Virture according to Aristotle Essay Example | Topics and Well Written Essays - 500 words

Virture according to Aristotle - Essay Example These components are a person’s passion, faculty and state of character. However, amongst the 3 components, Aristotle has only identified moral virtues with the state of character. The state of character can be believed as complex inclinations or personalities to behave and feel in certain ways under certain conditions (Payne). A person’s appetite can be linked to his desire. The higher his appetite or desire, the more he would likened to be aiming for that goal or vision. This is the reversely proportional to a person with a lower appetite (Aristotle & Ross, p. 20-21). A person can be said that he is born with the potential of being morally virtuous. But for that person to be one, he should be trained on doing what is right to be truly virtuous even as an adult. Virtue is learned by constant practice and not just simply keeping it in mind. It should be shown to others rather than be kept in one’s head (Aristotle & Ross, p. 20-21). Virtue is a person’s disposition to perform the right way. In practical circumstance, there is an absence of rules. Right conduct can only be witnessed in some sort of mean in extremes which are deficiencies and excess. Between the feelings of fear and confidence, courage is the mean of the two. Aristotle stated that: â€Å"Of the people who exceed, he who exceeds in fearlessness has no name (many of the states has no name), while the man who exceeds in confidence is rash, and he who exceeds in fear and falls short in confidence is courage† (Aristotle & Ross, p. 28). Vices according to Aristotle are the bad characters of a person (IEP.Com). It can be concluded that virtues and vices are connected with the same things. They are being driven by the same factors. Virtue is the positive effects of these factors while the vice is the negative

Contemporary Issues in Food and Nutrition for Adolescents Essay Example for Free

Contemporary Issues in Food and Nutrition for Adolescents Essay Contemporary Issues in Food and Nutrition for Adolescents The importance of establishing health promoting practices during childhood and adolescence has long been recognized by nutritionists and other health professionals. The purpose of this paper is to investigate further the issues relating to adolescents diets and contributing factors. Contributing factors include the increase of fast food consumption, unconventional meal patterns and lack of exercise. During adolescence, the influences on eating habits are numerous. The growing independence of adolescents, increased participation in social life and a generally busy schedule of activities have a great impact on food intake. ? In the September 2007 issue of Health Promotion International, a survey of 18,486 secondary school students at 322 schools across all Australian states (except Western Australia) has found that a significant proportion of students fall short of current, national dietary and physical activity recommendations for teenagers. A new study suggests that as teens enter adulthood, they are more likely to skip meals, resulting in a very unconventional meal pattern. Breakfast is frequently neglected and omitted more often by teenagers as they enter high school as they see it as an unnecessary hassle. These diets are likely to be bizarre and unbalanced. Though appetite is great, meal times tend to be irregular due to pre-occupation with school, other social activities or even a part time job. Therefore snacking in between meals is common. Skipping breakfast, for example, can lead to greater levels of hunger later in the day, causing overeating, or the choosing of heavy foods that fill you up faster, but may lack nutritional values. For teenage girls, lunch is usually skipped as a way of controlling weight. As adolescents go through puberty, they are bound to feel more pressured by their peers about the shape and size of their body, sexual development, and their general appearance. Due to this pressure, they are more likely to be self-conscious, resulting in unstable diets. These diets are usually also caused by the increasing amount of junk food consumption. The increase in junk food consumption is an important factor in a teens diet. This could be due to the increased independence and responsibility for food preparation that adolescents face during this developmental transition. Fast food, such as McDonalds, is a quick, easy and tasty option for aging adolescents who may have a busy day-to-day schedule and who may be used to relying on parents to prepare their meals. Also published in the September issue of Health Promotion International, a survey indicates that secondary school students between the ages of 12 and 17 are consuming far too much junk food and not enough vegetables and fruit. The survey found that only 20% of students were meeting the daily requirement of four serves of vegetables while 39% were eating the recommended three daily serves of fruit. Our survey found consumption of unhealthy/non-core foods was high, with 46% of students having fast food meals at least twice a week, 51% eating snack foods four or more times per week, and 44% having high-energy drinks four or more times per week, states Dr Victoria White, from the Centre of Behavioural Research in Victoria. The survey findings also highlight the need for secondary students to spend more time being physically active and less time in front of the television and computer. The problem of childhood obesity has recently skyrocketed, mainly in the Western nations. Established in an online article on the website For Parents, By Parents, approximately 16-33% of children and teens are considered obese. While obesity is one of the easiest medical conditions to diagnosis, it can be one of the most difficult to treat. The same online article also states that poor diet and lack of exercise results in over 300,000 deaths every year. We found that only 14% of students engaged in recommended levels of physical activity and about 70% exceeded recommended levels of sedentary behaviour, Dr Victoria White once again states. Current recommendations state teenagers should do at least 60 minutes of moderate intensity physical activity every day and spend no more than 2 hours per day using electronic media for entertainment. Unhealthy weight increases during adolescence have been associated with fasting insulin, increased levels of cholesterol and risk factors for heart disease and systolic blood pressure in young adulthood. Since adolescent obesity is a significant predictor of overweight status in adulthood, it is important to identify dietary behaviours early on that are associated with unhealthy weight gain in order to create effective interventions. It has been investigated that the three of the largest factors in adolescents diets include their unconventional meal pattern, increasing of junk food consumption and lack of exercise. The increased snack food intake and lack of required exercise result in a very disproportioned and unbalanced diet, which eventually leads to other fatal diseases such as risk of heart failure. Therefore, adolescents diet should be observed carefully to avoid an unhealthy epidemic.

Transdisciplinary Play Based Assessment Observation Children And Young People Essay

Transdisciplinary Play Based Assessment Observation Children And Young People Essay Transdisciplinary Play-Based Assessment Observation Transdisciplinary Play-Based Assessment [TPBA] is a practical approach to assess children at risk for developmental delays or disabilities, and involves the child, his or her parents, and other educational or diagnostic professionals in an ordinary environment of assessment and intervention. A TPBA framework is planned around the play screening session, and the play conference is based on information obtained from the childs parents in relation to their childs developmental status. During the conference session, guiding principles can provided for observing the thinking, social-emotional development, communication and language abilities, and sensorimotor development of the child. The behavioral validity of TPBA methods, materials, and techniques are Vital to this assessment. Mainly, because the assessment requires planning that include the family, as well as from others who are familiar with the child. This aids the baseline for the assessment, which is now similar to the familys environment and experiences. TPBA provides numerous opportunities for children to intermingle with new and familiar materials. In addition, to capture as many perspectives as possible, a variety of observers is included in the assessment. Furthermore, pre-assessment questions answered by the parents aid the educators and other professionals preparing the setting that will stimulate the childs optimal abilities. The implementation of the assessment usually involves the examiner to use informal assistance, and follows and expands upon the childs lead. In a formal setting, the examiner assists the child as he or she elicits behaviors that were not natural in the earlier phase. Then, the child is then, observed after being introduced to a peer in order to observe the interaction among them. Formal and informal play among the parents and the child, motor play, and snack time, allows for a screening of oral-motor difficulties as well as social and adaptive development. Throughout the observation period, an educator or the diagnostic professional discusses with the parent the observations of the childs behaviors, the professional analysis of behaviors, and the parents view of the childs behavior. The observers also guided their observations by questions that address both measurable and qualitative characteristics of the childs behavior. When the assessment is completed, and the childs observed behavior, accomplishments, transdisciplinary recommendations are developed, and a program-planning meeting is arranged to provide added suggestions for the childs parents. These experiences respected the child, his or her family, and the culture in which the child lives. Emphasis focused on the collected data from the areas of development of the child. As for mentioned, TPBA uses observation to evaluate the development status of a child in systematized play settings. According to Stuhlman et.al (2010), the summary of the benefits for observations of play are as follows: Providing opportunities to assess the behavior of child tha is unable or refuses to perform in a formal testing setting. Reveal characteristics of the parent child relationship that help explain the behavior of the child. Provide explanations of developmental domains, and give diagnostic professionals numerous opportunities to learn effective play strategies from a childs parent. Recommend ways to support parents play strategies that are not effective. Identify coping skills and risk factors that affect the childs diagnosis and hinder their planning program. Then increase the parents and professionals relationships (p.2). These play observations correlate to the normal developmental information acquired in the setting, and provide the opportunity to create a parent to professional partnership. Spur of the moment play behaviors of the parent and child, can add critically important information to an assessment. The setting and procedures of the setting allows the child and his or her parents to establish their weaknesses and strengths as well as their areas of difficulty. In general, the principles for observing and assessing is summarized as the need for practitioners to be clear on the need for and purpose of assessing, ensure the appropriateness for the child. In addition, ensure the process is meaningful, consider the ethical issues, validity the outcomes, use appropriate observational methods for the child and the setting, consider the timing of the observation, ensure there is adequate staffing to free the observer from additional responsibilities if necessary, and be clear on how the outcomes will be disseminated, and to whom. The major disadvantage of this approach is that the assessment cannot easily be dynamic, that is, the team members cannot interact with the child in order to see how quickly the child learns or how the child responds if activities were in different ways and by different persons. This research paper has reviewed the literature on transdisciplinary play based assessment, outlining its basic premises and observation features. The implementation of TPBA observation highlighted the importance of increasing the success of this practice of distinguished roles, independent and team responsibility for professional development, and a learning based and supportive team environment.

To What Extent Was Jacksonian Democracy Democratic? Essays -- History

To What Extent Was Jacksonian Democracy Democratic?   Ã‚  Ã‚  Ã‚  Ã‚  During the administration of Andrew Jackson, the United States was a nation of change both politically and socially. American society was a society of opportunity. Americans felt that, given a chance, they could make a better life for themselves. This was the era of the common people, the era of democracy. Andrew Jackson appealed to the American people because he stood for values many regarded with favor. However democratic Jackson may seem, he was more tyrant-like than any of his predecessors. His major offerings to the nation included majority rule and a popular presidency, however offered no benefits to women, African Americans, nor Native Americans. Jacksonian Democracy was in no way democratic.   Ã‚  Ã‚  Ã‚  Ã‚  Before Jackson's time, voters expected public officials to use their own best judgment in electing. Under Jacksonian Democracy, the people came to believe that officials should act according to the demands of the people. To make government respond more directly to the popular will, state and local governments began to fill some positions such as judges, constables, and public surveyors by election rather than appointment. The terms of office were also shortened so that popular opinion had a more direct effect on the actions of elected officials. Thus, the government under Jackson became the people's government, although he retained a tight grasp, using his veto often.   Ã‚  Ã‚  Ã‚  Ã‚  As new voters made demands on government, they learned the power of political organization. National issues became as much topics of conversation as local issues had always been. As national parties built stronger state and local ties, they began to rely upon a growing number of "professional politicians." These changes helped to initiate the spoils system. This practice of appointing people to government positions based on party loyalty and party service was not an entirely new development, but Jackson was the first to oust large numbers of government employees in order to appoint his followers to office. He argued that there should be a rotation in office. Some believed that the spoils system set a poor precedent. Jackson amplified presidential power by using the veto more than all previous presidents.   Ã‚  Ã‚  Ã‚  Ã‚  On the "Women's Rights" issue, Jacksonian Democracy did nothing to further the female cause. Only in sparse st... ...ur government was built, the Constitution. He completely disregarded Marshall’s decree and sent the army in to force the Indians from their native homes in Georgia. This disgusting display of the broad sword of government is a disgrace to our nation’s legacy.   Ã‚  Ã‚  Ã‚  Ã‚  Tocqueville, a foreigner, came to the United States to study American prison reform, but was so disgusted with the way our society was and how our government functioned under Jackson that he changed the focus of his study to an analysis of democracy. He saw democracy by our example as â€Å"far from accomplishing all it projects with skill† and that â€Å"Democracy does not give people the most skillful government.† Jackson’s example of democracy was horrible.   Ã‚  Ã‚  Ã‚  Ã‚  Jacksonian Democracy seems to be a zeugma, two contrasting things put together to make a comparison. Andrew Jackson never had any intention of broadening our democracy, only to make his ends meet. Through the way he treated Native Americans, African Americans, women, and many other minority groups, Jackson showed his ignorance in fulfilling one of the most pressing tasks of the president, to represent the people. To no extent was Jacksonian Democracy democratic.

Jane and Hester

Love is something defined as happiness, but what does love mean when it begins to hurt that person and traps them completely? The definition of love changes and becomes a continuous struggle to escape or run away from the evils it possesses. No matter how sever the pain, love is never sub sided. Hester Pynne and Jane Eyre are both characters that involve themselves in a romance that overcomes them entirely. In each novel their love and feelings turn into a fallacy in which they learn of secrets, lies, guilt, and death. Jane and Hester cannot run from their problems, they are forced to face secrets, sin, and death to be with the ones they love. Although the women are both independent, they start to rely on someone that they fall in love with. Someone that they believe is meant to be with them until death. However, when things go wrong, their first instinct is to run away entirely. What’s stopping them? â€Å"Gentle reader, may you never feel what I then felt! May your eyes never shed such stormy, scalding, heart-wrung tears as poured from mine. May you never appeal to Heaven in prayers so hopeless and so agised as in that hour left my lips: for never may you, like me, dread to be the instrument of evil to what you wholly love†(Bronte 306). Jane Eyre’s passion for Mr. Rochester was miserable, but the small moments in which he made her feel infinite, kept her from staying away. Hester was alike in the way of love, but knew better then to leave the village that her secret lover lived in. She wanted him to be safe from the evils of society. What kept Hester from truly leaving? Hester like Jane knew she could live on her own and be independent, but Hester showed her strength from the beginning because she knew that leaving the one she loved, would only cause her misery. She knew that Pearl would be a constant reminder that she sinned and could not love Dimmesdale without reticule. â€Å"It is to the credit of human nature, that, except where its selfishness is brought into play, it loves more readily than it hates. Hatred, by a gradual and quiet process, will even be transformed to love, unless the change is impeded by a continually new irritation of the original feeling of hostility. (Hawthorne 126). Hester’s hate towards the Puritan society and Dimmesdale for not suffering with her was interfered by love. Its power let Hester believe that no matter she went or who she met, her heart would be forever with Dimmesdale. Jane was more oblivious, she believed she was strong enough to walk away from love, but in the end it conquered all the hate and lies. Both women knew that running from love is like running from death, inevitable. What little time a person has to live a full and happy life, what little time a person has to waste it. Jane and Hester are both strongly connected to Mr. Rochester and Dimmesdale and the last thing they think about is the death of their loved one. They are both so in love that they want every second of their life to be spent with one another. This is an example of why the women find a hard time leaving their lovers. They know how fragile life is and how quickly their loved ones can be taken away from them. Jane learned the value of life through her many experiences in which everything she had ever loved was taken away by death. If others didn’t love me, I would rather die than live—I cannot bear to be solitary and hated†(Bronte 62). Hester learned in a harder way, for she learned this experience when the pain of the sin that Dimmesdale and her both committed had taken Dimmesdale to his death bed. Hester tried to savor every moment with him, but under such restrictions of puritan society, it was nearly impossible. She did know however that death was inevitable from day one, and that leaving the village would only ruin the time she had left with Dimmesdale. But there is a fatality, a feeling so irresistible and inevitable that it has the  force  of doom, which almost invariably compels human beings to linger around and haunt, ghostlike, the spot where some great and marked event has given the color to their lifetime; and still the more irresistibly, the darker the tinge that saddens it†(Hawthorne 66). Hester knew that the day the secrets were revealed it would only be bittersweet, she knew her love would be forced to an end. Jane was the same, but she handled it by avoiding all bad that was present. The purpose of a secret is to keep someone safe from discovering something that could impose harm on another. The irony of a secret is that it causes guilt and temptation rather than the satisfying feeling of helping another. Hester and Jane have lovers that hold secrets that inflict pain, fear, and guilt to themselves and others. But what is a secret that is taken too far? â€Å"‘Sir,' I answered, ‘a wanderer's repose or a sinner's reformation should never depend on a fellow-creature. Men and women  die; philosophers falter in  their wisdom, and Christians in goodness: if any one you know has suffered and erred, let him look higher than his equals for strength to amend, and solace to heal’†(Bronte 206). Hester and Jane know that with secrets comes sin, but they are both so deeply in love with that sin that they are trapped in the middle of moral values and the nature of love. Each novel however, has a consequence of sin and secret. These consequences are what keep Hester and Jane close to Dimmesdale and Mr. Rochester. The consequences are things such as pain, torture, lies, and reticule. When the women see how strong their love is they fight through those consequences of pain and lies to keep that love alive, for they know it’s the only happiness they have ever felt. â€Å"But this had been a sin of passion, not of principle, nor even purpose†(Hawthorne 158). There is a bond that keeps two people together, a bond that has no definition and changes through experiences and struggles. A bond called love. It’s a something that cannot be ripped apart just by running away or trying to avoid it. The authors of both books show that sin, death, and love are all inevitable. Jane and Hester cannot run from their problems, they are forced to face secrets, sin, and death to be with the ones they love. In their lives they have found that the attachment they had was worth fighting for. â€Å"Life appears to me too short to be spent in nursing animosity or registering wrongs†(Bronte 51). So in conclusion both books show how love is a bond that cannot be broken, it’s a power that is higher than the lies or wrong doings of their lovers. Hester and Jane show courage and strength by not being able to stay away from the ones they love, but instead fighting for the happiness they believe in.

Acid in Soda

Experiment 5 The Quantitative Determination of an Acid in Carbonated Beverages Thomas Canfield Kelly Caddell Chemistry 144B T. A. Brock Marvin 15 October 2012 Methods: Two sodas containing citric acid were investigated in this experiment. Each soda was titrated using one of the two experimental methods. These methods are the traditional titration and the modern titration. Carbonic acid was already removed from the soda by boiling it. Both of the two different titration methods use the same basic set up. Firstly, the buret must be cleaned thoroughly with tap water. While cleaning the buret, it is also checked to make sure there are no leaks.The ring stand is then set up with a buret clamp and the cleaned buret placed in it. Then the buret is filled with 5-10mL of sodium hydroxide, M . 0466 NaOH, three times and emptied after each time to completely rinse the buret. The buret is now filled will NaOH until it reads at the 0. 00mL mark on the buret. The initial volume of NaOH in the bure t is then recorded into lab books for future reference. The soda must now be readied for titration. Both sodas require the same set up. The correct amount of soda, depending on which titration, is poured into a 100mL graduated cylinder.This measurement had to be within 5% deviation of the given value to be legitimate. Next, after the initial volume of the soda was recorded for future calculations, distilled water was added up to the 100mL mark on the cylinder. The mixed solution was then put into a 250 mL Erlenmeyer flask. That is as far as the similarities between the two titration methods go. In order to prepare the first soda for the traditional titration, five drops of phenolphthalein dye are added to the soda water solution in the flask. Next, the tip of the buret was placed over top of the soda solution.NaOH solution was added at approximately 2mL increments. The dye will create a pink color that disappears when mixed. When the titration did not disappear, NaOH was no longer a dded. The final volume of NaOH in the buret was recorded. 4mL was then subtracted from this number and the number received from that was the volume of NaOH that was quickly added each time for a more accurate titration. Another trial was then prepared by refilling the buret to 0. 00mL and the flask was rinsed out. A new soda solution was added to the flask by following the previous instructions.This time the volume of NaOH that could be quickly added was added to the soda solution. After this volume was added, drops of NaOH were then added to the solution continuously until the solution once again remained pink. The volume of NaOH was recorded in the notebook. This procedure for the traditional and accurate titration was repeated three additional times for a total of four accurate titrations. All data was recorded. The ratio of NaOH to citric acid was then calculated in the notebook for each of the four accurate titrations. Using the volume of NaOH and the molarity of NaOH, the numb er of moles was found.Then using the stoichiometry of the reaction, the number of moles of citric acid was found for each trial. The mean and standard deviation was then calculated for the molarity of citric acid. The modern titration used a pH electrode and the LabQuest device to record accurate titrations. After the LabQuest device was set up correctly, the soda and the NaOH were prepared as in the traditional titration experiment except the soda was placed in a beaker instead of a flask. Using a utility clamp and a stand, the pH electrode was suspended just above the bottom of the beaker.Then the magnetic stir bar was added to stir the soda solution evenly. For these titrations the volume of the NaOH was entered into the LabQuest device during the titration. NaOH was added to the solution until the pH reached 6. 0. NaOH was then added very carefully, drops at a time, until the pH reached about 10. 0. During the titration, the volume of NaOH was entered into the LabQuest device ev ery time the pH level raised 0. 2 pH. The device stores the entered data and records it on a chart. This process of titration was repeated two more times for a total of three accurate titrations.The data stored in the device was then transferred to a computer and saved. The charts and data collected can be found on the last page. The volume of NaOH used to reach the equivalence point was calculated for each of the three titrations. The equivalence point was found graphically. Using the volume of NaOH and the molarity of NaOH, the moles of NaOH were calculated. Using the volume of the soda used, the molarity of citric acid was found. Then the mean and standard deviation of the molarity of citric acid was calculated. Results: In the traditional titration, the recorded data is shown in the following chart: Table 1: Volume of soda| Volume of NaOH| RatioNaOH:soda| MolesNaOH| MolesCitric acid| MolarityCitric acid| Titration1| 40. 00mL| 19. 00mL| . 475| 8. 85* 10^-4| 2. 95* 10^-4| 7. 375*1 0^-3| Titration2| 40. 00mL| 19. 00mL| . 466| 8. 85* 10^-4| 2. 95* 10^-4| 7. 23*10^-3| Titration3| 40. 80mL| 19. 00mL| . 469| 8. 85* 10^-4| 2. 95* 10^-4| 7. 28*10^-3| Titration4| 40. 10mL| 19. 02mL| . 474| 8. 86* 10^-4| 2. 95* 10^-4| 7. 36*10^-3| From the data in Table 1, the mean and standard deviation was calculated for the molarity of citric acid: Mean molarity of citric acid: 7. 31*10^-3 Standard Deviation: 6. 837*10^-5In the modern titration, the recorded data is shown for the three trials in the tables below: Table 2: Table 3:Table 4: The data in tables 2-4 was entered separately into three different graphs shown below: Graph 1: Trial 1 Graph 1b: Derivative of graph 1 shown Graph 2: Trail 2 Graph 3: Trial 3 From tables 2-4 and analyzing graphs 1-3, the volume of NaOH used to reach the Equivalence point was calculated. Trial 1: 11. 86mL Trial 2: 11. 28mL Trial 3: 11. 40mL Using the volume of NaOH and the concentration of NaOH (. 0466M) the molarity of NaOH was calculated to four significant figures: Trial 1: 5. 527*10^-4Trial 2: 5. 257*10^-4 Trial 3: 5. 312*10^-4 Using the stoichiometry of the reaction between citric acid and sodium hydroxide, the moles of citric acid was found to four significant figures: Trial 1: 1. 842*10^-4 Trial 2: 1. 752*10^-4 Trial 3: 1. 771*10^-4 From the moles of citric acid, the molarity was then calculated to four significant figures: Trial 1: 9. 211*10^-3 Trial 2: 8. 761*10^-3 Trial 3: 8. 854*10^-3 The mean and standard deviation were then calculated for the moles of citric acid in the sample of soda used again to four significant figures: Mean: 8. 942*10^-3 Standard Deviation: 2. 376*10^-4