Papers

1. Make some readings about the human person and it's nature. Then create an essay guided by the following questions: (a) What is the Human Person? (b) What is the nature of the human person; and (c) How does a person attain his highest potential that can create a possitive result towards society?. Your essay must be composed of at least 150 words 2. Utang na Loob and Bahala na are two of the most familiar characteristics of most filipinos. Choose one of these two characteristic and discuss your own opinion about it. 3. In your own observation, describe the feature of the Filipino Family nowadays. 4. Give what values are being pointed out by the following quotations: a. â€Å"treat life with respect and life itself will reveal its beauty to you. † b. â€Å"We can get so involved in what we are doing that we forget why we are doing it. We are so involved in living that we forget the purpose of living. We get so involved in pursuing the things money can buy that we forget the things that money can't buy. † c. â€Å"Justice is giving every man his due. † d. Each man may differ in worldly stature, but each one bears the same amount of dignity as another and all share one common destiny. † e. â€Å"There is no truth and no good in lies† f. † The real heroes among us are those who live their lives daily in genuine concern for the welfare of the others. g. â€Å"Let every individual and institution now think and act as a responsible trustee of Earth, seeking choices in ecology, economics and ethics that will provide a sustainable future, eliminate pollution, poverty and violence, awaken the wonder of life and foster peaceful progress in the human adventure. â€Å"

Zoe’s Tale PART III Chapter Twenty-Two

â€Å"Demand something back,† I said to myself as I waited for the Obin council member to greet me in my state-room. â€Å"Demand something back. Demand something back.† I'm definitely going to throw up, I thought. You can't throw up, I answered myself. You haven't figured out the plumbing yet. You don't know what to throw up into. That at least was true. The Obin don't excrete or take care of their personal hygiene the same way humans do, and they don't have the same issues with modesty that we do when they're with others of their own race. In the corner of my stateroom was an interesting array of holes and spigots that looked like something that you would probably use for bathroom purposes. But I had no idea what was what. I didn't want to use the thing that I thought was the sink, only to find out later it was supposed to be the toilet. Drinking from the toilet was fine for Babar, but I like to think I have higher standards. This was definitely going to be an issue in another hour or two. I would have to ask Hickory or Dickory about it. They weren't with me because I asked to be taken directly to my stateroom when we took off and then asked to be alone for an hour, at which point I wanted to see the council member. I think that by doing that, I messed up some sort of ceremonial welcome from the crew of the Obin transport (called Obin Transport 8532, in typical and boring Obin efficiency), but I didn't let that bother me. It did have the effect I was going for at the moment: I had decided I was going to be a little bit difficult. Being a little bit difficult was going to make it easier, I hoped, to do what I needed to do next. Which was to try to save Roanoke. My dad had his own plan to do that, and I was going to help him with it. But I was thinking up a plan of my own. All it needed me to do was to demand something back. Something really, really, really big. Oh, well, my brain said. If this doesn't work at least you can ask this council guy where you're supposed to pee. Yes, well, that would be something. There was a knock on my stateroom door, and the door then slid open. There was no lock on the door because Obin among themselves didn't have much of a concept of privacy (no signal on the door, either, for the same reason). Three Obin entered the room: Hickory and Dickory, and a third Obin who was new to me. â€Å"Welcome, Zoe,† it said to me. â€Å"We welcome you at the start of your time with the Obin.† â€Å"Thank you,† I said. â€Å"Are you the council member?† â€Å"I am,† it said. â€Å"My name is Dock.† I tried very hard to keep a smile off my face and failed miserably. â€Å"You said your name was Dock,† I said. â€Å"Yes,† it said. â€Å"As in ‘Hickory, Dickory, Dock,'† I said. â€Å"That is correct,† it said. â€Å"That's quite a coincidence,† I said, once I got my face back under control. â€Å"It is not a coincidence,† Dock said. â€Å"When you named Hickory and Dickory, we learned of the nursery rhyme from which you derived the names. When I and many other Obin chose names for ourselves, we chose words from the rhyme.† â€Å"I knew there were other Hickorys and Dickorys,† I said. â€Å"But you're telling me that there are other Obin named ‘Dock,' too.† â€Å"Yes,† said Dock. â€Å"And ‘Mouse' and ‘Clock,'† I said. â€Å"Yes,† said Dock. â€Å"What about ‘Ran,' ‘Up,' and ‘The'?† I asked. â€Å"Every word in the rhyme is popular as a name,† said Dock. â€Å"I hope some of the Obin know they've named themselves after a definite article,† I said. â€Å"We are all aware of the meaning of the words,† Dock said. â€Å"What was important is the association to you. You named these two ‘Hickory' and ‘Dickory.' Everything followed from there.† I had been getting sidetracked by the idea that an entire fearsome race of aliens had given themselves goofy names because of the names I had thoughtlessly given two of them more than a decade before; this comment by Dock snapped me back into focus. It was a reminder that the Obin, with their new consciousness, had so identified with me, so imprinted on me, even as a child, that even a nursery rhyme I liked carried weight. Demand something back. My stomach cramped up. I ignored it. â€Å"Hickory,† I said. â€Å"Are you and Dickory recording right now?† â€Å"Yes,† Hickory said. â€Å"Stop please,† I said. â€Å"Councilor Dock, are you recording this right now?† â€Å"I am,† it said. â€Å"Although only for my personal recollection.† â€Å"Please stop,† I said. They all stopped recording. â€Å"Have we offended you?† Dock asked. â€Å"No,† I said. â€Å"But I don't think you'll want this as part of the permanent record.† I took a deep breath. â€Å"I require something from the Obin, Councilor.† â€Å"Tell me what it is,† Dock said. â€Å"I will try to find it for you.† â€Å"I require the Obin to help me defend Roanoke,† I said. â€Å"I am afraid we are unable to help you with that request,† Dock said. â€Å"It's not a request,† I said. â€Å"I do not understand,† Dock said. â€Å"I said, it's not a request. I didn't request the Obin's help, Councilor. I said I require it. There's a difference.† â€Å"We cannot comply,† Dock said. â€Å"The Colonial Union has requested that we provide no assistance to Roanoke.† â€Å"I don't care,† I said. â€Å"What the Colonial Union wants at this point means absolutely nothing to me. The Colonial Union is planning to let everyone I care about die because it's decided Roanoke is more useful as a symbol than a colony. I don't give a crap about the symbolism. I care about the people. My friends and family. They need help. And I require it from you.† â€Å"Assisting you means breaking our treaty with the Colonial Union,† Dock said. â€Å"Your treaty,† I said. â€Å"That would be the one that allows you access to me.† â€Å"Yes,† Dickory said. â€Å"You realize you have me,† I said. â€Å"On this ship. Technically on Obin territory. You don't need Colonial Union permission to see me anymore.† â€Å"Our treaty with the Colonial Union is not only about access to you,† Dock said. â€Å"It covers many issues, including our access to the consciousness machines we wear. We cannot go against this treaty, even for you.† â€Å"Then don't break it,† I said, and this is where I mentally crossed my fingers. I knew the Obin would say they couldn't break their treaty with the Colonial Union; Hickory had said so before. This is where things were about to get really tricky. â€Å"I require the Obin help me defend Roanoke, Councilor. I didn't say the Obin had to do it themselves.† â€Å"I am afraid I do not understand you,† Dock said. â€Å"Get someone else to help me,† I said. â€Å"Hint to them that the help would be appreciated. Do whatever you have to do.† â€Å"We would not be able to hide our influence,† Dock said. â€Å"The Colonial Union will not be swayed by the argument that our forcing another race to act on your behalf does not constitute interference.† â€Å"Then ask someone the Colonial Union knows you can't force,† I said. â€Å"Whom do you suggest?† Dock asked. There's an old expression for when you do something completely crazy. â€Å"Shooting the moon,† it's called. This was me raising my rifle. â€Å"The Consu,† I said. Blam. There went my shot at a very faraway moon. But it was a shot I had to take. The Obin were obsessed with the Consu, for perfectly excellent reasons: How could you not be obsessed with the creatures that gave you intelligence, and then ignored you for the rest of eternity? The Consu had spoken to the Obin only once since they gave them consciousness, and that conversation came at the high cost of half of all Obin, everywhere. I remembered that cost. I planned to use it to my advantage now. â€Å"The Consu do not speak to us,† Dock said. â€Å"Make them,† I said. â€Å"We do not know how,† Dock said. â€Å"Find a way,† I said. â€Å"I know how the Obin feel about the Consu, Councilor. I've studied them. I've studied you. Hickory and Dickory made a story about them. Obin's first creation myth, except it's true. I know how you got them to speak to you. And I know you've tried to get them to speak to you again since then. Tell me it's not true.† â€Å"It's true,† Dock said. â€Å"I'm willing to guess you're still working on it even now,† I said. â€Å"We are,† Dock said. â€Å"We have been.† â€Å"Now is the time to make that happen,† I said. â€Å"There is no guarantee that the Consu would help you, even if we convinced them to speak to us and hear our plea on your behalf,† Dock said. â€Å"The Consu are unknowable.† â€Å"I understand that,† I said. â€Å"It's worth a try anyway.† â€Å"Even if what you ask were possible, it would come at a high cost,† Dock said. â€Å"If you knew what it cost us the last time we spoke to the Consu – â€Å" â€Å"I know exactly how much it cost,† I said. â€Å"Hickory told me. And I know the Obin are used to paying for what they get. Let me ask you, Councilor. What did you get from my biological father? What did you get from Charles Boutin?† â€Å"He gave us consciousness,† Dock said, â€Å"as you well know. But it came at a price. Your father asked for a war.† â€Å"Which you never gave him,† I said. â€Å"My father died before you could pay up. You got his gift for free.† â€Å"The Colonial Union asked for a price to finish his work,† Dock said. â€Å"That's between you and the Colonial Union,† I said. â€Å"It doesn't take anything away from what my father did, or the fact you never paid for it. I am his daughter. I am his heir. The fact you are here says that the Obin give me the honor they would give him. I could say to you that you owe me what you owe him: a war, at least.† â€Å"I cannot say that we owe you what we owed your father,† Dock said. â€Å"Then what do you owe me?† I asked. â€Å"What do you owe me for what I've done for you? What is your name?† â€Å"My name is Dock,† it said. â€Å"A name you have because one day I named those two Hickory and Dickory,† I said, pointing at my two friends. â€Å"It's only the most obvious example of what you have through me. My father gave you consciousness, but you didn't know what to do with it, did you? None of you did. All of you learned what to do with your consciousness by watching me grow into mine, as a child and now as who I am today. Councilor, how many Obin have watched my life? Seen how I did things? Learned from me?† â€Å"All of them,† Dock said. â€Å"We have all learned from you, Zoe.† â€Å"What has it cost the Obin?† I asked. â€Å"From the time Hickory and Dickory came to live with me, until the moment I stepped onto this ship, what has it cost you? What have I ever asked of any Obin?† â€Å"You have not asked for anything,† Dock said. I nodded. â€Å"So let's review. The Consu gave you intelligence and it cost you half of all the Obin when you came to ask them why they did it. My father gave you consciousness, and the price for it was a war, a price which you would have willingly paid had he lived. I have given you ten years of lessons on how to be conscious – on how to live. The bill for that has come due, Councilor. What price do I require? Do I require the lives of half the Obin in the universe? No. Do I require the Obin to commit to a war against an entire other race? No. I require only your help to save my family and friends. I don't even require that the Obin do it themselves, only that they find a way to have someone else do it for them. Councilor, given the Obin's history of what it's received and what it has cost, what I am requiring of the Obin now comes very cheap indeed.† Dock stared at me, silently. I stared back, mostly because I had forgotten to blink through all of that and I was afraid if I tried to blink now I might scream. I think it was making me look unnervingly calm. I could live with that. â€Å"We were to send a skip drone when you arrived,† Dock said. â€Å"It has not been sent yet. I will let the rest of the Obin council know of your requirement. I will tell them I support you.† â€Å"Thank you, Councilor,† I said. â€Å"It may take some time to decide on a course of action,† Dock said. â€Å"You don't have time,† I said. â€Å"I am going to see General Gau, and I am going to deliver my dad's message to him. The Obin council has until I am done speaking to General Gau to act. If it has not, or will not, then you will leave General Gau without me.† â€Å"You will not be safe with the Conclave,† Dock said. â€Å"Are you under the impression that I will tolerate being among the Obin if you refuse me?† I said. â€Å"I keep telling you this: I am not asking for this. I am requiring it. If the Obin will not do this, they lose me.† â€Å"That would be very hard for some of us to accept,† Dock said. â€Å"We had already lost you for a year, Zoe, when the Colonial Union hid your colony.† â€Å"Then what will you do?† I asked. â€Å"Drag me back onto the ship? Hold me captive? Record me against my will? I don't imagine that will be very entertaining. I know what I am to the Obin, Councilor. I know what uses you have all put me to. I don't think you will find me very useful after you refuse me.† â€Å"I understand you,† Dock said. â€Å"And now I must send this message. Zoe, it is an honor to meet you. Please excuse me.† I nodded. Dock left. â€Å"Please close the door,† I said to Hickory, who was the closest to it. It did. â€Å"Thank you,† I said, and threw up all over my shoes. Dickory was over to me immediately and caught me before I could fall completely. â€Å"You are ill,† Hickory said. â€Å"I'm fine,† I said, and then threw up all over Dickory. â€Å"Oh, God, Dickory,† I said. â€Å"I'm so sorry.† Hickory came over, took me from Dickory and guided me toward the strange plumbing. It turned on a tap and water came bubbling out. â€Å"What is that?† I asked. â€Å"It is a sink,† Hickory said. â€Å"You're sure?† I asked. Hickory nodded. I leaned over and washed my face and rinsed my mouth out. â€Å"How do you feel?† Hickory said, after I had cleaned myself off as best I could. â€Å"I don't think I'm going to throw up anymore, if that's what you mean,† I said. â€Å"Even if I wanted to, there's nothing left.† â€Å"You vomited because you are sick,† Hickory said. â€Å"I vomited because I just treated one of your leaders like it was my cabin boy,† I said. â€Å"That's a new one for me, Hickory. It really is.† I looked over at Dickory, who was covered in my upchuck. â€Å"And I hope it works. Because I think if I have to do that again, my stomach might just flop right out on the table.† My insides did a flip-flop after I said that. Note to self: After having vomited, watch the overly colorful comments. â€Å"Did you mean it?† Hickory said. â€Å"What you said to Dock?† â€Å"Every word,† I said, and then motioned at myself. â€Å"Come on, Hickory. Look at me. You think I'd put myself through all of this if I wasn't serious?† â€Å"I wanted to be sure,† Hickory said. â€Å"You can be sure,† I said. â€Å"Zoe, we will be with you,† Hickory said. â€Å"Me and Dickory. No matter what the council decides. If you choose to stay behind after you speak to General Gau, we will stay with you.† â€Å"Thank you, Hickory,† I said. â€Å"But you don't have to do that.† â€Å"We do,† Hickory said. â€Å"We would not leave you, Zoe. We have been with you for most of your life. And for all the life that we have spent conscious. With you and with your family. You have called us part of your family. You are away from that family now. You may not see them again. We would not have you be alone. We belong with you.† â€Å"I don't know what to say,† I said. â€Å"Say you will let us stay with you,† Hickory said. â€Å"Yes,† I said. â€Å"Do stay. And thank you. Thank you both.† â€Å"You are welcome,† Hickory said. â€Å"And now as your first official duties, find me something new to wear,† I said. â€Å"I'm starting to get really ripe. And then tell me which of those things over there is the toilet. Because now I really need to know.†

Travelling Experience

Can you remember your best experince in another country? Last summer (in 2007), I traveled to the United States for working and spending some time with my friends. I stayed two months in that country. I decided to travel because I wanted to do something different. I was bored about all my daily activities, so I decided to take the risk. I traveled alone for getting a job in the same company than a friend of mine. Traveling to the United States was one of the best experiences that I ever had. When I arrived to the United States, a friend of mine went to pick me up.So, I went to his house for leaving my luggage, and for taking a shower. After that, we went to a restaurant and we spent a nice time talking about our lives. At night, we went to a nice night club. I had a very nice day, but I was tired, so we decided to comeback to the house. In the following days, I got a job. I was working for Mc Donald's in the mornings, from 8 am to 3 pm. I really enjoyed my job because I met many peop le from USA and another countries. Sometimes I worked in the Drive-thru window, other times in the kitchen, and also in the front of the store.I had a good schedule because I was busy only in the mornings, so I had much free time in the afternoons. On my free time, I did my daily activities like cleaning the house, washing my clouths and so on. After finishing our activities, we used to have parties in the house. Sometimes we used to go out to different restaurants, and some weekends we traveled to another state named Loussiana. There we had a good time at the Casino, and some other times at a night club too. So, in conclusion, I think it was a nice trip, because I met new people from many places. Besides, I did everything that I wanted, because I had to take my own desicions.

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Corporate Finance-Mergers and acquisitions - Essay Example Generally, mergers are brought about in a consensual and cordial environment where the target company helps the purchaser in a 'due diligence' process to ensure that the deal is beneficial to both parties. But acquisitions are sometimes "hostile", in that the acquiring company purchases in the open market a majority of outstanding shares of the target company against the wishes of the target company's board of directors. 'Mergers and acquisitions should be value creating for the shareholders of both the 'offeror' and the 'offeree' companies'. Value creation is also necessary for further growth. Creating value implies earning a return on invested capital in excess of the cost of capital over time; or earning a strictly positive profit, that is where revenue minus all expenses is greater than zero. Value creators do not have to worry about a capital shortage. They are either flush with internal funds to meet their investment needs, or can attract the needed capital from the markets, which are always in search of profitable investment opportunities. And such companies will also create over time a cadre of managers who have higher standards and better capabilities than the competition. Many companiCurrent state of M&A Many companies have had recourse to M&A as a sure path to fast growth. Operational synergy and economies of scale are the strengths of M&A propelling growth. But the failure of many M&A in the 1990s has actually reduced shareholder value instead of increasing it and as a consequence, both management and investors are now taking a closer look at what makes a merger or acquisition a success or a failure. (K@W, 2003). But there have been some exceptions and one exception has been the recent acquisition of Arcelor by Mittal. The Acquisition of Arcelor by Mittal The rise of Mittal Steel has been a story of growth and expansion through acquisitions, beginning with that of the Iron and Steel Company of Trinidad and Tobago in 1989 and culminating in 2006 in the acquisition of Arcelor, Europe's largest steel producer. Mittal has grown by buying struggling steel plants around the world and knitting them into the world's biggest steel company. It has a strong presence in North America and Europe, but in Asia its operation is confined to Kazakhstan. It is the world's largest and most global steel company, with shipments of 49.2 million tons and revenues of over $28.1 billion in 2005, owning steel-making facilities in 16 countries and employing over 224,000 people. The shares of the company are listed on the New York and Amsterdam stock exchanges. The company produces a broad range of products for the flat and long products markets and has among its customers well known names in the automotive, engineering and appliance sectors. (http://www.mittals teel.com/company/Profile.htm) Mittal Steel announced its intention to acquire Arcelor on 27 January 2006, for a total of 24 billion euros. Arcelor had been created in 2002 by the merger of Aceralia, Arbed and Usinor, with an intention of mobilizing their technical, industrial, and commercial synergies in a joint

Stage 1 Essay Example | Topics and Well Written Essays - 250 words

Stage 1 - Essay Example Annual reports comprise the balance sheet, income statement, and statement of cash flows. This paper compares and contrasts the financial statements of Amazon, Apple, and eBay for the period of 2009-2013. Liquidity ratios are financial metrics used to determine a company’s ability to pay off its short-term debts obligations. A higher liquidity ratio indicates a company has a larger safety margin to cover short-term debts. The most widely used liquidity ratios are the quick ratio, current ratio, and the operating cash flow ratio. From the above analysis of the 2010-2013 financial statements of Amazon, Apple, and EBay, several comparisons on the performance of the firms can be deduced. Over the five-year period, all the three companies experience a dip in financial health. The current ratio of the three companies drops yearly from 1.33, 2.02, and 2.32 in 2009 to 1.07, 1.08, and 1.84 in 2013 for Amazon, Apple, and eBay respectively. EBay has the highest current ratio indicating that it is the financially strongest followed by Apple and then Amazon. The managers at Amazon are not generating enough returns on assets. This is indicated by the low return on assets over the five-year period. Managers at Apple are generating stable returns on assets with an average of 20% ROA over the five-year period. On the other hand, managers at eBay are generating unstable returns on assets as indicated by the volatile figures over the five-year period. Amazon’s average return on capital over the five-year period is 4% while Apple’s average return on capital is 33%. On the other hand, the average return on capital for eBay is 14%. From this figures, Apple managers at Apple are providing the highest return on capital followed by managers at eBay and finally managers at

The Patriot Essay Example | Topics and Well Written Essays - 500 words

The Patriot - Essay Example The Continental army puts him in charge of the Colonial Militia. Despite of being few, untrained and unorganized, they managed to achieve several victories including a major success in the Battle of Cowpens leading to the ultimate freedom of America. It is critical to assess how a small number of American rebels used various fighting tactics to defeat the relatively huge, well-trained and well-armed British Regular Army. As Martin knew that ill-experienced militia was not able to beat the British army in open battles, he had to train his men for rather different fighting tactics. Martin while talking to his son said that â€Å"Going muzzle-to-muzzle with Redcoats in open fields, it is madness† (The Patriot). The militia trained by Martin and Major Jean Villeneuve of the French army mostly employed Guerilla warfare tactics to fight the British. These tactics helped at damaging British supply lines and routes, recovering goods and harassing the enemy soldiers effectively. During their very first attack on enemy, the militia was shown to be hidden in the fields, trees and behind the rocks to take them suddenly before they could even react. They attacked from all sides individually leaving British soldiers with no other option but to die or flee.

Outsourcing HR, How advisable is this move during a recession Dissertation

Outsourcing HR, How advisable is this move during a recession - Dissertation Example However, the change to an outsourced resource for HR functions can be a risky proposition, creating a deficit in employee motivation and morale that can cost in productivity. During an economic recession cycle, the funds to fully integrate a new form of HR service to employees can be limited, thus creating an irreversibility of the decision if new strategies include outsourcing HR in order to cut costs. The sustainability of the company is in jeopardy if all of the circumstances have not been measured for potentials, both negatives and positives and if the risks are at an irreparable level, the company may not survive the transition. While a useful tool for creating a better structure within the organization, when faced as a form of cost cutting during a recession period, the long term risks may negate any savings that could have been realized. Outsourcing HR during a Recession Chapter One: Introduction 1. ... Various business research surveys have shown that as much as 70% of all human resources is now done through outside firms who function as specialists in the area in order to consolidate specialization over several firms, rather than each firm having in-house specialists in this area (Heneman 2002, p. 58). There are numerous benefits to hosting HR services through an outside source. The nature of the savings involved can be seen through improved economies of scales, more flexibility, higher levels of expertise, and higher levels of performance within core competencies (Heneman 2002). However, on the converse side of the discourse on the topic, it is possible that the de-personalization through standardization creates a lowered level of efficiency, thus decreasing overall firm performance. The reasons for outsourcing any part of a firm’s required resources is usually based on financial reasons. The unfortunate problem with firms that exist in a shareholder model of governance is that the abstract, sometimes intangible costs of doing business from the perspective of an owner responsibility based position end up costing the business more in the long run. Short term goals are considered a higher priority than long term in the shareholder model, thus using outsourced HR is a part of this framework. According to Armstrong (2009, p. 93), â€Å"Managements are facing Tom Peters’ (1988) challenge ‘prove it can’t be subcontracted’. The formal policy of a major global manufacturer reads: ‘Manufacture only those items – internal source only those supportive services – that directly contribute to, or help to maintain, our competitive advantage â€Å". This perspective suggests that all concerns that are not directly involved with making money should be outsourced. The

Experimental economics Essay Example | Topics and Well Written Essays - 500 words

Experimental economics - Essay Example Loss aversion states that the disadvantage in losing an object is considered greater than the advantage of acquiring an object. The research paper explores the relation between endowment affect and status quo bias with loss aversion. Findings of the Article The researchers conducted various studies to establish the endowment act. An experiment on a certain group of people involved endowment of either lottery tickets or money. It was found in the study that nobody would willingly part with the lottery ticket for money. It was believed that in a market setting, the discrepancies between the Willingness to Pay (WTP) and Willingness to Acquire (WTA) would reduce. A series of experiments were conducted to understand the endowment affect. The first experiment revealed that the market clearing price coincided with the point of intersection of induced demand and supply curves and transaction costs were low. Since the income effects are insignificant and transaction cost is low thus when mark et clearing occurs objects are owned by people who value it the most. The volume of trade was low due to the price reservation of the buyers and sellers and was attributed to the lack of willingness on the part of the owner to part with his belonging. Indifference curves are reversible and they do not intersect. In the presence of loss aversion, the reversibility concept is not applicable. The primary affect of endowment does not lie in increasing the attraction towards the goods one owns. Rather, it enhances the pain in giving up the good.

Definition Essay Essay Example for Free

Definition Essay Essay Ambition; a strong desire to do or to achieve something, typically requiring determination and hard work. Many people have different ambitions in life so the word ambition would have different definitions, depending on whom you ask. To me ambition is a burning urge and desire to achieve your goals or succeed. Ambition applies to dedication, motivation and time. I have many ambitions to achieve in a set period of time. For example my education, I would like to complete my Bachelors in Electrical Engineering within four years. Within time motivates me to achieve my ambitions of obtaining that bachelor degree. Ambition in other words is the motive force needed to propel all of us to work towards our set cherished goals. It is the dynamic inner force that has led people from all walks of life to cleave to a new path, set a new vision and fight through hurdles to win with honor. Try and try again. You have to fail early to be able to succeed. As Bruce Lee once said â€Å"you have fall down 7 times get up 8.† That never-say die attitude is ambition. Many athletes in the collegiate level have a desire to be eligible to play their sport and make a living off of it. Nothing is handed to a person, they work their buttocks off and put in countless hours of practice and pride into what they do. Acknowledging the hard work and struggles that an athlete goes through shows their desire and passion for what they do and why they love it. Ambition is built into a person, a person who wants to become successful and to be able to provide for not only their selves but for their family. My personal ambition is contingent on my professional aspirations. My personal ambition is to be able to give back to my parents for all they have done to support my sister and me. I have always had the ambition to be able to make enough to support for them in the future and give them anything they want. My ideal happiness is to pay off the mortgage for the house and see the happiness in both of their faces. The desire to become successful and to be able to provide for my parents applies to my  uncle who is also an electrical engineer that lives in California. My uncle is able to provide for his two kids and his stay at home wife. They own a 5 bedroom house in San Diego and they are living luxurious. Seeing my uncle being able to provide gives me the ambition to become successful as he is and do the same. Obviously, ambition here has a healthy role to play. Engineering has always been my forte. I love designing and building and to be able to do it with electricity is humbling. 4 Years of my life is required to be eligible for my bachelors and it is something that I am looking forward too. Having the guidance of my uncle and other successful peers gives me a sigh of relief and eagerness to finish and be able to hold that diploma in the end keeps me going. Risking countless hours of studying, all-nighters, and no social life will be financially rewarding in the end. I have to stay humble. My parents expectations did affect me because I saw how hard they worked to bring me up and make my life easier. My family has nurtured me in a respectable way of life. That is why I have chosen to become an EE because it fulfills my ambition and is pleasing to my parents by me making a decent living. Therefore, one of my ambitions will be achieved because EE blends an ethically satisfying job and a healthy contentment to my life. Being able to travel and experiencing new outcomes will be a blessing in disguise. Accomplishing my short term and long term goal will be something I look forward to in life. Once those goals are accomplished, new goals will be made and the ambition to accomplish those goals will take way. Ambition is a powerful word that has a powerful meaning in my life. A brief description on ambition is to be able to accomplish what is desired. I have an ambition to accomplish my goals and to be able to provide for my parents and myself. My ambition to become successful in life takes place in my heart. If I work hard for what I want, then I’ll be able to take pride on for what I worked for. Ones action should be directed towards the nations prosperity. I should strive hard honestly, sincerely and with dedication to achieve it. The hard work should pay off and the journey to my bachelor’s degree should be a tough battle, nothing is given but is earned.

Suicide and the Question of Rationality

Suicide and the Question of Rationality Imoghena Usman Suicide and the Question of Rationality and the Thought of Death (Question 6) In her work, Ethical Issues in Suicide, Margaret Pabst Battin tries to determine if suicide can be rational by using a number of criteria. I believe that two of her criteria can be weakened. While I agree that suicide can be rational, I think she fails to examine critical points that could lead to the irrationality of killing oneself. I will argue that suicide can be considered rational due to the humans capacity to make their own choices and their rights over their own body. However, if the individual committing the act are not the ones making the decision by themselves, then suicide in both cases should be determined irrational because it does not involve the individuals deduction process. Battin states that rational suicide is usually defined as à ¢Ã¢â€š ¬Ã‚ ¦the individual is not insane, in which the decision is reached in unimpaired, undeceived fashion, and in which the choice made is not a foolish thing for that individual to do, (132). People determine suicide to be something a person would reasonably and knowingly do. Battin comes up with five criteria, which fall into two groups: the first three being non-impairment criteria and the last two being satisfaction of interests, both which could be used to evaluate other acts as well (132). It seems to be based on the humans logical thinking process and their physical and emotional wants. The ability to reason is the first criterion in the list, in which most think is that the person can come up with different logical reasons and the person can evaluate the consequences of the conclusion (Battin 133). However, there are mistakes that people commit while proving irrationality of suicide as Battin states it is thought that people should be able to predict the consequences after suicide if the act itself should be considered rational (133). Battin is explaining that humans must be able to figure out what would or could happen if they kill themselves in a thought process. However, she declares that many people do not actually see these consequences correctly (Battin 134). Battin points out that people do not imagine their deaths correctly (Shneidman and Farberow; Nagel, cited in Battin 1995, 134) or are focused on affecting the other people in their lives in a dyadic suicide (Shneidman, cited in Battin 1995, 134). This would prove that suicides could be rational because i f individuals could not see the outcomes of their deaths, then the argument about consequences would be prove false. Battin goes on to state that suicides based on religion, to continue life and experiences after death, and reputation, to be seen in a particular way after death, are rational because it would be hard to prove ability to reason due to error in reasoning (Battin 134-135). Overall, I believe that Battin is stating that rational suicide involves a clear mind and extensive thought process. Adequacy of information is another criterion where it is assumed that many suicides cannot meet this to be considered rational (Battin 137). It is assumed that inadequacy is people committing suicide based of mistaken information, such as an individual with a terminal illness committing suicide based off of a physicians facial expressions, and can involve the persons thoughts about present and future consequences (Battin 137). This would mean that people would not be rational in committing suicide because they do not have the right information to base it off of. However, Battin claims that you cannot determine irrationality of a suicide if there was no way possible of the individual knowing; it can only be judged if there was no attempt to get it from reliable sources (Battin 137-138). I think that Battin is inferring that not having the correct information could mean they are unable to participate in rational thought process. Another assumption of suicide not being rational due to t his criterion is caused by internal factors, such as depression where they can unknowingly suppress certain information (Brandt, cited in Battin 1995, 138). She counters this by stating that you can still have adequate information because the future may be already negative, even with a smaller view (Battin 138-139). Therefore, from her counterargument, she is countering any claims of narrow views that the opposition would try to argue by stating that an individuals health status does not matter. Battin states that some would claim that suicide would be irrational if one committed it because of an unlikely future, but states that committing suicides later, such as in illnesses, would be rational while committing it early would not be (140-141). Battin is saying that it would have to depend on the situation that the individual is in. Overall, I think Battin is trying to conclude that it would be difficult to determine the amount of reliable information needed in order to commit ration al suicide. I think that suicide can be rational since it is in regards to the individuals body and mind because it was what they were born with. It is their choice whether they commit suicide or not and they have the right to do whatever they want with it. I argue that they know their own bodies enough since they have lived in them for so many years and ultimately would know what is best for them. Therefore, it would not be irrational to commit suicide if they are the ones who are committing that act. Some could say that just because you own your body does not make it rational to commit suicide. In fact, you may not know much about your body at all and are making an uninformed decision, thus making it irrational to commit suicide. This would be an example of inadequacy of information being used as an assumption for irrational suicide (Battin 137). However, objectors would not know the humans situation either so it would not be fair to say if an individual commit suicide. This is something Batti n acknowledges when she states that each person has their own ideas about suicide and what comes after (142). It is up to the individual to decide whether they end their lives; if they think they have done enough research and learned as much as they can to commit suicide, then they should be allowed to proceed. However, I believe that suicide is irrational if the person committing the act is not the one who thought about it or came up with the idea to kill themselves. To be more specific, the individual who is committing suicide should have thought about it all by themselves without any influence or coercion. This derives from the original definition given in the text, in which the person should not be deceived when committing rational actions (Battin 132). This is something that I believe Battin should have looked at further since it could have affected her choice of criteria. If they are being influenced by any other person, then that is not their own decision. Even if they are committing the act with their own bodies, their mind was not a part of the decision. One example is if they were a part of a cult led by one main individual who had control over their followers. If that person preached to his followers to drink poison for him, and they do, then they were not clearly thinking about it. They let someone else tell them what to do, not what they thought to do. They should also not be physically forced into committing suicide as well. An example of this could be pointing a gun to someones head while handing them a knife and telling them to slit their throats. Whether from physical or emotional pressure, no one should not have a choice on whether or not to end their lives. I would consider this also irrational because that person is not being given a chance on whether to end their lives or not; someone else is making the choice for them. Battin claims that no act is fully rational with coercion (131).   This demonstrates that suicide by force could not be rational because if you are being forced with no other options then there is no way that could fully be your decision. Battin also reinforces this in which one of her criteria is that it should meet the interests of that individual (Williams, cited in Battin 1995, 146). Also, both of these points fail the c riteria of ability to reason, in which they can move from premises to conclusion (Battin 133). If the individual is being forced or influenced by others, then they cannot figure out the premises or conclusion by themselves. If suicide is forced or not their decision, then it does not meet their interests but the interests of others, demonstrating that suicide in that regards could not be rational. One objection to my argument could be that the person was able to make those decisions by themselves even if they were coerced or influenced by another individual because they were able to think about it regardless. For example, they could have answered no and walked away, and that would have been more rational because they actually thought whether they wanted to proceed or not. However, I think that would be less rational in certain circumstances than suicide. Not everyone can decline and look the other way. If an adult had the mind of a six-year-old child, then they could not fully comprehend suicide. If the leader of a cult told that individual to drink a vial of poison, it is likely that they would because they may trust them. They would not have the ability to make a rational decision about suicide because they cannot fully understand the situation. The individual may not have the capacity to say no either. The same would go for an actual child as well, as seen in the text where children would not think of suicide as the end of their lives, but only sleeping (Battin 133-134). This does not fulfill the criteria of adequacy of information, because they do not have the information from other resources or there was no effort to get them from reliable sources (Battin 138). This would mean that even if suicide by individuals under those circumstances was considered, it would not be rational because they do not have a variety of information available to make a conclusion, or it would not be possible for them to an informed decision. It does not fulfill the ability to reason criteria either because they are not moving from premises to conclusions (Battin 133). If they cannot comprehend the situation due to their minds age, then there is a chance that they cannot be able to complete that process. If the person with the gun pointed to their head had their spouse threatened who they loved, then they would seemingly have no choice. Battin reinforces this by stating th at people in forced-choice tests choose the option that suits their most fundamental interest (151-152). In this example, it would be the spouse that is saved if the person is selfless. It also goes against one of Battins criteria, in which it does not serve the persons interests which come from their values (Williams, cited in Battin 1995, 146) because it would not serve any interest to kill the spouse if the individual loved them. By committing suicide for these reasons, I do not think they are committing rational suicide because they are being influenced or have no comprehension of what they are doing. Both examples still lack the ability to reason, in which Battin states that the reasoning for suicide that involves living after death could be rational (135). If they are being forced or influenced, then it must be considered someone is doing it for them. They may not be thinking about it at all. Suicide needs to be thought out, not rushed. In my opinion, rational suicide would ne ed to be the persons choice if it, and not the choice of others. In conclusion, I think that suicide can be rational in regards to Battins criteria, but only if it is the persons choice. Works Cited Battin, Margaret Pabst. The Concept of Rational Suicide. Ethical Issues in Suicide. Prentice Hall, 1995, pp. 131-135. Print.

Howard Gardners Theory of Multiple Intelligences

Howard Gardners Theory of Multiple Intelligences Title: How Gardeners Multiple Intelligence Theories Can Aid Adolescents Learning in A Design and Technology Secondary School Workshop Main Topic : Education Education is a key stone to one’s future. One of the stages involved in education is the adolescent stage. The education in this period is vital. There are various theories put forward in education to aid the teachers to understand the young students and take them in the right way of educating them to build their future which ought to be bright. There are a whole host of theories about intelligence, none of which really agree with each other. Every approach to thinking or the mind comes up with its own different theory of what intelligence is, each from its own different perspective, with its own assumptions. Views and thoughts should not be thrusted on the young minds without understanding the mental capacity of the students, as this may lead to improper training imparted to them, and not bringing out their essential talents in the field of education, and not making them achieve their goals. Each adolescent intelligence should be identified and teachers should enable them in bringing out their talents and helping them to discover what they are good at and what can really make them use their potential in education. One such author who put across his theories for the welfare of the students and teachers, especially helping the teachers to aid the adolescents learning in the secondary school level using various designs and technologies in the secondary school workshop is Howard Gardner Ph.D who is a professor at Harvard University and the author of many books and articles. His theory of multiple intelligences has challenged long-held assumptions about intelligence especially about a single measure of intelligence. His theory of multiple intelligences makes people think about IQ, about being smart. The theory is changing the way some teachers teach. When Howard Gardners book, Frames of Mind: The Theory of Multiple Intelligences (Basic Books, 1983) burst on the scene, it seemed to answer many questions for experienced teachers. There were students who didnt fit the mold though they were bright, but they didnt excel on tests. Gardners claim that there are several different kinds of intelligence gave us and others involved with teaching and learning a way of beginning to understand those students. We would look at what they could do well, instead of what they could not do. Later Gardner books, such as The Unschooled Mind: How Children Think and How Schools Should Teach (Basic Books, 1991) and Multiple Intelligences: The Theory in Practice (Basic Books, 1993) helped us understand how multiple intelligences could help us teach and evaluate our students in new and better ways. THE ORIGINAL SEVEN INTELLIGENCES Howard Gardner first identified and introduced to us seven different kinds of intelligence in Frames of Mind. Linguistic intelligence: a sensitivity to the meaning and order of words. Some students are more sensitive to the meaning and order of words. Their intelligence is based on this. By telling the appropriate meaning of the objects and the order of the words make them understand better about the subject they are learning. Logical-mathematical intelligence: ability in mathematics and other complex logical systems. Some students are clever in mathematics and the logic they implement in solving the mathematical problems effectively is based on this intelligence Musical intelligence: the ability to understand and create music. Musicians, composers and dancers show a heightened musical intelligence. Some students are very creative and more involved in music and they tend to be more intelligent in that manner. They might be less drawn towards theory part of their study, the subjects have to be selected in such a manner pertaining to their musical area. In different countries the education techniques and modes of education are not the same. In certain countries the adolescents are forced to study their theoretical subjects eventhougjh they may have other intelligences. So they are forced to develop their skills of intelligence outside the education arena. Spatial intelligence: the ability to think in pictures, to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is highly developed in artists, architects, designers and sculptors. Bodily-kinesthetic intelligence: the ability to use ones body in a skilled way, for self-expression or toward a goal. Mimes, dancers, basketball players, and actors are among those who display bodily-kinesthetic intelligence. Interpersonal intelligence: an ability to perceive and understand other individuals their moods, desires, and motivations. Political and religious leaders, skilled parents and teachers, and therapists use this intelligence. Intrapersonal intelligence: an understanding of ones own emotions. Some novelists and or counselors use their own experience to guide others. Eighth intelligence the naturalist intelligence : Gardner identified an eighth intelligence, the naturalist intelligence. Gardner discussed the eighth intelligence with Kathy Checkley, in an interview for Educational Leadership, The First Seven and the Eighth. Gardner said, The naturalist intelligence refers to the ability to recognize and classify plants, minerals, and animals, including rocks and grass and all variety of flora and fauna. The ability to recognize cultural artifacts like cars or sneakers may also depend on the naturalist intelligence. †¦(S)ome people from an early age are extremely good at recognizing and classifying artifacts. Gardner identified Charles Darwin as a prime example of this type of intelligence. Based on his theories workshops are designed for the adolescents in order to achieve the goals in education and make them come out in flying coloiurs so that they might be successful in the future career. Each student mind varies. Some of them are very active, yet they do not fair well in studies. Some of them are good in creative subjects, this happens due to the frames of mind and intelligence as Howard correctly states in his theories of multiple intelligence. So a teacher cannot expect all students to be alike and be of the same calibre. It is the teacher’s duty and responsibility to identify the kind of intelligence of the students. So Gardner’s theories have helped the current curriculum to design different workshops which train and aid students and implementing various techniques for the adolescents to bring out their intelligence skills based on their IQ. When the educator comes to know that a particular youth is having more of spatial intelligence, then things must be explained to him on the basis of picturesque techniques in the workshop at their secondary school level. The behaviourists contradict the concept of high level intelligence. The entire mind is built from the ground up from simple Stimulus-Response pairings, building higher and higher level functioning out of this simple technology. The surprising thing is that it seems to work as a model for some types of tasks Every adolescent basically has General intelligence where the intelligence was composed of a single component that was easily measured on inteliigence tests. While they proved to be partially right (about 70% of your IQ is this factor usually referred to as g), the improvement of the testing methods, combined with the direct measurement of g by a technique called Evoked Potential proved that they could not be totally right. This lead Howard Gardener, by 1980 to extend the theory of general intelligence to include a set of Specific Intelligences which make up the other 30% of your IQ score. There has been some sucess in finding evidense to support some of gardeners seven catagories, and the general technique of spotting extra components that go to make up your IQ is extendable to a lot more than 7 categories. Design and Technology (in the UK) as a mainstream subject since curriculum began. When the term the 3Rs was coined in Parliament in 1840, Hansard recorded that it stood for Reading, Wroughting and Arithmetic. Designing and making is an intelligent activity. It can stand comfortably at the centre of any curriculum. It is entirely compatible with high levels of numeracy and literacy the design process itself draws on areas such as maths, science, technology, communication and art. Designing is a truly creative and intellectually challenging activity; developing divergent and creative abilities is a basic function of education. One of the main aims of the department is to inspire and empower our future designers and engineers and excite passion in our teaching so that they can develop products they love with sensitivity to an ever-changing world market. The youth are offered through well Designed workshops a series of simple design and make tasks. These introduce the students to the design process, basic graphics skills and introductory workshop practice. they will then gain a sound insight of the breadth and depth of subject content including a range of manufacturing skills in woods, metals and plastics control systems and design history. The course builds on these skills and knowledge, and the students are required to design and manufacture a product supported by a portfolio of design work. The Education then becomes challenging and satisfying and builds significantly allowing students to specialise in key areas of study including CAD and CAM, graphics and product design philosophy/history. Students at this level need to liase with industry on product briefs so that the prototypes they produce are developed fully and satisfy the demands of the consumer in the market place. IMPLEMENTING GARDNERS THEORY IN THE CLASSROOM When asked how educators should implement the theory of multiple intelligences, Gardner says, (I)ts very important that a teacher take individual differences among the youth very seriously . The bottom line being a deep interest in them and find how their minds are different from one another, and in helping them use their minds well. An awareness of multiple-intelligence theory has stimulated teachers to find more ways of helping all students in their classes. Some schools do this by adapting curriculum. In Variations on a Theme: How Teachers Interpret MI (Multiple Intelligence ) Theory, (Educational Leadership, September 1997), Linda Campbell describes five approaches to curriculum change: Lesson design plays a major role for the adolescents in education Lesson design. Some schools focus on lesson design. This might involve team teaching (teachers focusing on their own intelligence strengths), using all or several of the intelligences in their lessons, or asking student opinions about the best way to teach and learn certain topics. Several workshops using different design techniques aids the students by identifying their area of expertise and to which type intelligence category they fall into based on Howard Gardner’s theories of multiple intelligence. Interdisciplinary units. Secondary schools often include interdisciplinary units. Discipline plays a major role in one’s all-round development of every adolescent to the words pertaining to the saying â€Å"Man is a social animal†. Student projects. Students can learn to initiate and manage complex projects when they are creating student projects. Assessments. Assessments are devised which allow students to show what they have learned. Sometimes this takes the form of allowing each student to devise the way he or she will be assessed, while meeting the teachers criteria for quality. Apprenticeships. Apprenticeships can allow students to gain mastery of a valued skill gradually, with effort and discipline over time. Gardner feels that apprenticeships †¦should take up about one-third of a students schooling experience. With an understanding of Gardners theory of multiple intelligences, teachers, school administrators, and parents can better understand the learners in their midst. They can allow students to safely explore and learn in many ways, and they can help students direct their own learning. Adults can help students understand and appreciate their strengths, and identify real-world activities that will stimulate more learning. Bridging the generation gap between the teachers and students in the workshops leads to successive results in educating the adolescents. The profile of new teachers entering schools today varies much more widely than the profile of veterans hired in the 1970s did. Many more beginners are coming from alternative routes, and many are not necessarily committed to making teaching a lifetime career. The question for administrators becomes, How do we encourage promising new educators and help them become highly qualified? This issue investigates which conditions—from mentoring and induction programs to the amount of time spent observing in other teachers classrooms—help improve new educators practice. According to certain suggestions of Educators Working in a school with an integrated professional culture is strongly and positively related to job satisfaction.. Standards-Based Mathematics Workshops are designed on the basis of Multiple intelligences for the adolescents. For example publishers called Hopes Books designs workshops that integrates the best mathematics from the past with the mathematical needs of the new millennium. Hope Martin has over 30 years of experience teaching mathematics at the primary, elementary, middle school, and college levels. Her books bring hands-on, active learning to the mathematics classroom. They encourage integrating mathematics across the curriculum and applying the cognitive theories of Howard Gardener’s, Multiple Intelligences, into mathematics pedagogy The learning Workshops are tailored to meet the needs of teachers at three levels of instruction: inclusive of Middle School/High School Levels. Any of these workshops can be tied to the mathematics goals and objectives developed by one’s districts maths committees. Nowadays All workshops can be designed as one-day (5 hours) or two-day (10 hours) workshops. The workshops are designed to meet the unique needs of the youth in their secondary schools. Middle School/High School Level Workshops Certain Learning design techniques at the workshops currently used are Using Computers in the Mathematics Classroom Integrating Mathematics across the Curriculum–Skills Concepts Manipulatives Activities through the Standards Multiple Intelligences and Mathematics–Ties to Technology Art in the Mathematics Classroom: Using Both Sides of the Brain Using Manipulatives Activities to Teach Algebra Using Manipulatives Activities to Teach Geometry Mathematics for the New Millennium Rethinking Our Beliefs about Mathematics Multiple Intelligence and Mathematics Using Computers in the Mathematics Classroom Integrating Mathematics across the Curriculum–Skills Concepts Manipulatives Activities through the Standards Multiple Intelligences and Mathematics–Ties to Technology Art in the Mathematics Classroom: Using Both Sides of the Brain Using Manipulatives Activities to Teach Algebra . Using Manipulatives Activities to Teach Geometry In addition to designing and manufacturing a product or system to satisfy exam board, any project brief should be targeted allowing pupils to design and manufacture something that exist in a viable market place. In conclusion Howard Gardner’s theories have been highly encouraged the adolescents to develop their own personal identities within the design activity that they follow. They are encouraged to work in a range of materials and must be able to communicate well on paper in both written and sketched form. An understanding of industrial design, development and history (supported where appropriate by organised external trips to design companies and exhibits both nationally and internationally) is a prerequisite and they must also recognise when it is pertinent to liase with industry. So there goes the saying â€Å"Teaching is a Noble profession† in moulding and casting the future of education amongst the adolescents. Howard Gardners Theory Of Multiple Intelligences Howard Gardners Theory Of Multiple Intelligences Howard Gardner, born on July 11th, 1943, is one of modern days greatest psychologists. (Smith) He was born in Scranton, Pennsylvania to parents who escaped from Germany because they were Jewish. (Winner) The holocaust was an influential factor in his life. (Gardner) Another great influence in his life is the death of his brother Eric, although his parents rarely talked about the matter, it significantly impacted his thinking and development. (Smith) In other words, his family and peer greatly shaped who he became today. (Myers 118) He was a brilliant young child, who ended up going to Harvard University with a degree in Law but his interest in psychology and the social sciences grew. (Gardner) Eventually he developed his theory of Multiple Intelligence in 1983 in his book Frames of Mind: theory of multiple intelligences. (Gardner) During that time period psychology was increasingly popular. For example, a prominent field during the 80s and 90s is cultural psychology which assumes the idea that culture and mind are inseparable. (Cultural Psychology) Also that time period contained a lot of economic, social and general change which makes his new idea more acceptable. More importantly the fact that he is American means that he grew up in a free thinking society so he can take from what he learned and transforms it into what he believes is true then pass on his opinions. Three other psychologists who influenced him greatly are Jean Piaget, Jerome Bruner and Nelson Goodman. (Gardner 3 of 7) Jean Piaget who deals with the nature of knowledge and how humans can gradually to obtain it, create it, and use it. Also, Jerome Bruner contributed to cognitive psychology and cognitive learning theory in educational psychology. Goodman dealt with inductive reasoning based on human habit. (Gardner 3 of 7) The three of them goes along with Gardners argument of how children learn knowledge. Also their works caused Gardner to become more interested in social science. Waldorf education developed in the early 1900s by Rudolf Steiner was similar to Gardners ideas. (Why Waldorf Works) It was about integrating practical, artistic and conceptual elements into learning. This education emphasizes imagination and creativity so that students can develop into free, morally responsible and integrated individuals. The first Waldorf School was opened in Germany in 1919 and now there are many schools starting to use methods of Waldorf education. (Why Waldorf Works) Lastly an idea credited to be developed by Jerome Bruner in the 1960s is discovery learning which promoted hands on leaning where learners draw from his or her own experience and prior knowledge. (Discovery Learning (Bruner)) So there were many factors that influenced his thinking and that pushed him to develop his theory. His theory deals with how humans have many different ways to learn and process information. (Howard Gardners Multiple Intelligences theory) He believes that everyone has different levels of intelligence in each category which is why some children learn some things faster than others. Gardner believes that intelligence is commonly defined by psychometrics but it does not adequately describe peoples wide assortment of cognitive abilities. IQ tests can sometimes be taken too seriously but it can not determine future success (Gardner 3). Even college aptitude tests are thinly disguised intelligence tests. (Myer 432) For example a child that takes longer to learn multiplication does not mean the child is dumb but that the child is more intelligent in other areas. In the aspect of education, Gardner wants to prioritize because he believes the knowledge we learn is superficial, a mile wide an inch deep. (Guignon) He recognizes that Students learn in ways that are identifiably distinctive so he promotes more student centered as opposed to teacher centered learning which is a very practical idea. According to Garner, there are 8 possibly 10 intelligences; spatial, linguistic, logical, bodily, musical, interpersonal, intrapersonal, and naturalistic. Spatial is the ability to visualize with the minds eye. (Chapman) Linguistic intelligence deals with words, spoken or written. These people learn best by reading, taking notes, listening to lectures, and discussion. (Chapman) Logical-mathematical is about logic, abstractions, reasoning, and numbers, reasoning capabilities scientific thinking and investigation traditional concepts of intelligence or IQ. (Chapman) Bodily-kinesthetic is the control of ones bodily motions and the capacity to handle objects skillfully. Musical intelligence deals with sounds, rhythms, tones, and music sing, play musical instruments. (Lane) Interpersonal intelligence is about interaction with others. They are mostly extroverts, characterized by their sensitivity to others moods, feelings, temperaments and motivations and cooperate well with others. (Lane) Intrapersonal is the introspective and self-reflective capacities. Those people are introverted but good at deciphering their own feelings and motivations. (Lane) Lastly is naturalistic who deals a lot with nature relating information to ones natural surroundings. The ninth intelligence is not fully confirmed yet but it is existential which is about contemplating phenomena or questions beyond sensory data. And finally, the tenth is moral intelligences dealing with ethics and the value of life. (Chapman) His theory greatly changed the minds of many and started the development of more encompassing schools. Traditionally, schools have highlighted the development of logical and linguistic intelligence but many students do not learn well in that environment. (Lane) Gardners theory argues that students will be better served by a wider vision of education, wherein teachers use different methods to teach all students not just the few that are intelligent logically or linguistically. (Guignon) Although, many teachers see the theory as simple common sense and some even say they already know that student learn in different ways, Gardners system has not been accepted by most academics teachings. (Guignon) Some schools however, have developed to better fit Gardners ideas. For example, one of the most famous schools that implement Gardners theory is the New City School in St. Louis, Missouri. This school has been using the theory since 1988 (Why New City School) There has been much criticism for his theory though. Some say he uses the word intelligence in place of ability. (Gilman) Others say that he has not settled on a single definition of intelligence though he admits himself that he has no fixed definition. (Gilman) Lastly and most importantly, he has no empirical evidence for this theory. (Smith) In fact, some neurological research disproves his theory and his previous works has major flaws. (Smith) Recently, the current No Child Left Behind act passed by the Bush administration does not encompass his theory at all because the Act is about having students all pass standardized tests while he wants to get rid of those tests in order to reach out to every childs needs. (No Child Left Behind Act (NCLB) | ESEA) His theory affects us so much today because it relates to education; Gardner goes into how schools only teach superficial knowledge meaning schools teach a lot of everything but not in depth into anything so some kids may excel in one area but not the other. (Gardner)There is too much shallow knowledge so he suggests that children should learn and actually understand concepts not just learn for taking a test. (Smith) If he obtains more support for his theory, the whole education system will have to be changed. But his idea of an education system should work well because this will help make the education system more fair and encompassing for all kids. Right now, some children that may seem like they are failing school but their failure is not because they are dumb but because the way subjects are taught in school is not how he or she can comprehend and utilize. (Gardner) Even though Gardners theory is appealing, it will probably not work because there is no widespread support especially from government. (No Child Left Behind Act (NCLB) | ESEA) Also, individual teachers especially in lower grades have unconsciously adapted parts of his theories but because in higher grades there is more lecture style teaching, his theory rarely applied to higher education. (Guignon) Furthermore there is so much controversy over this theory because it keeps on changing and there is no proof which makes it hard to completely believe this theory. (Smith) Additionally, since Gardner is still alive, he can keep on changing his theory and getting more evidence and support. (Gardner) Lastly, some schools have already adapted his theory such as the New city school. This school published many books about implementing this theory in more classrooms such as the schools teachers have produced two books for teachers, Celebrating Multiple Intelligences and Succeeding With Multiple Intelligences and the principal, Thomas Hoerr, has written Becoming a Multiple Intelligences School in addition to many articles on the practical applications of the theory. (Multiple Intelligences Resources)The school has also hosted four conferences, each drawing over educators from around the world. (Why New City School)The school remains a valuable resource for teachers interested in executing the theory in their own classrooms. It is clear that Howard Gardner has had an important impact on todays psychology world and education. His persistence to challenge an educational system that assumes that everyone can learn the same materials in the same way has definitely made an impact in the world as many schools have recognized the different ways children learn. (Lane) Should his theory become more prevalent, who knows what out education system will be like in the future.

Catcher in the Rye Essay -- essays papers

Catcher in the Rye Catcher in the Rye: A Coming of Age Tale This novel explores many themes that are commonly felt by teenagers. Salinger’s novel discusses Holden’s stand against phoniness. Another major theme running through the novel is self-loathing, and while it may not be quite that extreme in all cases, most teenagers go through the â€Å"awkward† stage. Loneliness is also expressed in the novel. Every teenager goes through a time were they feel like they’re alienated. In a lot of ways, Holden also literally wants to be the catcher in the rye. These are just some of the themes that run through this novel. Jerome David Salinger only wrote one novel, Catcher in the Rye. It was published in 1951. It was called a genuine American tale and greatly praised. After this success, Salinger went into seclusion. All he wrote before his â€Å"disappearance† were four novellas and thirty-five short stories. Of these stories he preserved only nine. J. D. Salinger’s Catcher in the Rye displays the typical teenage alienation and depression. Salinger’s novel discusses Holden’s stand against phoniness. Holden’s deep contempt for all things that are phony is expressed throughout the novel. He even condemns people he doesn’t know as phonies, such as the man that his wing of the dorms at Pencey is named after, an undertaker named Ossenburger. â€Å"I can just see that big phony bastard asking Jesus to send him more stiffs.†(p.17) It is evident from the passage that Holden seems to think many people are phonies, but mostly people who have done better than he has in life who he doesn’t always know. He especially hates the movies and comic books. â€Å"Those ... ...ive, but not excessive. The novel is accurately written as an adolescent would write it. That makes it relatively easy to understand and interpret. It’s easy to see things from Holden’s perspective. It’s refreshing that he doesn’t fish for sympathy, he simply tells it like it is. Holden is a real character, created by a man with a brilliantly flexible imagination. The novel is intended also as a piece of social criticism. Not just by discussing the overall fakeness of society, but also by relating it. Fake people don’t change, they’re always there, it’s sort of depressing when you take a good look at people and realize that. Salinger directly addresses this point. He also suggests that trusting people leads to inner pain. The novel ,all in all, is like a sort of guide for teenagers lost in their own adolescents. Catcher in the Rye Essay -- essays papers Catcher in the Rye Catcher in the Rye: A Coming of Age Tale This novel explores many themes that are commonly felt by teenagers. Salinger’s novel discusses Holden’s stand against phoniness. Another major theme running through the novel is self-loathing, and while it may not be quite that extreme in all cases, most teenagers go through the â€Å"awkward† stage. Loneliness is also expressed in the novel. Every teenager goes through a time were they feel like they’re alienated. In a lot of ways, Holden also literally wants to be the catcher in the rye. These are just some of the themes that run through this novel. Jerome David Salinger only wrote one novel, Catcher in the Rye. It was published in 1951. It was called a genuine American tale and greatly praised. After this success, Salinger went into seclusion. All he wrote before his â€Å"disappearance† were four novellas and thirty-five short stories. Of these stories he preserved only nine. J. D. Salinger’s Catcher in the Rye displays the typical teenage alienation and depression. Salinger’s novel discusses Holden’s stand against phoniness. Holden’s deep contempt for all things that are phony is expressed throughout the novel. He even condemns people he doesn’t know as phonies, such as the man that his wing of the dorms at Pencey is named after, an undertaker named Ossenburger. â€Å"I can just see that big phony bastard asking Jesus to send him more stiffs.†(p.17) It is evident from the passage that Holden seems to think many people are phonies, but mostly people who have done better than he has in life who he doesn’t always know. He especially hates the movies and comic books. â€Å"Those ... ...ive, but not excessive. The novel is accurately written as an adolescent would write it. That makes it relatively easy to understand and interpret. It’s easy to see things from Holden’s perspective. It’s refreshing that he doesn’t fish for sympathy, he simply tells it like it is. Holden is a real character, created by a man with a brilliantly flexible imagination. The novel is intended also as a piece of social criticism. Not just by discussing the overall fakeness of society, but also by relating it. Fake people don’t change, they’re always there, it’s sort of depressing when you take a good look at people and realize that. Salinger directly addresses this point. He also suggests that trusting people leads to inner pain. The novel ,all in all, is like a sort of guide for teenagers lost in their own adolescents.

Christian Sybolism in Beowulf Essay -- Christianity epic Poem Beowulf

Christian Sybolism in Beowulf Within the poem Beowulf, the poet utilizes the Christian religion to symbolize the elements of good and evil and Heaven and Hell. Beowulf is the oldest known English epic poem. The manuscripts date back to about 1000 A.D., when two scribes wrote it down for posterity. The poem was handed down from the Anglo-Saxon period, and through the retelling of the poem, it changed a little each time. The poem creates an oral depiction of an epic hero who strived to fight against the forces of evil. There really was a â€Å"historical† Beowulf who helped the Geats and Danes fight off pirates, but he was neither King of the Geats nor Danish hero at any time. In fact, he was not considered a man of any extraordinary qualities, much different than the Beowulf in the poem. Christianity influenced much of the literature during this period of time. Although the poem never mentions Christ, the poet did use various characters and references to the Old Testament. The poet uses them sparing ly, but the references to biblical events and characters are clearly evident. Protected by God, King Hrothgar became a mighty ruler over the lands surrounding Herot. When Grendel, an epitome of sin, comes into the poem, Hrothgar was probably less worried about himself, and more worried about his people. He was not â€Å"an old pathetic king, incapable of protecting his people†(Bloom 47). He was described as being a famous hero because of his goodness and great wisdom. Made of earthen walls covered by gold and ivory, Herot’s beauty and reverence reigned throughout the land. â€Å"Herot, the great hall becomes an emblem for God’s word itself †(Chickering 271). Fire has and probably always will be a representation of evil. I... ..., â€Å"[Beowulf’s] sacrificial death is not seen as tragic, but as the fitting end of a good ( some would say â€Å"too good†) hero’s life† (Bolton 1). Bibliography: â€Å"Beowulf†. Elements in Literature. Holt, Rhinehart, and Winston. Harcourt Brace and Company, 1997. Bloom, Harold. â€Å"Beowulf.† Bloom’s Reviews: Beowulf. Broomall, PA: Chelsea House Publishers, 1999. 46-47. Bolton, W.F., The New History of Literature: The Middle Ages. New York: Peter Bedrick Books, 1986. Chickering Jr., Harold D. Beowulf: A Dual Language Edition. New York: Doubleday, 1977, 267-277 Gardner, John. Grendel. New York: Random House, Inc., 1971. Price, Martin, et al. The Oxford Anthology of English Literature. New York: Oxford University Press, 1973. 24-26. The Student Bible. New International Version. Grand Rapids, Michigan: Zondervan Publishing House, 1996.

Augustine and Skepticism Essay

Though considered one of the founders of theology, specifically in terms of Christianity, it is also widely accepted that St. Augustine played a large role in philosophy as well. In being familiar with total skepticism, the idea that nothing can be known, Augustine advised that this thought could be disproven in at least three distinct ways. According to Augustine, these â€Å"three refutations† of skepticism are the principle of non-contradiction, the act of doubting and refutation relating to perception. The first refutation illustrated by Augustine is that of non-contradiction. This principle explains that when examining and presenting an idea, only the suggestion or the contradiction may be true, but in no instance, can both be true. For example, if one were to state that â€Å"I am here,† the idea presented is that the statement is true. As a result, it would be impossible to follow that idea up with the statement â€Å"It is not true that I am here.† According to Augustine, the idea may be true or the contradiction of that idea may be true, but never both. This refutation is an attempt to prove that although total skepticism dictates that nothing can be known, its nearly impossible to argue with both the proposition and the contradiction-surely, one of them must be known as truth. This seems to be a fairly valid principle, as it leaves little room for argument in the idea that something is either true, or it is false, but rarely ever is there an alternative that cou ld be true. The second refutation is the act of doubting, an idea arguing that through doubting, we ultimately defeat the purpose of total skepticism. For example, if one was to argue that through total skepticism, it is impossible to know anything or that they â€Å"doubt† something to be true, in essence they are conceding to the idea that at the very least they are certain of their own existence-otherwise, how would their be any validity in their doubts? A â€Å"non-existent† person, would not be able to illustrate doubt or explain that nothing can be known, therefore, Augustine attempted to state that one’s existence negates the act of doubting anything can be known, because at least the idea of their existence is known. While this concept is an interesting one, the validity of it seems to be questionable because it does  not take into consideration that ultimately the concept of existence is not being disputed, but rather the idea of what can truly be known is in question. The act of doubting, does not seem to disprove total skepticism as much, but rather seems to be a blanket contradiction against it. The final refutation of Augustine revolves around perception, especially sense perception, and the idea that perception in its most basic form is a type of knowledge. While we may not be able to conclude the essence of an object or concept, we can describe our own perception of it, in which case, we make no error in judgment. If we saw a pond that seemed shallow and assert that it only seems shallow, we make no mistake. Only when we conclude that the pond is shallow, with no certainty or proof to support that idea, are we mistaken. This opposes the idea of total skepticism, in that we can know at least what our perceptions allow us to determine. In my opinion, this is a valid argument because ultimately it does not profess what we know or do not know fully, but rather states that our knowledge of anything is based on our own perception of it. Although the ideas of academic and total skeptic ism sought to disprove a need or even the logic behind philosophy, scholars such as St. Augustine attempted to prove that despite the fact that we do not have total knowledge in everything, we are not totally void of knowledge. The three refutations of Augustine serve to help us remember that just as there is an opposite to nearly everything, the concept of skepticism can always be rebutted when it comes to knowledge and our understanding of the world.

Government of Pakistan Essay

The presidency of Pakistan is a federal official official brass complete by the Constitution of Pakistan as a centralized governing authority of the quartette provinces of a proclaimed and established fan tanary democratic republic, physical compositionally called the State of Pakistan. The fix of operations constitutes a Westminster frame, and it comprises trinity branches of government the executive, the legislature, and the judiciary. The executive branch is headed by the uncreated subgenus Pastor of Pakistan, who is a captain executive ( decimal point of presidency) and exercises his or her power on potencyrs order to him or her.The hot seat of Pakistan is merely afigurehead and Head of State who is a civilian commander-in-chief of the Pakistan build up Forces and holds ceremonial powers to fulfill the constitutional requirements the chairs appointment and tenure is dependent, constitutionally, on the f get downing looks enclosure. The fan tan(Legislature) co nsists of a lower dramatics ( subject field forum) and an upper house (Senate), as well as the professorship. The juridical branch consists of aSupreme cost (its apex), five provisional high courts, numerous former(a) soil courts a specially designated anti-terrorism court, a sharia court, and the Green Court. The Electoral College, composed of the Senate, the subject forum, and the quadruple churl Assemblies, chooses a chairman, through indirect elections, for a five-year landmark. The ready attend is a supreme leader of the bulk party (or director of the alinement government) in the guinea pig gather and is assisted by a cabinet of pastors drawn from twain chambers of the sevens.Recent historyThe discipline conclave elections that were held in October 2002. On 3 November 2007 professorship Musharraf suspended Pakistans constitution by declaring a state of emergency. In the common elections held in February 2008, the party of murder leader Benazir Bhutto, Pakistan messs Party parliamentarians (PPPP) won 123 seating room in the field of study fiction succession the Pakistan Muslim union (N) of unionizeer indigenous Minister Nawaz Sharif won 91 lay in the subject gathering. electric chair Musharafs ally party Pakistan Muslim group discussion (Q) (PML-Q) came third with 54 seating. After the elections the Peoples Party Parliamentarian and the Pakistan Muslim partnership Nawaz announced a coalition to form the new government along with the Awami National Party (ANP). Pakistans new parliament elect the countrys runner female speaker on 19 butt on 2008 from the Pakistan Peoples Party Fahmida Mirza.Allies of President Pervez Musharraf withdrew their movedidate for Pakistans Prime Minister, Farooq Sattar, and the coalition chose Syed Yousaf Raza Gillani as the Prime Minister of Pakistan, who was pledged in on 25 March 2008 by President Pervez Musharraf.5 On 7 rattling(a) 2008, the Pakistan Peoples Party and the Pakistan Muslim League (N) agreed to force Musharraf to step wipe out and thus, begin his imp from each unitaryment. Asif Ali Zardari, Rehman Malik, Altaf Hussain and Nawaz Sharif announced sending a formal request or knock charge sheet that he steps down, and impeach him through parliamentary puzzle out upon refusal. Musharraf accordingly delayed his departure for the capital of Red China Olympics by a day. Currently, the seat of Prime Minister was occupied by c betaker Mir Hazar caravansary Khoso, who was appointed by the Election foreign mission of Pakistan on 24 March 2013, following the completion of the Pakistan Peoples Party-led governments status the same year.Assemblies* Senate of Pakistan * National multitude * tyke Assembly Senate of Pakistan The Senate is the upper house of the two-chambered Parliament of Pakistan. Elections are held every three old age for one half of the Senateand each Senator has a term of six years. If the blot of the President of Pakistan sprain s vacant, or the President is ineffectual to perform his functions, the Chairman of the Senate bouts as President until a President is pick out.National AssemblyThe Pakistani National Assembly is the lower house of the bicameral Majlis-e-Shura, which also comprises the President of Pakistan and Senate (upper house). The National Assembly and the Senate twain forgather at Parliament House in Islamabad. The National Assembly is a democratically take tree trunk consisting of a chalk up of 342 members who are referred to as portions of the National Assembly (MNAs), of which 272 are directly elected members and 70 speechless sit down for women and religious minorities. A political party must sterilize 172 set to obtain and preserve a majority. Members are elected through the first-past-the-post system low universal adult suffrage, representing electoral zones cognise as National Assembly constituencies.Provincial AssemblyA Member of the Provincial Assembly, or MPA, is a l egate elected by the voters of an electoral district to the legislature or legislative assemblage of a sub national jurisdiction. In Pakistan, the members are elected by the voters in provinces for a term of five years. national government* national ministries Provincial governments * Balochistan * Islamabad Capital dirt * Khyber Pakhtunkhwa * Punjab * Sindh * Kashmir * GilgitBaltistan Local governments * Districts * Tehsils * Union Councils * Divisions (abolished in August 2000) Kashmir governments * Government of Azad Jammu and Kashmir * Northern Areas Government President and Parliament Under Article 50 of the Constitution, the Majlis-i-Shoora (Parliament) of Pakistan consists of the President and two Houses to be cognise respectively as the National Assembly and the Senate. The President is elected by members of some(prenominal) Houses of the Parliament and the Provincial Assemblies.The President whitethorn be removed from line or impeached through a resolution, make ited by not less than two-thirds of the total membership of the Parliament in a union session of the two Houses, convened for the purpose. The Constitution empowers the President to dismantle the National Assembly in his discreetness if a situation has arisen in which the Government of the Federation cannot be carried out in accordance with the provisions of the Constitution and an put forward to the electorate is necessary.The President in case of detachment of National Assembly shall within xv days of the dissolution refer the event to the Supreme Court and the Supreme Court shall decide the reference within 30 days whose decision shall be final. However, the Senate is not subject to dissolution. In case the office of the President becomes vacant for any mind, the Chairman, or if he is unable to perform the functions of the office of the President, the Speaker, acts as President till much(prenominal) time that a President is elected. identical is the case when the Presiden t by reason of absence from Pakistan or any other cause is unable to perform his functions. footlockerThe Constitution provides that there shall be a locker headed by the Prime Minister which is collectively responsible to the National Assembly. The Prime Minister is chosen from the National Assembly. The federal Ministers and Ministers of State are appointed from amongst the members of Parliament. However, the enumerate of Federal Ministers and Ministers of State who are members of Senate, shall not at any time, exceed one fourth of the numbers of Federal Ministers.Parliament and Federal GovernmentThe bicameral federal legislature is the Majlis-i-Shoora (Council of Advisers), consisting of the Senate (upper house) and National Assembly (lower house). Members of the National Assembly are elected by universal adult suffrage (over 18 years of age in Pakistan). set are allocated to each of the four provinces, the federally Administered tribal Areas, and Islamabad Capital dominio n on the basis of population. National Assembly members serve for the parliamentary term, which is five years, unless they offend or resign sooner, or unless the National Assembly is dissolved.Although the vast majority of the members are Muslim, about 5 percent of the seats are reserved for minorities, including Christians, Hindus, and Sikhs. Elections for minority seats are held on the basis of joint electorates at the same time as the polls for Muslim seats during the general elections. The prime minister is appointed by the chairwoman from among the members of the National Assembly. The prime minister is assisted by the Federal Cabinet, a council of ministers whose members are appointed by the electric chair on the advice of the prime minister.The Federal Cabinet comprises the ministers, ministers of state, and advisers. The Senate is a permanent legislative body with equal representation from each of the four provinces, elected by the members of their respective eclogue ass emblies. There are representatives from the Federally Administered Tribal Areas and from Islamabad Capital Territory. The chairman of the Senate, under the constitution, is next in line to act as president should the office become vacant and until such time as a new president can be formally elected. Both the Senate and the National Assembly can initiate and pass legislation except for pay bills. scarce the National Assembly can love the federal budget and all finance bills. In the case of other bills, the president may prevent passage unless the legislature in joint sitting overrules the president by a majority of members of two houses present and voting. Other offices and bodies having important roles in the federal structure include the attorney general, the auditor general, the Federal Land centering, the Federal Public Service delegacy, Election Commission of Pakistan, and the Wafaqi Mohtasib (Ombudsman).Provincial GovernmentsPakistans four provinces transport considerab le autonomy. Each province has a governor, a Council of Ministers headed by a chief minister appointed by the governor, and a provincial assembly. Members of the provincial assemblies are elected by universal adult suffrage. Provincial assemblies also have reserved seats for minorities. Although there is a well-defined contribution of responsibilities between federal and provincial governments, there are some functions on which both can make laws and establish departments for their execution. almost of the services in areas such as health, education, agriculture, and roads, for example, are provided by the provincial governments. Although the federal government can also elapse in these areas, it only makes national insurance and handles international aspects of those services.Elections in PakistanAt the national level, Pakistan elects a bicameral legislature, the Parliament of Pakistan, which consists of a directly elected National Assembly of Pakistan and a Senate, whose members are chosen by elected provincial legislators. The Prime Minister of Pakistan is elected by the National Assembly. The President is elected by the Electoral college, which consists of both houses of Parliament together with the provincial assemblies. In addition to the national parliament and the provincial assemblies, Pakistan also has more than five deoxyguanosine monophosphate elected local governments. Elections in Pakistan are conducted under the supervision of Election Commission of Pakistan. The country offers a multi-party system, with numerous parties.Frequently, no single party holds a majority, and therefrom parties must form alliances during or afterwards elections, with coalition governments forming out of negotiations between parties. The Parliament of Pakistan consists of the President and two Houses to be known respectively as National Assembly and the Senate. The National Assembly consists of 342 seat including 60 seats reserved for Women and 10 position reserv ed for Non-Muslims. The Senate consists of 100 Members including 17 Seats reserved for Women and 17 Seats reserved for Technocrats and Ulema. The Members of the National Assembly are elected for a term of 5 years whereas the Members of the Senate are elected for a term of 6 years with staggered elections every 3 years.