; therefore teachers mush request the students to repeat what is going on. This year I have decided to incorporate the Arthur ® cartoon series into my classroom. This series teaches educational lessons through a story plot. I have the kids to pay attention to what is being said and ask them what is going on. I noticed that kids that watch the cartoons will remember what is said and the next time they see the cartoon they are able to cite some the lines along with the characters. Understanding the students’ development stages can also provide teachers information that can be used to help students achieve greater success; because, providing a high quality education for young children is a key to a child’s future success. Foundational skills needed to achieve academic success include social development, cognitive development, and physical development. (Sanders, http://www. pbs. org/teachersource/prek2/issues/703issue. shtm) Additionally, the students must have self-confidence and motivation to succeed. Therefore, the teachers must not only ensure that their students are receiving educational activities that enhance the development in all three areas but they must make sure that the students willingly participate in the activities. Some students may not want to participate in some activities because they may be weak in that area and as mentioned before, children at this stage often have temper tantrums. In my class, I often express to the students that it is important to participate in all the activities whether under my instruction or not. I make sure that I call on everyone student and that they attempt to answer the question. When I know that the student is weak in an area I give them the easier questions first and when they offer the right answer I often will say â€Å"I KNEW YOU COULD DO IT!!! â€Å". I also make big news when my students conquer their weakness and make it to the wall of fame and they often continue working to succeed in all areas. Therefore, giving your students praises and encouragement can cause them to strive harder to succeed in class. During the early childhood stage, the child begins to develop a conscience. The child is not only coming to an understanding of what is right from wrong but is often afraid of being caught doing something wrong. Knowing this, teachers must allow students to make decisions on their own. When explaining the rules to the students at the beginning of the year, I often will give each student a hypothetical situation and ask then what they would do and give the opportunity to explain why. By doing this, I am learning how much development the child has in this area. I had one student who had brought candy from home and while I was grading the test I watched him to see if he was going to sneak the candy. He was unaware that I was watching and I surprisingly; he chose not to eat the candy. I called him to the side before the class was to go to lunch and told him I was watching him and I was pleased that he had decided not to eat the candy. In addition, a child needs to have social skills if they want to succeed in class and in life. Helping children to develop a repertoire of positive and appropriate social behavior is a primary goal of early childhood education. Teachers need to coach the solitary child to learn to watch a group at play and then to suggest an appropriate role that helps them enter in. (Coons. 1985) When the students shy away from interacting with the other students the teacher should encourage the students to observe for a will then have them join. I often provide activities where I pair off the students to work together because I notice that it is easier for a child to â€Å"come out of their shell† when there is less people in the class. Each time, I make sure that I make different pairs and by the end of the first month of school each person has spent one-on one time with all the students in the class. Now I am able to incorporated group activities where the whole class is participating and my children are all comfortable in working together as a class to complete assignments. However, the teacher must realize that a child’s social skills will only continue to progress if the child is emotional developing. As instrumental figures in the students’ life, teachers can foster mental health in young children by providing many opportunities for healthy emotional attitudes to develop. Dr. Erik Erikson has made a significant contribution to our understanding of those basic attitudes. It takes a lot of patience combined with good judgment and warm, nurturing relationships to raise emotionally healthy children. But no matter what we do, children are going to feel sad, afraid, anxious and angry from time to time. (http://www. pbs. org/wholechild/providers/dealing. html) Having dealt with Emotional Disordered students, I realize that they are very quick tempered and many small things will make them angry. Although I teach my students not to laugh at each other when someone makes a mistake, there are times when they â€Å"slip up†. When they do the child that made the mistake often feels embarrassed and extremely angry and immediately wants to fight the other students. After disciplining the child who laughed, I pull the child aside tell them that it is totally acceptable to fell embarrassed and angry but you can not express it through fighting. I tell them if this happens again that they should express to the student n words how you feel. The student immediately gives me a smile because I understand and hen this happens to the next time, most of the time, they tell the other kids that they would not like it if it happened to you. This makes it important that teachers explain to the students the concept of diversity and ensure that they tell the students that we are all different in some way; one in which how we learn. Educators must help our children appreciate the diversity and complexity of all people; therefore, in or to fulfill our commitment to diversity and to empowerment of all children and families we serve, schools and early childhood programs need to take the lead in supporting the healthy identity development of this ever increasing population. (Wardle. 1998) Henry Brooks Adams, writer and historian, put it wonderfully when he said, â€Å"A teacher affects eternity; he can never tell, where his influence stops. † Teachers of children in the early childhood stage should especially consider this in the classroom. Their students are at the beginning stages of a lifetime of development and it is at this stage that what they observe and learn that will be the building block for who they will be tomorrow. Our lack of understanding can be the negatively effect their future; therefore would should try to provide a learning environment that will assist in development. As teachers, we have the power to promote critical thinking in our students and assist our students in succeeding not only in school but also life. We need to ensure that our students work on being socially and emotional healthy and understand how diverse the world is. If we do all of this, we are increasing the chances of our student to make it in the real world and therefore have demonstrated that we are effective at our jobs. References Church, Ellen Booth, Ravid, Frann. (2003. Sep. ) Setting the Stage for Learning. Scholastic Parent & Child, Vol. 11, Issue 1 Coons, Phyllis. (1985. December) STUDY SAYS TRAINING IN EARLY CHILDHOOD BENEFITS YOUNGSTERS. Boston Globe. Boston, Mass. Miller, Susan. (2001.Oct. ) 3 to 4: Listening and learning. Scholastic Early Childhood Today. New York. Public Broadcast Station (PBS). Dealing with Feelings: Emotional Health. Retrieved September 15, 2005 from http://www. pbs. org/wholechild/providers/dealing. html Sanders, Steve. The Issues: Physically Active for Life. Retrieved on September 15, 2005 from http://www. pbs. org/teachersource/prek2/issues/703issue. shtm. Wardle, Francis. (1998). Meeting the Needs of Multiracial and Multiethnic Children in Early Childhood Settings. Early Childhood Education Journal, Vol. 26, No. 1.

The Viability of Primary and Secondary Qualities Essay

The Viability of Primary and Secondary Qualities - Essay Example The essence of the philosophical debate, therefore, centered on Berkeley’s refusal to believe that reality consisted of abstractions that could be separated from a material object. In order to explore this debate in more depth, this essay will examine Berkeley’s critique of Locke regarding the viability of primary and secondary qualities. As a preliminary matter, for Berkeley, the proffered distinction between primary and secondary qualities, an integral theoretical concept underpinning John Locke’s notion of Abstract Ideas, was an issue of fundamental importance. Our knowledge of the world around us, in Berkeley’s view, was dependent on the viability of this distinction. Berkeley’s ultimate rejection of this distinction, and the theory of Abstract Ideas was bold; Locke, after all, was not the first philosopher to believe in the validity of the distinction. Indeed, Berkeley challenged some of the greatest thinkers as the distinction had also been em braced by such luminaries as Descartes, Newton, and Galileo. A brief presentation of Locke’s approach to primary and secondary qualities is necessary because it highlights the bases of Berkeley’s attacks and because Locke’s work served as the authoritative statement of the viability of the distinction between primary and secondary qualities.... He also pointed out the epistemological problems which, he asserted, rendered Locke's distinction nothing more than speculation. Locke, in Berkeley's view, was hardly an empiricist. Berkeley could simply not accept Locke's assertion that an underlying quality could be separated from the mind. Locke stated, by contrast, that a quality was a power that was capable of producing an idea in our mind. This definition was significant because it separated the quality from our mind; more particularly, Locke established a causal relationship in which a quality inherent in an object caused us to have an idea about that object. Berkeley, because he rejected the separation, also rejected the notion of causation. Berkeley's strongest criticisms, however, derived from Locke's attempt to divide a quality into two specific types. This criticism dealt with Locke's attempts to draw a distinction between what he termed primary qualities and secondary qualities. Locke characterised primary qualities as being inseparable from the object being observed. Everything had fundamental properties. These fundamental properties were constant. Locke viewed solids, extensions, figures, motion or rest, and number as primary qualities; Berkeley, for the reasons mentioned below, argued and demonstrated that these primary qualities did not exist. The denial of these primary qualities served as the basis for his rejection of the notion of abstraction of ideas. Berkeley stated that these qualities were illusory and therefore could not produce in us ideas about the object being observed. Ideas were ideas and nothing more. Nor did Berkeley accept the premise that a

World Civilization II Unit 5 Research Paper Example | Topics and Well Written Essays - 250 words

World Civilization II Unit 5 - Research Paper Example World War I also led to another revolution that brought Adolf Hitler to power. World War I also caused world instability that would not be enjoyed for thousands of years to come. The war also led to mass loss of millions of lives of civilians and soldiers. It is estimated that about 1.39 million soldiers died in which the British deaths were 800,000 (Haley, 2014). The war also led to signing of Treaty of Versailles that precipitated the rise of second major war (Grimshaw, 2008). The other major consequences were felt in Germany. It made Germany lose its territory and greatly affected the economy of German. The major of aim of the treaty was to make Germany a weak country (Haley, 2014). After Hitler had come to power, he knew that the only way to liberate his country from economic sabotage is through war. Additionally, the League of Nations failed to keep the peace (Haley, 2014). In this scenario, most countries abandoned the League of Nations resulting in its closure. Since there was no international body to prevent world wars, this lead to the outbreak of the second world war in 1939 (Haley, 2014). In conclusion, the First World War resulted in the long-term effects on the world. There was mass loss of life and property, and infrastructure was destroyed. An example of this defect includes children being born with abnormalities resulting from this war. The problems associated with WWI led to the outbreak of WW2. The Treaty of Versailles was a major contributor of the war because it directly had an economic sabotage on German (Grimshaw, 2008). It is clear that various effects of the war are evident in different parts of the world up to date. Haley, Kathleen. (2014). 100 Years after WWI: The Lasting Impacts of the Great War. Retrieved on 9 February 2015 from

Mango Medley Essay Example | Topics and Well Written Essays - 1250 words

Mango Medley - Essay Example The secret to keeping your customers satisfied is through quality service and product delivery. David. H. Maister, in his book â€Å"The psychology of waiting lines†, argues that satisfaction can assessed through a simple equation (S=P-E, where S-satisfaction, P-perception, and E-expectation). It can, therefore, be that a satisfied customer is a loyal customer. When customers enter a restaurant expecting a certain level of service and perceives the service reviewed to be higher, then they are satisfied customers. The management of any restaurant should, therefore, aim at improving the perceived quality of service as it would have the largest payback (Maister, 1984). Unexplained waits always tend to seem long and boring than explained ones. A reason should, therefore, be given to explain why a given service has been delayed. Customers are also concerned about the environment in which they are seated while waiting. Some customers may not like to wait in very crowded places as it may interfere with their personal conversations. It is important to keep the customers comfortable during their wait. Customer equity is also something that the management should put into consideration. It involves valuing the customer not only in terms of current profitability, but also with respect to the net discounted contribution stream the firm will realize from the customer over time. More emphasis should be put on not only on getting customers to buy their products but maintaining them for long (Zeithaml, Lemon, & Rust, 2001). Mango Medley restaurant has got only two workers. One is in charge of the kitchen and the other taking of orders, serving the customers and clearing of the bills. This divided attention makes service delivery slow especially during weekends and holidays when the restaurant is open for longer and receives more customers. Most