Summer Free Essays

The leaves currently scanning for another home, they vacillate down on their wings of unadulterated gold. The trees presently meet up, spurned, disengaged and soon to winters cold. Crickets, hedgehogs, owls also participate with the late night harvest time tune. We will compose a custom article test on Summer or then again any comparable subject just for you Request Now To remind us another season won’t be long. Christmas presents make their appearing on racks in stores. Leaf blowers start to take some time off and snow scoops plan for tasks. Winter is here Everything knows from the small bunnies to the mammoth deer That Christmas our preferred season is close. Battling to keep in winter’s cheer, Children burst out â€Å"winter is here†. Once in a while will in general look at the stars. On a reasonable winter’s night possibly Mars. When outside is a winter wonderland of day off, eyes like coal aglow. Teeth prattle like a couple of castanets. The virus saturates our gloves until they stop to twist appropriately. There will never be a way out from the cold particularly when it’s in your own property Your muscles will be so numb you can scarcely jump It appears to be a strategic heading off to the main bus station But in the event that I do each the bus station, I endeavor to incline toward it. Overlooking that in winter days, the frosty gnawing metal that rapidly guzzles all your body heat Leaving you as cold as those trees, it’s an encounter you dislike to meet On winters day slim solidified puddles split under my winter boots. To me the splits seem as though contorted fingers, turned and hitched. Others state the breaks appear as though tree roots. The ground was as smooth as a cake Snow had fallen like icing powder, culminating it to its best point The scene so stunning one could state it was phony. The whirling white and the rich grass impacted. Falling in snow the youngsters were charmed The trees so drained it appeared they couldn’t even set up a battle To keep themselves all recolored white The trees longed for warmth All they got was the pale light just winter’s Sun could give. Indeed, even the leaf stems lie chilly and sharp But it shimmers like a holy messengers harp The floor brimming with gems of ice sparkle like a story of cleaned white quartz Indicating points time for winter sports. In winter individuals are sniffling on the grounds that it is freezing As they breathe out noticeable puffs of smoke wander People start to miss summers open air warming When seeing the dark mists above at long last unite. Winter twists presently cry Piling up snow in hapless Tired from an absence of rest individuals currently frown Misunderstanding, winters cool blessing. Step by step instructions to refer to Summer, Papers

Determinism, Compatiblism, and Libertarianism Research Paper

Determinism, Compatiblism, and Libertarianism - Research Paper Example I will isolate my paper into four primary parts. Section one will be given to an investigation of determinism. I will utilize Paul Holbach’s form of this position. As opposed to section one, section two will handle the libertarian position. Here I will utilize Roderick Chisholm’s adaptation. Furthermore, section three will examine the compatibilist see on through and through freedom. In doing as such, I will utilize A. J. Ayer’s rendition. At long last, I will show the primary qualities and shortcomings of each. I will finish up my paper by giving a clarification on why I think compatibilism is the most plausible and commonsense among every one of the three. Determinism: Everything Has A Cause Determinism is the view that lays on the supposition that everything has a reason. â€Å"All conventions of determinism suggest that given the past and the laws of nature at some random time, there is just a single conceivable future. Whatever happens is in this manner ine vitable† (Kane 285). What does this suggest? It basically infers that â€Å"we couldn't have picked otherwise† (Feinberg and Shafer-Landau 410). To outline this position further, I will investigate Paul Holbach’s form of hard-determinism. Holbach says that we are not free. Be that as it may, how can he contend for this position? The fundamental case of determinism is that â€Å"whatever happens is dictated by earlier events† (Sie 2). Holbach is a hard determinist. ... Be that as it may, on the off chance that my activity is dictated by past occasions, at that point I can't act in any case. In this way, I don’t ever act openly. One can contend that it isn't the situation that I don’t act uninhibitedly for I have my own thought processes, decisions and I am not controlled. In any case, Holbach invalidates this based on â€Å"the unpredictability of human lead and the dream of free agency† (Holbach 463). Holbach contends, we just think we are free since we can't clarify the marvels, however on a basic level, we can clarify everything by clarifying its causes (463). For example, in the event that I can clarify my activities through the laws of nature, at that point we have no utilization with the expectation of complimentary will any longer. So in the event that we find the reason for a given marvels, at that point it invalidates opportunity. In this way, we are not free. In opposition to determinism is the libertarian position. I will talk about Chisholm’s variant of libertarianism next. Libertarianism: a portion of our activities are free Libertarianism contends that a few occasions that happen are not controlled by earlier occasions. In safeguarding freewill, Chisholm proposes: We should not say that each occasion associated with the demonstration is brought about by some other occasion; and we should not say that the demonstration is something that isn't caused in any way. The likelihood that remaining parts, along these lines, is this: We should state that at any rate one of the occasions that are engaged with the demonstration is caused, not by some other occasions, yet by something different. What's more, this something different must be the agentâ€the man (440). Given Chisholm’s recommendation, I can say that my activity An is free if and just on the off chance that I am the reason for An and that I could have done another activity B other than A. On the off chance that determinism i s valid, I was unable to have done B. In any case, I could have done B since I am the reason for my activities. My choice to do A made me play out A,

Cognitive Developmental Milestones

Cognitive Developmental Milestones Theories Developmental Psychology Print Cognitive Developmental Milestones By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Reviewed by Reviewed by Amy Morin, LCSW on July 01, 2019 facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our Wellness Board Amy Morin, LCSW Updated on October 02, 2019 Stages of Cognitive Development Piaget's Theory Sensorimotor Stage Preoperational Stage Concrete Operational Stage Formal Operational Stage Support and Criticism Aleli Dezmen / Getty Images Cognitive milestones represent important steps forward in a childs development. Throughout human history, babies were often thought of as simple, passive beings. Prior to the 20th-century, children were often seen simply as miniature versions of adults. It wasnt until psychologists like Jean Piaget proposed that children actually think differently than adults do and that people began to view childhood and adolescence as a unique period of growth and development. Adults often dismissed the remarkable intellectual skills of infants and very young children, but modern thinkers and researchers have discovered that babies are in fact always learning, thinking, and exploring the world around them. Even newborn infants are actively taking in information and learning new things. In addition to gathering new information about the people and the world around them, babies are also constantly discovering new things about themselves. From Birth to 3 Months The first three months of a childs life are a time of wonder. Major developmental milestones at this age are centered on exploring the basic senses and learning more about the body and the environment. During this period, most infants begin to: See objects more clearly within a distance of 13 inchesFocus on moving objects, including the faces of caregiversTell between sweet, salty, bitter, and sour tastesDetect differences in pitch and volumeSee all colors in the human visual spectrumRespond to their environment with facial expressionsDemonstrate anticipatory behaviors like rooting and sucking at the site of a nipple or bottle From 3 to 6 Months In early infancy, perceptual abilities are still developing. From the age of three to six months, infants begin to develop a stronger sense of perception. At this age, most babies begin to: Recognize familiar facesRespond to the facial expressions of other peopleRecognize and react to familiar soundsBegin to imitate facial expressions From 6 to 9 Months Looking inside the mind of an infant is no easy task. After all, researchers cannot just ask a baby what he or she is thinking at any given moment. To learn more about the mental processes of infants, researchers have come up with a number of creative tasks that reveal the inner workings of the baby brain. From the age of six to nine months, researchers have found that most infants begin to: Understand the differences between animate and inanimate objectsTell the differences between pictures depicting different numbers of objectsUtilize the relative size of an object to determine how far away it isGaze longer at impossible things  such as an object suspended in midair From 9 to 12 Months As infants become more physically adept, they are able to explore the world around them in greater depth. Sitting up, crawling, and walking is just a few of the physical milestones that allow babies to gain a greater mental understanding of the world around them. As they approach one year of age, most infants are able to: Understand the concept of object permanence, the idea that an object continues to exist even though it cannot be seenImitate gestures and some basic actionsRespond with gestures and soundsLike looking at picture booksManipulate objects by turning them over, trying to put one object into another, etc. From 1 Year to 2 Years After reaching a year of age, childrens physical, social, and cognitive development seems to grow by leaps and bounds. Children at this age spend a tremendous amount of time observing the actions of adults, so it is important for parents and caregivers to set good examples of behavior. Most one-year-olds begin to: Understand and respond to wordsIdentify objects that are similarTell the difference between Me and YouImitate the actions and language of adultsCan point out familiar objects and people in a picture bookLearn through exploration From 2 to 3 Years At two years of age, children are becoming increasingly independent. Since they are now able to better explore the world, a great deal of learning during this stage is the result of their own experiences. Most two-year-olds are able to: Sort objects by category (i.e., animals, flowers, trees, etc.)Stack rings on a peg from largest to smallestImitate more complex adult actions (playing house, pretending to do laundry, etc.)Identify their own reflection in the mirror by nameRespond to simple directions from parents and caregiversName objects in a picture bookMatch objects with their uses From 3 to 4 Years Children become increasingly capable of analyzing the world around them in more complex ways. As they observe things, they begin to sort and categorize them into different categories, often referred to as schemas. Since children are becoming much more active in the learning process, they also begin to pose questions about the world around them. Why? becomes a very common question around this age. At the age of three, most kids are able to: Demonstrate awareness of the past and presentActively seek answers to questionsLearn by observing and listening to instructionsOrganize objects by size and shapeUnderstand how to group and match object according to colorHave a longer attention span of around 5 to 15 minutesAsks why questions to gain information From 4 to 5 Years As they near school age, children become better at using words, imitating adult actions, counting and other basic activities that are important for school preparedness. Most four-year-olds are able to: RhymeName and identify many colorsDraw the shape of a personCount to fiveTell where they liveDraw pictures that they often name and describe Help Kids Reach Cognitive Milestones For many parents, encouraging childrens intellectual development is a point of major concern. Fortunately, children are eager to learn right from the very beginning. While education will soon become an enormous part of a growing childs life, those earliest years are mostly influenced by close family relationships, particularly those with parents and other caregivers. This means that parents are in a unique position to help shape how their children learn, think, and develop. In the home, parents can encourage their childrens intellectual abilities by helping kids make sense of the world around them. When an infant shows interest in an object, parents can help the child touch and explore the item as well as saying what the object is. For example, when a baby looks intently at a toy rattle, the parent might pick up the item and place it in the infants hand saying Does Gracie want the rattle? and then shake the rattle to demonstrate what it does. As kids grow older, parents should continue to encourage their children to actively explore the world. Try to have patience with young children who seem to have an endless array of questions about each and everything around them. Parents can also pose their own questions to help kids become more creative problems solvers. When facing a dilemma, as questions such as What do you think would happen if we…? or What might happen if we….? By allowing kids to come up with original solutions to problems, parents can help encourage both intellectual development and self-confidence.

Poner Conjugation in Spanish, Translation, Examples

The conjugation of the Spanish verb poner, often translated as to put or to place, is highly irregular. In order to help you understand and use this verb, this article includes poner conjugations in the present, past, conditional, and future indicative; the present and past subjunctive; the imperative, and other verb forms. The same conjugation pattern is used for other verbs based on poner, such as componer, disponer, exponer, imponer, oponer, proponer, reponer and suponer. Using the Verb Poner vs. Ponerse The verb poner generally means to put or to place, but its meaning can vary when used in some common expressions like poner la mesa (to set the table), or poner huevos (to lay eggs). It can also mean to turn on, as in poner mà ºsica (to play music on the radio) or poner la televisià ³n (to turn the television on). The verb poner can also be used reflexively —ponerse—. Ponerse can mean to put something on, such as clothing or accessories. For example, Juan se puso el abrigo y Ana se puso el sombrero (Juan put the coat on and Ana put the hat on). In addition, ponerse can mean become when referring to a change in state of being, such as ponerse triste (become sad), ponerse rojo (to become red in the face), ponerse flaco (to become skinny), etc. Poner Present Indicative In the present indicative tense, the first person singular (yo) conjugation of the verb poner is irregular, but the rest of the conjugations follow a regular verb pattern. Yo pongo I put Yo pongo la mesa antes de la cena. Tà º pones You put Tà º pones el libro en la biblioteca. Usted/à ©l/ella pone You/he/she puts Ella pone flores para decorar la casa. Nosotros ponemos We put Nosotros ponemos el dinero en el banco. Vosotros ponà ©is You put Vosotros ponà ©is la ropa en el armario. Ustedes/ellos/ellas ponen You/they put Ellos ponen mucho esfuerzo en su trabajo. Poner Preterite Indicative The preterite tense conjugations of poner are irregular and use the stem pus-. Yo puse I put Yo pusela mesa antes de la cena. Tà º pusiste You put Tà º pusisteel libro en la biblioteca. Usted/à ©l/ella puso You/he/she put Ella pusoflores para decorar la casa. Nosotros pusimos We put Nosotros pusimosel dinero en el banco. Vosotros pusisteis You put Vosotros pusisteis la ropa en el armario. Ustedes/ellos/ellas pusieron You/they put Ellos pusieronmucho esfuerzo en su trabajo. Poner Imperfect Indicative The verb poner is conjugated regularly in the imperfect tense. You start with the stem pon and add the imperfect ending for -er verbs (à ­a, à ­as, à ­a, à ­amos, à ­ais, à ­an). The imperfect tense can be translated as was putting or used to put. Yo ponà ­a I used to put Yo ponà ­ala mesa antes de la cena. Tà º ponà ­as You used to put Tà º ponà ­asel libro en la biblioteca. Usted/à ©l/ella ponà ­a You/he/she used to put Ella ponà ­a flores para decorar la casa. Nosotros ponà ­amos We used to put Nosotros ponà ­amosel dinero en el banco. Vosotros ponà ­ais You used to put Vosotros ponà ­aisla ropa en el armario. Ustedes/ellos/ellas ponà ­an You/they used to put Ellos ponà ­anmucho esfuerzo en su trabajo. Poner Future Indicative For the irregular conjugation of poner in the future indicative, change the stem to pondr-. Yo pondrà © I will put Yo pondrà © la mesa antes de la cena. Tà º pondrà ¡s Youwill put Tà º pondrà ¡s el libro en la biblioteca. Usted/à ©l/ella pondrà ¡ You/he/shewill put Ella pondrà ¡ flores para decorar la casa. Nosotros pondremos Wewill put Nosotros pondremos el dinero en el banco. Vosotros pondrà ©is Youwill put Vosotros pondrà ©isla ropa en el armario. Ustedes/ellos/ellas pondrà ¡n You/theywill put Ellos pondrà ¡n mucho esfuerzo en su trabajo. Poner PeriphrasticFuture Indicative The periphrastic future is composed of the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive poner. Yo voy a poner I am going to put Yo voy a ponerla mesa antes de la cena. Tà º vasa poner You aregoing to put Tà º vasa poner el libro en la biblioteca. Usted/à ©l/ella vaa poner You/he/shegoing to put Ella vaa poner flores para decorar la casa. Nosotros vamosa poner We aregoing to put Nosotros vamos a poner el dinero en el banco. Vosotros vaisa poner You aregoing to put Vosotros vaisa poner la ropa en el armario. Ustedes/ellos/ellas vana poner You/they aregoing to put Ellos vana poner mucho esfuerzo en su trabajo. Poner Present Progressive/Gerund Form To form the gerund  or present participle, you start with the stem of the verb and then add the ending -ando (for -ar verbs) or -iendo (for -er and -ir verbs). The present participle is used to form progressive tenses like the present progressive, which is usually formed with the auxiliary verb estar, but can also use the verbs seguir, continuar or mantener as the auxiliary. Present Progressive ofPoner està ¡ poniendo is putting Ella està ¡ poniendo flores para decorar la casa. Poner Past Participle The past participle of poner is irregular —puesto—. This verb form can be used to form perfect tenses, such as the present perfect (with the auxiliary verb haber). Present Perfect of Poner ha puesto has put Ella ha puesto flores para decorar la casa. Poner Conditional Indicative To talk about possibilities, you can use the conditional tense, which is usually translated to English as would verb. Poner is also irregular in the conditional and uses the stem pondr-. Yo pondrà ­a I would put Yo pondrà ­ala mesa antes de la cena si llegara a tiempo. Tà º pondrà ­as Youwould put Tà º pondrà ­as el libro en la biblioteca si hubiera espacio. Usted/à ©l/ella pondrà ­a You/he/shewould put Ella pondrà ­a flores para decorar la casa, pero las flores està ¡n muy caras. Nosotros pondrà ­amos Wewould put Nosotros pondrà ­amos el dinero en el banco si nos ganà ¡ramos la loterà ­a. Vosotros pondrà ­ais Youwould put Vosotros pondrà ­ais la ropa en el armario si fuerais mà ¡s ordenados. Ustedes/ellos/ellas pondrà ­an You/theywould put Ellos pondrà ­an mucho esfuerzo en su trabajo, pero son perezosos. Poner Present Subjunctive The present subjunctive is formed with the stem of the first person singular in the present indicative (yo pongo). Que yo ponga That I put Mamà ¡ pide que yo ponga la mesa antes de la cena. Que tà º pongas That you put El maestro quiere que tà º pongas el libro en la biblioteca. Que usted/à ©l/ella ponga That you/he/she put La decoradora recomienda que ella ponga flores para decorar la casa. Que nosotros pongamos That we put El contador sugiere que nosotros pongamos el dinero en el banco. Que vosotros pongà ¡is That you put Papà ¡ pide que vosotros pongà ¡is la ropa en el armario. Que ustedes/ellos/ellas pongan That you/they put La jefa espera que ellos pongan mucho esfuerzo en su trabajo. Poner Imperfect Subjunctive The imperfect subjunctive has two different conjugations. Both of them are correct. Option 1 Que yo pusiera That I put Mamà ¡ pedà ­a que yo pusiera la mesa antes de la cena. Que tà º pusieras That you put El maestro sugerà ­a que tà º pusieras el libro en la biblioteca. Que usted/à ©l/ella pusiera That you/he/she put La decoradora recomendaba que ella pusiera flores para decorar la casa. Que nosotros pusià ©ramos That we put El contador sugerà ­a que nosotros pusià ©ramos el dinero en el banco. Que vosotros pusierais That you put Papà ¡ pedà ­a que vosotros pusierais la ropa en el armario. Que ustedes/ellos/ellas pusieran That you/they put La jefa esperaba que ellos pusieran mucho esfuerzo en su trabajo. Option 2 Que yo pusiese That I put Mamà ¡ pedà ­a que yo pusiese la mesa antes de la cena. Que tà º pusieses That you put El maestro sugerà ­a que tà º pusieses el libro en la biblioteca. Que usted/à ©l/ella pusiese That you/he/she put La decoradora recomendaba que ella pusiese flores para decorar la casa. Que nosotros pusià ©semos That we put El contador sugerà ­a que nosotros pusià ©semosel dinero en el banco. Que vosotros pusieseis That you put Papà ¡ pedà ­a que vosotros pusieseis la ropa en el armario. Que ustedes/ellos/ellas pusiesen That you/they put La jefa esperaba que ellos pusiesen mucho esfuerzo en su trabajo. Poner Imperative The imperative mood is used to give orders or commands. Positive Commands Tà º pon Put!  ¡Pon el libro en la biblioteca! Usted ponga Put!  ¡Ponga flores para decorar la casa! Nosotros pongamos Let's put!  ¡Pongamos el dinero en el banco! Vosotros poned Put!  ¡Poned la ropa en el armario! Ustedes pongan Put!  ¡Pongan mucho esfuerzo en su trabajo! Negative Commands Tà º no pongas Don't put!  ¡No pongas el libro en la biblioteca! Usted no ponga Don't put!  ¡No ponga flores para decorar la casa! Nosotros no pongamos Let's not put!  ¡No pongamos el dinero en el banco! Vosotros no pongà ¡is Don't put!  ¡No pongà ¡is la ropa en el armario! Ustedes no pongan Don't put!  ¡No pongan mucho esfuerzo en su trabajo!

The Problem Of Global Warming - 1443 Words

Many people who watch ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬ news daily knows that it often display either social unrest, financial crises, or political struggle such as the Syrian war. One reason why Syrians are engaged in a war is that they are experiencing extreme heat and drought which causes them to be more rebellious and aggressive. The underlying cause of these trouble can be due to global warming. Global warming occurs when carbon dioxide and other greenhouse gases trap heat in Earth’s atmosphere because some of the sun’s ray cannot escape. It is a worldwide phenomenon that impacts each and every one of us because it cause irregular climate patterns, increase the sea levels, and decrease human living standards. We can usually anticipate what the temperature will be the next couple days because there is a normal pattern to it, but recently we have not been able to accurately predict what the weather will be for the week. For instance, the severe snowstorm ne ar the end of winter or the inconsistent temperature throughout the week. This unusual and intense weather event occurs because the warmer atmosphere can now hold and remove more moisture than before and it can affect both the land and ocean conditions (Didier sec.1). The warmer atmosphere causes the annual average rate of precipitation to increase in some area and decrease in others. One example of a decrease in precipitation can be seen in the severe drought in California of 2013. During that time, the governor of California, Jerry Brown,Show MoreRelatedGlobal Warming Is A Problem Essay1527 Words   |  7 PagesAbstract Global warming is a dilemma; it is a debatable issue between a fact and a theory, between approval and disapproval and between having advantages and disadvantages. Endless questions that have indefinite answers arise to a man’s mind when just tackling the idea of the global warming. Many people do not take in consideration the environmental issues, their main interests lie behind thinking about their personal lives and needs. Only few who think about the environment they‘re living in. IsRead MoreThe Problem Of Global Warming1131 Words   |  5 PagesOne of the biggest problems facing in today s world is global warming. It is affecting the earth from climate changes, storms becoming worse over time creating damage to peoples homes, species dying because they can’t adapt rapidly to the changes, animal s population is shrinking and new diseases being created. Thankfully through time we have developed new technology to reduce the effect of global warming. However since we have dealt with global warming for so long for many years, we have doubleRead MoreThe Problem Of Global Warming1228 Words   |  5 PagesWhat is a Social Problem? A social issue is defined as an area of conflict in a social setting that influences different people and is often out of reach of the control of an individual or local geographical authority (Weart 73). Some social problems, however, are not perceived universally as such, resulting in a difference in opinion between different groups. Other social issues are universally recognized as justifiable and, therefore, are addressed by everyone. Global warming is a social issueRead MoreGlobal Warming Is A Problem1381 Words   |  6 PagesWhat is global warming? Global warming is the polar bears and penguins fighting for their lives because their home is melting. Global warming is seventy-degree weather in the middle of February. Global warming is the rapid increase in tropical storms. Global warming is the California drought. Global warming is the harmful wildfires occurring in our forests (NRDC). Many people, mostly politicians, believe that global warming is a problem that doesn’t exist. Global warming is a real issue that we cannotRead MoreThe Problem Of Global Warming1311 Words   |  6 Pagesknow is inhabitable is now being destroyed by man. As humanity has revolutionized we have created many problems along the way. The main problem we are facing right now is called global warming. We have damaged many ecosystems trying to better ourselves, and we have not yet once thought about the damage we are inflicting on our mother earth. We are already beginning to see the effects of global warming. It will make little changes that will have a huge impact, and devastate many ecosystems and everythingRead MoreThe Problem Of Global Warming1430 Words   |  6 PagesGlobal Warming in the United Stated Global warming is no longer just a prediction it is actually happening. It is undisputed that the average temperature at the surface of Earth has increased over the past century by 1 degree Fahrenheit, with both the air and the oceans warming. Since 1880, when people in many locations first began to keep temperature records, the 25 warmest years have all occurred within the last 28 years. The problem is that if we keep on hurting our own environment and ecosystemsRead MoreThe Problem Of Global Warming1088 Words   |  5 Pagesthe story in the movie The Age of Stupid, in which a man lives in the devastated future world of 2055. The man looks back to today’s date and asks himself why we did not stop the climate change when we had the chance. However, today global warming is out of control, global temperatures are steadily rising. â€Å"The primary cause, a consensus of scientists has said, is the rising emissions of greenhouse gases like carbon dioxide and methane† (Sto ne, 2013). The CO2 stays in the atmosphere for 50 to 100 yearsRead MoreGlobal Warming Is A Problem1654 Words   |  7 Pagesthis reason is global warming. Global warming is a problem that some people choose to ignore. They claim it does not exist. Global warming is real. It is time for people to stop ignoring it and start searching for a solution. Although many people do not believe in global warming, blaming the climate change on the sun, global warming is a serious danger to the Earth because it could have serious effects on the plant and animal populations. To fully grasp the effects of global warming, one must firstRead MoreGlobal Warming Is A Global Problem1418 Words   |  6 PagesThe reason why, I decided to focus on global warming is because it doesn’t just affect one person it affects everyone as a national crisis. Numerous individuals don’t believe in global warming, but to scientist this is a big dilemma. In the article, â€Å"closer looks at climate change, it’s specified that these issues are not new, they have been around forever† (Schmidt, 2010). â€Å"In the article the real case against activist global warming, has gotten the response of the president of the United States†Read MoreThe Problem Of Global Warming1300 Words   |  6 Pageshelp of society. One of the problems is global warming. Global warming is only possible by having excess of carbon dioxide in our atmosphere. So where is the excess carbon dioxide coming from? Have you ever spray a can of hair spray well that hair spray contains carbon dioxide, but just one person doesn’t make a difference now think about a whole world who uses it each time you spray, carbon dioxide is released in the world, yet this is not the real threat of global warming. The real main threat is

Bhagavad Gita on Krishnas Teachings Free Essays

5. Bhagavad Gita The story in the Bhagavad Gita with Arjuna and Krishna has many teachings of Krishna about renunciation, selfless services, and meditation. It’s also important why Arjuna doesn’t want to wage war. We will write a custom essay sample on Bhagavad Gita on Krishnas Teachings or any similar topic only for you Order Now There are many things that Krishna tells Arjuna. All of this will be brought up throughout the essay. In the story Arjuna does not want to wage war. His sudden reaction is reasoned by his internal feelings for this war. Arjuna doesn’t understand why he should have his family risk their lives in the war. Arjuna also does not agree with this war because he really does not like the kingdom that rules him anyways. Arjuna does not want to renounce his worldly possessions for peace in the action. At this point in time Arjuna doesn’t understand the selfless service in this action of war. Krishna appears in a bright light to Arjuna when Arjuna asked to see him. Krishna came to Arjuna to help him understand why he was being asked to wage war for the kingdom. Krishna tells Arjuna many things when they are together discussing the war. Krishna begins by telling Arjuna about the life and death cycle of a Hindus. The life and death cycle in Hinduism is based on the persons Karma. Their Karma is what decides the reincarnation process and/or being of their next body. In Hinduism the reason of the life and death cycle is to work on their Karma. Krishna then explains that truly divine humans find peace in serving the gods. Therefore, Arjuna needs to be at peace with what Krishna and the other gods are asking of him in this war. This was to explain to Arjuna that he needs to find peace in his actions but not to renounce his worldly possessions for it. Arjuna again is struggling with allowing his family fight in this war where they could lose their lives. Krishna then wants Arjuna to do this selfless service for him. Selfless service is a way of serving the gods and a good practice of Karma. Meditation is a way of arriving at selflessness. Meditation helps break the rebirth and death cycle, because meditation is used to focus on achieving the divine. Krishna was able to convince Arjuna that this war was a good thing. Arjuna, after spending the time with Krishna, felt reassured that his worries were for no reason and this action would help in eternity. Krishna explains his reasoning to Arjuna. Arjuna than understood his task and the teachings of Krishna. Renunciation to find peace in the action of war was one teaching of Krishna. Committing this selfless service for the gods was good for Arjuna’s karma was the second lesson that was taught during their meeting. The last teaching of Krishna to Arjuna was about the importance of meditation. All of Krishna’s teachings to Arjuna revolved around creating a better Karma and therefore, ending the rebirth, life, and death cycle. Ending that cycle is over all goal of the Hindus religion. How to cite Bhagavad Gita on Krishnas Teachings, Papers

Leadership Styles Nelson Mandela and Margaret Thatcher

Currently, our societies are in need of visionary and inspiring leaders. For the world to overcome its current challenges such as economic chaos, terrorism, and social injustices, the world leaders should motivate people through actions rather than words.Advertising We will write a custom essay sample on Leadership Styles: Nelson Mandela and Margaret Thatcher specifically for you for only $16.05 $11/page Learn More This implies that the world leaders should not only strive to meet the needs of their people, but also strive to be beacons of hope in their societies by enhancing justice, fairness, caring for the less fortunate and allowing love to flourish within our societies. The need for transformational leadership in our governments and institutions is evident from the current leadership wrangles. In our business organizations, increases in staff turnover cases imply that our institutions are in need of transformational leaders. In history, Nelson Mande la is viewed as a transformational leader. Unlike other historical leaders, when Mandela was the President of South Africa he treated all genders, races, tribes, and ages equally. When he was the president, he managed to unite his country, which was once considered the most polarized country in the world during the apartheid. On the other hand, Margaret Thatcher is considered one of the best female leaders who portrayed transactional leadership skills in Britain’s history. Nelson Mandela Before South Africa attained its independence, Mandela was one of the black South Africans who were championing for the country’s independence from the British colonials. His transformational leadership style was evident way back when he was the leader of a freedom movement fighting to end apartheid in South Africa (Lodge 2006, p. 3). Notably, as a leader of a freedom movement Mandela aimed at championing for an equal society where people could be treated fairly regardless of their rac e, colour, religion, or nationality. During the apartheid, the white South Africans were undermining the black and the coloured South Africans in every sector.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More To put an end to these injustices, Mandela and his fellow friends risked their lives for the benefit of all by campaigning for equality in their societies. For several years, Mandela managed to escape traps from British authorities who were determined to arrest him for his actions. When Mandela was finally captured and imprisoned by the British soldiers, he never stopped campaigning for justice in the South African society. His transformational leadership was tested during one of his trials. During this trial, Mandela never denied the charges he was accused of despite knowing that if he was going to be found guilty he was going to be sentenced to death. These acts prove that he was comm itted to ending injustices in South African society no matter the cost. When Mandela was finally released from prison, he became the president of South Africa in the year 1994. After becoming the president, several white government officials who had worked for the previous regime were expecting to be replaced from their offices. To their surprise, Mandela never replaced them. Instead, Mandela worked with these officials amicably regardless of their past political positions. Even though the whites had mistreated the blacks and the coloured by offering them limited opportunities during the apartheid, Mandela’s administration choose to treat every South African equally regardless of their past. By these acts, his leadership inspired several South Africans on the need to have a just society where everyone could be treated equally. Similarly, during his presidency Mandela was able to inspire several South African athletes and footballers. For instance, when a South African boxer b y the name Matlala defeated an American Boxer he found time to visit the boxer in his home and congratulated him. After the visit, the boxer was inspired and determined to win every match in honour of Mandela.Advertising We will write a custom essay sample on Leadership Styles: Nelson Mandela and Margaret Thatcher specifically for you for only $16.05 $11/page Learn More During one of the international matches where South Africa was preparing to play against an international team, Mandela walked into the changing room wearing a jersey similar to one of the footballers named Mark. In the dressing room, Mandela exchanged his jersey with the player. During and after the match, the player was impressed knowing that his fascinating skills had caught the attention of Mandela. Through these acts, Mandela proved to be a transformational leader. Margaret Thatcher Before her resignation, Margaret Thatcher leadership style offered numerous people with valuable less ons in power and management (Thatcher Dale 2010, p. 4). During her leadership, Thatcher proved that indeed she was a transactional leader. Just like Britain’s greatest industrial leaders such as Collins Marshall and John Harvey Jones, Thatcher brought radical economical changes in Britain through her effective managerial skills (Eagly Carli 2007, p. 67). It is alleged that when she was in power all Thatcher ever wanted was to restore British former power in the world dominance. In general, through her leadership Thatcher managed to tackle economic stagnation issues, unemployment, and inflation issues. She managed to achieve these by transforming business institutions towards greater competitiveness, production, and technological advancement. As a transactional leader, Thatcher was not after changing Britain’s future but rather keeping it the way it were. Since her early political career in the early 1950s, Thatcher had always been a conservative politician. As a cons ervative, she opposed several laws that she deemed as contradicting the society values. For instance, in the year 1964 she represented her conservative party in urging the government to allow the tenants to purchase the council houses. Her conservatism became notable when she supported the Leo Abse’s Bill. This bill was meant to criminalize homosexuality within British territories.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Similarly, during the year 1966 she represented her party in opposing the labour laws that were meant to control prices and incomes. According to her arguments, these laws were going to destroy the country’s economy. Likewise, during the year 1966 she opposed the government’s high-tax plans. Thatcher argued that lower taxes were the only incentives that could be offered to workers for them to work hard. As such, she believed that high-tax plans were communistic ideas rather than socialistic ideas. When she became the prime minister in the year 1979, her transactional leadership skills became eminent. She was a strict supervisor and stressed on the significance of group performance. Notably, she became determined to reduce the power vested upon the trade unions. She believed that trade unions posed great risks to a country’s democracy and economy. To reduce their power, Thatcher introduced a legislation, which was meant to regulate the trade unions. Out of these initiatives, several industrial strikes were witnessed across Britain. Her strictness on performance was witnessed when she closed down more than 20 state-owned mines owing to their poor performance. Owing to this, several mineworkers lost their jobs leading to national strikes. During the strikes, Thatcher refused to be undermined by the trade union leaders. In the year 1982, she declared that strikes were prohibited in Britain. Later on, Thatcher resigned as a prime minister when her policies and transactional leadership skills became obsolete. Through her leadership styles, Thatcher was able to motivate several women leaders. Before her premiership, women were considered ineffective for such post. However, when she ascended to power several women became convinced that they could achieve the same status in the community just like their male counterparts. In history, Thatcher will always be remembered for her exceptional leadership skills, which enabled her to conquer and rule the male dominated field (Billing 2011, p. 15). Conclusion Based on the above analysis, it is evident that transformational leadership style is an ideal leadership trait as compared to transactional leadership style. Mandela managed to inspire and uplift the livelihoods of several individuals in South Africa and the world at large through his transformational leadership style. As opposed to Thatcher, Mandela made peace with his enemies regardless of the political past. This was evident from the way he treated the white South Africans before and after he ascended to power in the year 1994. On the other hand, Thatcher made several enemies through her transactional leadership style. For instance, throughout her tenure as Britain’s prime minister she always differed with the labour unions. Equally, as a prime minister she closed down several state-owned mines which were performing poorly. Through this move, several individuals lost their jobs adding to the number of her enemies. As e vident from the two leaders, transformational leadership styles are admirable rather than transactional leadership styles because they allow executives to keep in touch with their followers (Rosener 1990, p. 124). References Billing, Y 2011, ‘Are Women in Management Victims of the Phantom of the Male Norm?’, Gender, Work and Organization, vol. 18 no. 3, pp. 1-20. Eagly, A., Carli, L 2007, ‘Women and the labyrinth of leadership’, Harvard Business Review, vol. 85 no.9, pp. 63-71. Lodge, T 2006. Mandela: a critical life, Oxford University Press, Oxford. Rosener, J 1990, ‘The command-and-control leadership style associated with men is not the only way to succeed’, Harvard Business Review, vol. 12 no.2, pp. 119 125. Thatcher, M., Dale, I 2010, Margaret Thatcher in her own words, Biteback, London. This essay on Leadership Styles: Nelson Mandela and Margaret Thatcher was written and submitted by user Juan Sutton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.