Case Study Example | Topics and Well Written Essays - 750 words - 16

Case Study Example The third case entitled ‘FOX news suicide live’ is about a police chase that ends with the suspect shooting himself as FOX television aired the event live. The matter about this case revolves around the merits of displaying such level of violence on television. Regarding the case of the ‘NYC Subway Photographer,’ the first ethical issue revolves around the protection of human life. The second ethical issue focusses on the merits of airing a violent and disturbing video without editing its gruesome details. Viewers with weak sensibilities were obviously disturbed and deeply affected by truth of the death of a man who should have been rescued. Given that the photographer was within range of the incident, it would have been more appropriate for him to act responsibly and humanely by protecting the man instead of taking pictures of the heinous spectacle. Such an intervention would have been defensible on moral grounds. Compassion and empathy should have been the guiding principles to the most appropriate decision from the photographer. Airing the death of a helpless man is not consistent with the ethics of journalistic practice. The cruelty of the situation is that the man was actually pushed to the subway by a violent man who stood nearby to watch the death of his victim. The photograph is an indictment to the photojournalist with regard to his sense of judgment, professional ethics, and moral standards. Protecting the life of a human being must remain the primary concern of a journalist (Smith 61). The photojournalist should have considered the life of the man above his journalistic duties. One ethical issue that connects with the case of the ‘Newspaper Photographer Fired’ is the need to uphold truth and accuracy in the conduct and practice of journalism. The photographer in this case took notice and consequently disapproved of a journalistic practice he found to be outside the ethics of the profession. Photo shopping of pictures to be used in a

LVMH Essay Example | Topics and Well Written Essays - 1750 words

LVMH - Essay Example Its distribution network is spread worldwide and caters to the upper class fancies and it has a number of high value brands in its fold. It mainly deals in wines and spirits, Fashion and Leather Goods, Perfumes & Cosmetics, Watches and Jewellery and Selected Retail Items. It has over sixty subsidiaries and they are autonomous in their operations. As a result the brands are mostly sold in upmarket locations, often through exclusive boutiques and showrooms and are not ordinarily available in Malls or markets. LVMH came into existence in 1987 with the merger of two of the largest wine makers Moet and Hennessy. Later they were merged with Louis Vuitton and added a great portfolio of 60 prestigious luxury brands. Christian Dior owns a part of LVMH and both companies are headed by a common CEO. Although its headquarters are in Paris, yet over 70% of its 64,000 strong workforce is based outside France. Its distribution channels are spread over 1,800 stores worldwide. LVMH has banked upon segmentation of the market successfully. It has chosen the upper strata of the society and is in possession of highly coveted items in fashion, wines & spirits, watches and jewellery and perfumes. Its customers are celebrities, high profile individuals, business leaders and executives and the political class. On the second rung it also caters to the wealthy consumers who are growing in numbers due to opening up of global career opportunities. It caters to people in their early twenties to sixties and has a vast product range for them. As the world turns into a global village, a new breed of customers from emerging and developing market is making its way to its stores. Having been long deprived, but attracted to the name and image created by its products they are proving to be the mainstay of LVMH in many a new markets. Thus we see a proliferation of LVMH group’s stores of different brands coming up in the Asian and Latin American markets. Globalization has opened new avenues

Standardized testing Essay Example for Free

Standardized testing Essay Standardized testing has assumed a well-known role in recent efforts to advance the quality of education. Regardless of where they went to school or what curriculum they followed, students are tested on the same material, which can be loosely grouped into knowledge domains and skill sets that encompass; natural sciences, social sciences, humanities, reading, speaking, writing, and mathematics. National, state, and district tests, combined with minimum competency, special program, and special diploma evaluations, have resulted in a greatly expanded set of testing requirements for most schools. By definition, a standardized test is a test where the same test is given in the same manner to all test takers. It is administered and scored in a consistent or â€Å"standard† manner. It is designed in such a way that the questions, conditions for administering, scoring procedures and interpretations are consistent, and are administered and scored in a predetermined, standard manner. 3 Using standardized tests to perform assessments is beneficial for several reasons. First, because standardized tests yield quantifiable information (scores, proficiency levels, and so forth), and results can be used in screening programs. Second, standardized test results provide information regarding an examinees areas of strength and weakness. Third, standardized test results allow a student to be compared to age- or grade-peers. And lastly, standardized tests can be used to assess students progress over time (e. g. , re-administering tests after the application of an intervention or following the institution of a remedial program the most significant benefit of results from a test given in a standardized fashion is that the results can be documented and empirically verified. This then allows for the results to be interpreted and ideas about an individuals skills generalized. Although standardized testing is beneficial in some situations, the validity and value of traditional standardized tests are subjects of increasing debate. Recent studies raise questions about whether improvements in test score performance actually signal improvement in learning. Student’s performance on one particular day and does not take into account external factors. There are many people who simply do not perform well on tests. Many of these students are smart and understand the content, but it doesn’t show on the test. Many students also develop test anxiety which hinders performance. Finally, there are so many external factors that play into test performance. If a student has an argument with their parents the morning of the test, chances are their focus isn’t going to be where it should be. In elementary schools less time is being spent on sciences, social studies and the arts to make way for  preparing the students  to take the tests in math, reading and writing. Teachers feel strong pressure, especially from district administrators and the media, to improve their students test scores. With the stakes getting higher and higher for teachers, this practice will only continue to increase. The sad reality is that it fosters an atmosphere that is boring and lacks creativeness. Teachers have such pressure to get their students ready for these exams that they neglect to teach students skills that go beyond the tests. But despite criticisms of standardized testing, the proficient teachers of today do not accept that their students have limitations, or are incapable of learning any given concept. Instead these teacher work hard every day to make material relevant for their children and develop lesson plans that speak to individual lesson plans. While both critiques and proponents of standardized testing could debate their sides all day, the need to assess students to determine both their progress and the progress of their teachers and schools is undeniable. Standardized testing evaluates students early in their education on their readiness both scholastically and behaviorally Students and their parents are able to measure at least generally their progress and areas in which they need. Standardized test shape people’s futures, so they need to be created fairly, so everyone has an equal opportunity to have a successful future. While the jury is still out on whether or not there is a better method of determining individual student progress. The need for a common measure to compare students to bring about change is still more present than ever.

Mark Test of Mirror Self-recognition | Analysis

Mark Test of Mirror Self-recognition | Analysis Critically evaluate the Mark test of mirror self-recognition as a measure of conceptual self-awareness in toddlers. When adults look in the mirror they can possibly say with confidence that they, as adults, know it is their own refection gazing back at them; it is possible that this stems from the fact that they recognise or hold a mentally represented self –image of what they usually look like, which has probably emerged from many mirror reflections, to everyday explicit beliefs which probably provides them with a representation of themselves. But can it be assumed that Mirror-Self-Recognition (MSR) of conceptual self-awareness in toddlers, can enable them to distinguish from the currently perceived reflected self-mirror image, and their mentally represented self-image (i.e. when a child looks in the mirror they know that it is themselves they are looking at), as argued by Wheeler, Donald, Stuss Tulving 1997, (also see Wheeler et al, (1997) for an in depth discussion about self-recognition and autonoetic consciousness). However, this essay will critically evaluate the Mark-Test of MSR whi ch claims that toddlers (18 to 24 months) must have a real concept of their own self-awareness when gazing into a mirror. However, there has been some controversy as to whether MSR tasks actually measures conceptual self –awareness, or are they measuring something completely different. Some of these debates surrounding MSR tasks (Lean and Rich alternative interpretations of MSR) will be explored only after briefly defining the ‘self’ and discussing the mark test of mirror self-recognition as a measure of conceptual self-awareness. Conceptual self-awareness in toddlers is perhaps one of the most widely debated issues in the literature of Developmental Psychology to date (Rochat, 2003). This is because self-awareness is the capacity to explicitly introspect about one’s own consciousness, (i.e. feelings, attitudes, opinions) and as noted by a number a researchers, introspection is a very hard concept to operationalise because they have to rely on self-reports as evidence of what they are trying to explore; especially in young children (Schooler, 2002). With that said, some attempts of introspection in regards of conceptual self-awareness, historically to the present day, have argued introspection can provide important insights of self-concept in development (implicitly, and explicitly), which can possibly provide answers as to why/and or how they develop and hold a concept of the ‘self’ (Neisser 1998; Rochat, 2004). For example, as language matures in development and a child is able to talk ab out something, they are probably consciously aware of what they are talking about (Neisser, 1998) and thus probably is able to distinguish themselves as a separate entity to the environment and others. Most relevant studies have demonstrated that toddlers begin to form a self-concept at around the ages of 18 months, and are able to distinguish much earlier that they are different from their environment, that is, their hands, legs, and fingers belong to them, whereas the table when they touch it belongs to the environment. This normally emerges in the first few months of life and is what Neisser (1998) arguably suggested, originates from two forms of ‘self’. The term ‘self’ in developmental psychology is normally divided into two levels. The first of these levels is the lower level, which is referred to as the ‘self as the subject of consciousness’ such as the knower, the experiencer, and the agent of activity. The second level is the higher and more sophisticated level, which is normally referred to as the, ‘self as the object of consciousness’, which consists of thoughts about cognition about the self (Neisser 1998). Research does not indicate that young babies (birth to 18 months of age) are explicitly aware of themselves; rather this kind of self-awareness is experiencing themselves as doing things (which are basic implicit or perceptually based aspects of the self) and as they mature and learn from their surrounding environments, from their awareness of experiencing (Neisser, 1998). This then provides them with the foundations of thinking about themselves more conceptually, which normally begins to emerge at around 18 months of age when language is more mature, and they develop an awareness that other people and objects are different from themselves, which then translates into a more conceptual self-awareness (the foundations of forming a personality) (see Neisser 1998 and Rochat, 2003). In relation to Neisser’s (1998) and Rochat’s, (2003; 2004) ideology of forming a self-concept, a number of measures from an evolutionary and biological viewpoint were developed to measure whether animals had some form of consciousness; this measure is known as ‘the mirror test of self-recognition’ and was first devised by Gallup (1970), to establish whether chimpanzees can identify with their own reflection in a mirror as an appearance of itself. Part of this procedure of the mirror test, is that the animal is usually marked with a dye, and is then usually observed to see if the animal responds in a manner that is consistent with it being aware of the dye on their own body. The frequency of how many times the animal touched the marked area is then recorded. Mark –directed behaviour might include touching the marking, trying to remove the mark with their fingers, or turning and adjusting the body for a better view in the mirror; which is generally tak en as evidence of passing the MSR task (Gallup, 1970). Similar explanations are used as a gauge of entrance of the mirror stage or the conceptual self, which is normally referred to as the belief that human infants can recognise their own reflection in the mirror (Evans, 2005). Most academics agree that MSR implies that children must have a self- concept if they pass the mirror test, and most children start showing mark directed behaviour (i.e. trying to remove the mark) at around 18 to 24 months (Lewis Brookes-Gunn, 1979). However it can be argued that MSR stems from much simpler cognitive explanations. For example, using a Lean or a more Conservative viewpoint of MSR, both Heyes (1994) and Mitchell (1997) argue that children match their own sensations with their own visual image of with what they perceive in the mirror. This suggests that one does not need a self-concept of what one looks like. Measures to test this comes from evidence such as the ability to match visual input and kinaesthetic feedback (see Heyes, 1994 Mitchel, 1997). Likewise, Loveland (1986) argues that what MSR behaviour measures is an understanding of the reflective property of mirrors, that is, the body parts that infants cannot normally see can be explored using a mirror (for example, a child cannot normally see their face, but with a mirror they can). Loveland suggests that passing the MSR task (marks test) just shows that children have probably learned how to use a mirror to view their own body. Both Heyes and Loveland’s interpretations of MSR tasks do not really tell one much regarding self-awareness, rather all you need is ecological self-awareness (see Neisser, 1988) to pass the MSR task. As already noted earlier, Neisser (1998) argues that self-awareness develops much earlier than MSR evidence suggests. Therefore the MSR tasks is probably rather limited in explaining and validating their argument. However, there is lots of counter-evidence that does seem to suggest that you do need conceptual self-awareness or ecological self-awareness to pass the MSR. For example, Nielsen, Suddendorf, and Slaughter (2006) tested self-recognition of legs (they developed these measures as a way to measure self-conceptual awareness for appearance). Children were placed in a high chair with a tray that obscured the view of their own legs. A mirror was placed in front of their view which was angled so that the children could view only their legs. In the first of two experiments, a within subjects design was used as the leg version vs. face version. A sticker was placed either on their leg or the front of their hair. It was found that very similar numbers of children passed the leg and face task (18mths olds). This shows that leg recognition was just as easy as face recognition. However, this still leaves this question open as to whether mark directed behaviour in either conditions implies self-rec ognition of conceptual self-awareness. In other words, does this really imply that infants know what their faces look like or legs look like; so one could possibly argue what would happen if the mirror image does not match what they see? To investigate this, Nielsen et al. (2006) added another condition called the novel trousers condition. Children were placed in a high chair with integrated trousers (which they could not see). The trousers were attached to the high chair. When the child was placed in the chair their legs slipped straight into the trousers. In the test, only 13% of children recognised themselves in the novel-trousers condition. Nielsen et al. argued that therefore that children do have a self-concept of ‘this is what I look like’. This suggests that mark-directed behaviour does indicate self-recognition and must imply conceptual self-awareness. Children must have a representation of what they look like, which gets easily updated, as they did not recognise wearing those trousers, therefore not reaching for the sticker; the child thinks that the image is not themselves (Nielson et al., (2006) . So far this essay has suggested that some people do not believe that MSR guides self-awareness (which are Lean interpretations). Nevertheless, there is also some Rich interpretations. Both Lewis (2003) and Gallup (1998) believe that MSR involves more than basic interpretations of conceptual self-awareness. Both these researchers argue that MSR assesses the ability to introspect and reflect on their own mental states (beliefs, desires, pretend play and knowledge). This is more of a sophisticated form of self-awareness, than basic conceptual self-awareness, which typically represents holding a Theory of Mind (ToM) (See Premack Woodruff’s (1978) paper for an insightful analysis on whether chimpanzees hold a theory of mind). Nevertheless, Lewis (2003) argues that MSR is an early appearance of ToM, supporting the Rich interpretation of MSR; there is a relationship between pretend play which might guide ToM and MSR, which may provide some support for this idea. On the other hand, there is other bases of evidence against the Rich interpretations. For example, several animals display MSR (however none of these animals display pretend play, and none of them pass ToM (Povinelli Vonks, 2003 on chimpanzees). Moreover, children with autism spectrum disorder (ASD) also show very poor theory of own mind but they show MSR by the mental age of 18 months, demonstrating evidence against the idea. Clearly there are problems with both Rich interpretations and Lean interpretations of MSR (see Williams, 2010 for a deeper account). In conclusion the mark –test of MSR has been the subject of intense debate regarding whether a child at 18 to 24 months holds a real self-concept of self-awareness when looking into a mirror. Mark-directed behaviour has been questioned as to whether it measures conceptual self-awareness or whether it is testing something completely different. Alternative interpretations (Lean and Rich) argue that MSR does not guide self-awareness, rather mark directed behaviour can probably be explained by simpler cognitive accounts. Both sides of the debate (Lean and Rich interpretations) also have their criticisms as some researchers argue that Lean and Rich interpretations may not be correct interpretations of MSR, as self-awareness gets updated regularly. Moreover, the ability to reflect on one’s own mental states relies on the early appearance of Theory of Mind and the relationship between pretend play, but this too has been questioned as some researchers argue that several animals also display MSR (however none display pretend play, and none pass Theory of Mind tests). Nonetheless, mirror self-recognition as a measure of conceptual self-awareness in toddlers is difficult to conclude, because although adults can reflect implicitly what they are consciously thinking, this may not be the case for children; probably conceptual self-awareness in toddlers is a gradual process. That is, the more they experience the world and the objects within it, the more they become aware of their own private and conscious thoughts; however this is hard to measure definitively using the mark-directed behaviour test. References Evans, D. (2005). From Lucan to Darwin. The literacy animal; Evolution and the nature of narrative. Northwestern University Press, 38-55. Gallup, G., G., Jr. (1970). Chimpanzees: Self-Recognition. Science 167 86-87 Gallup, G., G., Jr. (1998). Self-awareness and the evolution of social intelligence. Department of Psychology, State University of New York. Heyes. C., M. (1994). Reflections on self-recognition in primates. Anim. Behav., 47, 909-919. Lewis, M.., Brooks-Gunn, J. (1979).Social cognition and the acquisition of self. New York: Plenum Press. Lewis, M. (2002). The emergence of consciousness and its role in human development. New York Academy of sciences. Loveland, K. (1986). Discovering the Affordances of a Reflecting Surface. Developmental Review. 6, 1 -24. Mitchell, R., W. (1997). A Comparison of the Self-Awareness and Kinaesthetic-Visual Matching Theories of Self-Recognition Autistic Children and Others. Annals New York Academy of Sciences. Nielsen, M., Suddendorf, T., Slaughter, V. (2006). Mirror Self-Recognition Beyond the Face. Child Development, 77, (1) 176-185. Neisser, U. (1998). The Roots of Self-knowledge: Perceiving Self, It, and Thou. Annals New York Academy of sciences. Premack, D. G., Woodruff, G. (1978). â€Å"Does the chimpanzee have a theory of mind. â€Å" Behavioural and Brain Sciences, 1 (4) 515 -526. Povinelli, D. J., Vonk, J. (2003). The Chimpanzee minds: Suspiciously Human. Trends in Cognitive Sciences, 7 (4) 157-160. Rochat, P. (2003).Five levels of self-awareness as they unfold early in life.Consciousness and Cognition, 12(4): 717–73 Rochat, P. (2004). Origins of Self-Concept. Blackwell Publishers, LTD. Schooler, J. (2002) Re-representing consciousness: dissociations between experience and meta-consciousness. Trends Cognition. Sci. 6, 339–344 Wheeler, M., A., Stuss, D., Tulving. E. (1997). Toward a Theory of Episodic Memory: The Frontal Lobes and Autonoetic consciousness. Psychological Bullets, 121 (3) 331-354. Williams, D. (2010). Theory of own mind in autism: Evidence of a specific deficit in self-awareness. City University, London.

Humanity, Holocaust and Night :: Night Elie Wiesel

Humanity, Holocaust and Night  Ã‚  Ã‚      Wiesel's Night is about what the Holocaust did, not just to the Jews, but by extension, to humanity. People all over the world were devastated by this atrocious act, and there are still people today who haven't overcome the effects. One example of the heinous acts of the Germans that stands out occurs at the end of the war, when Elie and the rest of the camp of Buna is being forced to transfer to Gleiwitz. This transfer is a long, arduous, and tiring journey for all who are involved. The weather is painfully cold, and snow fell heavily; the distance is greater than most people today will even dream of walking. The huge mass of people is often forced to run, and if one collapses, is injured, or simply can no longer bear the pain, they are shot or trampled without pity. An image that secures itself in Elie's memory is that of Rabbi Eliahou's son's leaving the Rabbi for dead. The father and son are running together when the father begins to grow tired. As the Rabbi falls farther and far ther behind his son, his son runs on, pretending not to see what is happening to his father. This spectacle causes Elie to think of what he would do if his father ever became as weak as the Rabbi. He decides that he would never leave his father, even if staying with him would be the cause of his death. The German forces are so adept at breaking the spirits of the Jews that we can see the effects throughout Elie's novel. Elie's faith in God, above all other things, is strong at the onset of the novel, but grows weaker as it goes on. We see this when Elie's father politely asks the gypsy where the lavoratories are. Not only does the gypsy not grace his father with a response, but he also delivers a blow to his head that sent him to the floor. Elie watches the entire exhibition, but doesn't even blink. He realizes that nothing, not even his faith in God, can save him from the physical punishment that would await him if he tried to counterattack the gypsy. If the gypsy's attack had come just one day earlier, Elie probably would have struck back. However, the effect of the spiritual beating by the Germans was already being felt.

Hitler: Old Ideas, New Meanings Essay -- Adolf Hitler Nazi History Sym

Hitler: Old Ideas, New Meanings The second World War was a consequence of one man and his idealistic dream. Adolf Hitler strove to further the "Aryan" race at the expense of other people and cultures. However, for such an idealistic man, Hitler was fairly unoriginal. He borrowed the swastika, the main symbol used in the war to indicate Nazi rule, from ancient civilizations. Hitler also borrowed mythology from other cultures to promote his ideas. The swastika was far from being Hitler's own invention. It originated in primitive cultures when people noticed that the big dipper rotated around the North Star. This rotation formed the pattern of a swastika when charted four times a year, that is, every thirteen weeks. The implication is that "the swastika may have been primarily and generally employed by primitive races as a sign for a year or cycle" (Nuttall,19). There were many cultures all over the ancient world using the swastika as a symbol. In Scandinavian countries it symbolized "the turning wheel which in the Bronze Age was connected with the god of the sky" (Davidson, 67). Thor, the god of the sky, drove his wagon across the heavens creating thunder and lightning (Gelling, 143). Thor is also associated with maintenance of the turning of the seasons (Davidson, 72). To honor him, ancient pagans decorated their swords and spears with the swastika (Gelling, 148-9). Different cultures obviously had different meanings attached to this symbol. A coin from Syracuse, now located in the British Museum Collection, had a swastika stamped on it. In the middle of the swastika was a human head. This was interpreted as "the image of a state and its single central ruler" (Nuttall, 459). Regardless of the symbolism of variations in th... ...things one encounters, as unambiguous as their current meaning may seem to you. Bibliography Davidson, H.R. Ellis. Scandinavian Mythology. London: Hamlyn Publishing Group Ltd., 1969. Gelling, Peter, and Hilda Ellis Davidson. The Chariot of the Sun, and Other Rites and Symbols of the Northern Bronze Age. New York: Praeger, 1969. Gordon, Sarah. Hitler, Germans and the "Jewish Question." Princeton, N.J. : Princeton University Press, 1984. Homer. The Odyssey. The Norton Anthology of World Masterpieces, sixth edition, volume one, New York: W.W. Norton and Co., 1992. Nuttall, Zelia. The Fundamental Principles of Old and New World Civilizations. Salem, Mass. : Salem Press, 1901. Overy, R.J. The Nazi Economic Recovery 1932-1938. 2nd ed. Cambridge: University Press, 1996. Poliakov, Leon. The Aryan Myth. London: Sussex University Press, 1974.

Organic Chemistry Essay

For the cycloalkanes, one hydrogen atom has to be removed from each end of the hydrocarbon chain, therefore resulting to a deficit of two hydrogen atoms unlike in the case of alkanes. What is the three dimensional structure of methane? Why? Methane represents a tetrahedral structure. This is because the structure permits the orbitals to be as far apart and the hydrogen atoms directed to the corners of the tetrahedron when the carbon is bonded to four other atoms Name one structural and one chemical difference between acetylene and ethylene. Give reasons. Acetylene has a carbon to carbon triple bond whereas ethylene has a carbon to carbon double bond. Acetylene is made by high temperatures partial oxidation of methane while ethylene is made from the hydration of ethane What is the formula of 1, 3-butadiene? CH2==CH  ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬ CH==CH2 Why is benzene much less reactive than 1, 3, 5-cyclohexatriene? Benzene has a carbon to carbon double bound that is alternating and strongly attracted to another therefore making it unable to undergo an additional reaction like 1, 3, 5-cyclohexatriene who’s covalent bonds allows it to undergo an additional reaction. Why is the benzene molecule represented as â€Å"a flat cyclohexane with a ring inside? † Benzene has alternating double bounds that are usually in rotation in its structure Why do cis and trans isomeric compounds exhibit different properties? In cis isomeric compounds the methyl groups are located o the same side of the molecule while in trans isomers the methyl group are locate on the opposite sides. This in return indicates that the polarity of trans isomeric compounds is canceled out as compared to that of cis isomeric compounds. What is the difference between hydration and hydrogenation reactions? Hydration involves an addition reaction where water is used as the hydrant while hydrogenation involves a reducing reaction where hydrogen is used. Reference Robert Thornton Morrison. (1996). Organic chemistry sixth edition Morrison new jersey