Free College Admissions Essays: Summer Camp Entrepreneur :: College Admissions Essays

Summer Camp Entrepreneur The first wedding that I planned was in no way a traditional wedding. Ten eager little girls decorated the printed invitations with sequins, buttons, and markers. The same energetic hands prepared the wedding feast, consisting of bagged lunches, blintz soufflé, and of course a layer cake. On the big day I looked around with excitement. Again, I noticed something odd about this wedding. All the participants and guests appeared about four feet high. The "groom" had long hair pinned up with brown lines on her face (was that supposed to be a beard?) The wedding location, a back yard with a swing set and a wading pool, seemed far from romantic. This wedding however was not supposed to be one of those types of weddings. As I pressed the "PLAY" button on the tape recorder I knew that ten 4-6-year-old girls cared deeply about this wedding. Despite the absence of a reason for celebration, I pulled all the girls into the circle and we started dancing and clapping to the music. The energ y that went into the preparation on previous days could finally be appreciated. My campers and I not only celebrated the accomplishment of the mock wedding, we celebrated the fun and excitement we experienced for the first three weeks in Camp Glitter Girls. I had begun preparing for Camp Glitter Girls over four months before by budgeting, sending out fliers, confirming registration and finally making sure that every camper would have the time of her life. As I danced, I celebrated the times I almost lost my patience but didn't, the times that I planned activities late into the night because I knew that only an organized schedule would ensure the success of my camp. The lessons I had learned from previous summer camps contributed greatly to this camp's success. At the age of thirteen, I first ran a camp for eight children. The next year a friend and I co-managed a camp for twenty children at a small school campus. Finally at the age of fifteen I created my most challenging summer camp with thirty-five children. In just three years the size of my camp tripled and so did the life lessons. I not only carried the responsibility for my own "bunk," but with my co-manager I hired other counselors, arranged busing to and from field trips, managed a $15,000 budget, and ensured that thirty-five children had a fun summer.

Ray Bradbury’s Fahrenheit 451 Misinterpreted Essay

Reading Fahrenheit 451 one can only wonder on somewhat naà ¯ve, but nevertheless terrible prophecy of the dark future to come, brought on us by Ray Bradbury. Often seen as a work of fiction or anti-utopia, in fact this is just a social horror story, if such a genre can be invented for its description. The technologies depicted in Fahrenheit are rather primitive compared to modern times. Sure, Bradbury had extrapolated the TV screens of 50’s and predicted the invention of giant TV walls, with â€Å"presence effect† that allows the viewer to feel himself in the center of action. Bradbury had expressed the fears that TV means death of media of a previous generation, being the books. But, as McLuhan stated, the technologies of past ages don’t die so easily, â€Å"The dominant technologies of one age become the games and pastimes of a later age† (McLuhan, p99). As fears that cinema would mean the death of theatre had proved themselves to be incorrect, thus a larger-scale fear that TV means the end of books had proved itself to be false too. On the other hand, Bradbury hadn’t predicted the invention of a new media which would outscore the TV as much as TV outscores the books: the Internet. The TV had no chance to progress into totally-enveloping media reality depicted in the book, losing the race to more modern media. While Bradbury’s technology prediction hadn’t been correct, his social predictions had proved to be uncannily true, if somewhat optimistic. The all-world media programming is here, broadcasted by orbiting satellites, â€Å"turns the globe into a repertory theater to be programmed† (McLuhan, p9). And the news brought to us by every source – from TV to Internet and even to Radio – are apt to be manipulated simultaneously, as was shown brilliantly in â€Å"Wag the Dog†. The censorship depicted by Bradbury isn’t here; instead, we have a total media coverage that produces fake events undistinguishable from real. People do not need to follow instructions told to them on TV; instead, we follow the views and ideas presented to us daily. The Electric Dog doesn’t roam the streets: the society is our Electric Dog that doesn’t kill nonconformists in real sense but effectively blocks ‘them’ from ‘us’. What brings salvation and hope in Bradbury’s world after the holocaust are Bible words. It doesn’t mean that he relies on religion to carry us through the new Dark Ages – rather, he tells us about our inner faith, which isn’t expressed but felt and understood. But as no holocaust had happened yet, only those who really feels in need seek salvation, others are content with what they’ve got. Bradbury’s views on government in Fahrenheit border with clear accusations of fascism, the burning of books being the most obvious historical reference. But fascism in US had became such a popular scare since the end of WWII that we don’t fear it as much anymore. After all, if government would ever decide to apply a ‘stricter’ views to economics like Roosevelt’s New Deal in 30’s, (which is quite possible now because of economics crisis), most voices would be raised in its defense rather than in its critics. People feel the government to be controlled by them, not the other way round. In Fahrenheit society education of youth program them to see their world as unquestionably right, defies critical thinking and praises the conformity instead. This is not only an exaggerated, but also a distorted picture of modern education, depicted just to scare us even more, to create a sense of further isolation of Guy Montag from the world. Bradbury doesn’t give much attention to the youth; this is sensible, for what he longs for is the past. Fahrenheit’s ending can be seen as a longing for â€Å"Golden Age†, the times that never were real but always in our eyes seem to be brighter than today. It is a hymn to nostalgia. But one cannot contemplate his past too long – he must consider the future. We should look ahead and be brave, no matter what dangers are waiting for us there. Works Cited Bradbury, Ray. Fahrenheit 451. Published by Del Rey Books, Random House Publishing Group, 1953, renewed 1981. McLuhan, Marshall, From Clichà © to Archetype, Published by Viking Adult, 1970. Wag the Dog, by Barry Levinson, 1997 (the movie).

Heating Properties of Firewood by Tree Species

Heating Properties of Firewood by Tree Species Firewood performance can differ from species to species. The type of tree you use for burning can vary widely in heat content, burning characteristics, and overall quality. I have created a table that presents several important burning characteristics for many species used in North America. The chart ranks each tree species by its density which is a good indicator of overall heating effectiveness. Wood Characteristics Influencing Quality Heating and Ignition Density of Wood - density is the amount of space a volume or mass of firewood occupies. The denser the wood, the less space its given mass takes up and the greater a particular volume of firewood weighs.  For an example,  hickory is about twice as dense as aspen, so a cubic foot of hickory weighs approximately 50 pounds while a cubic foot of aspen weighs only about 25 pounds.   Green Vs. Dry Wood - Firewood should be dried (seasoned) to 10% to 20% moisture content for best burning performance. Much of the energy generated from burning green firewood actually goes toward evaporating the water held in the wood. Green firewood only gives off about 40% of the energy of dry firewood. To get the most heat production out of your firewood, you should season it by first cutting into short log bolts. Split these bolts and stack in a dry,  well-ventilated  area for at least six months before burning. Available Heat by Wood Species  - Available heat is a measure of the heat given off when wood is burnt and measured in million British Thermal Units. Hardwood trees give  off more energy in BTUs than a comparable volume of softwood because it is denser. It should be noted that  the volatile oils in some softwoods can increase the heat output of some species but only for a short time. Ease of Splitting - Wood with a straight grain is easier to split than wood with a tighter more complex grain. Knots, branches, and other defects can also increase the difficulty of splitting firewood. Remember that dry wood is generally easier to split than green wood. Ease of Igniting Firewood - Ignition ability is an important factor wood factor. Low-density wood is easier to light than denser wood. Woods with higher levels of volatile chemicals in their structure, such as conifers, will ignite  and burn more readily than those with less volatile chemicals. These woods should be used to start fires where dry  high-density woods will provide the heat. Definitions of Chart Terms Density - woods dry weight per unit volume. Denser or heavier wood contains more heat per volume. Note that hickory ranks at the top of the list.Green Weight - the weight in pounds of a cord of freshly cut wood before drying.mmBTUs - million British Thermal Units. The woods actual available heat measured in BTUs.Coaling - wood that forms long-lasting coals are good to use in wood stoves because they allow a fire to be carried over a longer period effectively. Wood Heating Values Chart Common Name Density-lbs/cu.ft. Pounds/cd. (green) Million BTUs/cd. Coaling Hickory 50 4,327 27.7 good Osage-orange 50 5,120 32.9 excellent Black locust 44 4,616 27.9 excellent White oak 44 5,573 29.1 excellent Red oak 41 4,888 24.6 excellent White ash 40 3,952 24.2 good Sugar maple 42 4,685 25.5 excellent Elm 35 4,456 20.0 excellent Beech 41 NA 27.5 excellent Yellow birch 42 4,312 20.8 good Black walnut 35 4,584 22.2 good Sycamore 34 5,096 19.5 good Silver maple 32 3,904 19.0 excellent Hemlock 27 NA 19.3 poor Cherry 33 3,696 20.4 excellent Cottonwood 27 4,640 15.8 good Willow 35 4,320 17.6 poor Aspen 25 NA 18.2 good Basswood 25 4,404 13.8 poor White pine 23 NA 15.9 poor Ponderosa Pine 3,600 16.2 fair Eastern Red Cedar 31 2,950 18.2 poor

Puntuacin de TOEFL para ingresar a universidad

Puntuacin de TOEFL para ingresar a universidad   Las universidades de los Estados Unidos piden a los estudiantes internacionales cuyo idioma materno no es el inglà ©s que demuestren sus conocimientos de ese idioma mediante un examen. Generalmente, los estudiantes toman, principalmente, el TOEFL. Si se necesita una visa de estudiante la opcià ³n ms comà ºn es la F-1, pero no es la à ºnica. Por ejemplo, mexicanos y canadienses que conservan su residencia en sus paà ­ses e ingresan a Estados Unidos a estudiar en una institucià ³n cercana a la frontera podrà ­an optar a una F-3. Pero,  ¿quà © puntuacià ³n garantiza ser admitido? No hay una respuesta à ºnica a la pregunta de quà © nota se necesita para ingresar a un college de los Estados Unidos, pero en là ­neas generales puede decirse que: Hay muchas universidades, incluso muy prestigiosas como Harvard, Princeton y Stanford (entre las 10 mejores), que no piden un nà ºmero concreto en el TOEFL. Y Stanford ni siquiera pide que se tome, si bien lo considera muy recomendable. Estas universidades miran al conjunto de la aplicacià ³n y si estiman que el conocimiento de inglà ©s es suficiente, admiten al estudiante sin considerar un nà ºmero concreto de puntuacià ³n (pero no nos engaà ±emos, va a ser alto).En el formato IBT se considera que un puntaje inferior a 61 reducirà ­a la admisià ³n a un nà ºmero pequeà ±o de universidades o a Community Colleges.La nota mxima en el IBT es de 120 puntos.Si el examen se toma en el formato de papel, PBT por sus siglas en inglà ©s, la nota mxima que se puede sacar es de 677 puntos. Con un 600 se podrà ­a entrar en las mejores universidades, si bien colleges sà ³lidos admiten estudiantes internacionales con notas de 550. Por el contrario, una puntuacià ³n  inferior a 450 pr cticamente harà ­a imposible estudiar en EEUU a nivel de licenciatura o posgrado. El examen escrito, que se conoce en inglà ©s por sus siglas de TWE, se reporta separadamente. La puntuacià ³n  va desde un 0 hasta un 6, de nota mxima.A veces los colleges y universidades distinguen entre puntuacià ³n mà ­nima y media (average). Si ese es el caso, intenta acercarte lo mximo que puedas a esta à ºltima. Puntuaciones que piden en las principales universidades de Estados Unidos Alabama Samford University: 90Tuskegee University: 69. Promedio: 80 Arizona Arizona State University: 61Embry-Riddle Aeronautical: 79 Arkansas Arkansas State University: 61. Promedio: 83 California Academy of Couture Art: 61Art Center C. of Design: 80. Promedio: 91CALUMS: 45California Polytechnic: 80California State - CSUCI: 61California State - Dominguez Hills: 61California State - Fresno: 61. Promedio: 70California State - Fullerton: 61California State - Long Beach: 61California State - Los Angeles: 61California State - Monterrey: 61California State - Northridge: 61California State - Sacramento: 64Califonia State - San Bernardino: 61California State - S. Chico: 61California State - San Marcos: 61California State - Polytechnic: 70. Promedio: 88CALTECH:  Esta universidad, una de  las mejores a nivel mundial para  Ingenierà ­a,  no pide un mà ­nimo de TOEFL, pero insiste en que no sea malo.Champman University: 80. Promedio: 98Claremont McKenna: 100Harvey Mudd College: 100Mills College: 80. Promedio: 97Pepperdine University: 80. Promedio: 93Pomona College: 100San Diego State: 80San Jose State University: 61Santa Clara University: 90Stanford: no pide una nota mà ­nima. Pero es de las universidades que sà ³lo acepta el TOELF como examen para probar los conocimientos de inglà ©s. Es decir, no admite IELTS ni tampoco el PTE Academics. Scripps College: 100Southern California University: no pide un mà ­nimo, pero hay que enviar los resultados del TOELF o de exmenes similares como  el IELTS. Sirven para determinar el nivel de inglà ©s  y tambià ©n para decidir si los estudiantes admitidos deben tomar un examen inicial al iniciar sus estudios.University of California -  Berkeley:  80University of California - Davis: 80University of California - Merced: 83University of California - Riverside: 80University of California - Santa Barbara: 80University of California - UCLA: 83University of California - Irvine: 80University of California - Santa Cruz: 83University of California - San Diego: 83 Washington University of Washington - Bothell: 92University of Washington - Tacoma: 83Washington State University: 79 Carolina del Norte Duke University: 100North Carolina State: 80University of North Carolina, en Chapel Hill: 100. Promedio: 109Wake Forest University: 100 Carolina del Sur Davidson College: 100. Promedio: 102The Citadel: 79 (militar) Connecticut Fairfield University: 80. Promedio: 101Yale University: 100 Rhode Island Brown University: 100 Florida Bethune - Cookman University: 80Embry - Riddle Aeronautical: 79. Promedio: 96Embry - Riddle Daytona:79Florida Atlantic University: 80. Promedio: 100Florida College: 79Florida Gulf Coast University: 79Florida Southern College: 79Florida State University: 80Florida Tech: 79New College of Florida: 83. Promedio: 107University of Central Florida: 80University of Miami: 80. Promedio: 99Warner University: 61. Promedio: 102 Georgia Emory University: 100Oxford College of Emory University: 100 Colorado Colorado School of Mines: 79. Promedio: 85Colorado State University: 79. Promedio: 84Colorado State - Pueblo: 61. Promedio: 75Johnson Wales - Denver: 80. Promedio: 90University of Colorado - Colorado Springs: 80.  Promedio: 91 Illinois Blessing - Rieman Nursing: 80DePaul University: 80Illinois Institute of Technology: 80Illinois Wesleyan: 80. Promedio: 96Illinois State University: 82Loyola University - Chicago: 79. Promedio: 94Monmouth College: 79. Promedio: 100Northwestern University: 100University of Chicago: 104University of Illinois - Urbana-Champaign: 79 Indiana Indiana State: 61Indiana University - Bloomington: 79Indiana University East: 79Indiana University - Kokomo: 61Indiana University - Northwest: 79Indiana University - South Bend: 71Indiana University - South East: 75Indiana Purdue - Indianapolis: 61Indiana Purdue - Fort Wayne: 79. Promedio: 92Purdue University: 79Purdue University - North Central: 79University of Notre Dame: 100. Promedio: 111 Tennessee Vanderbilt University: 100 Nuevo Hampshire Dartmouth College: 100 Maryland Johns Hopkins University: 100 Washington D.C. Georgetown University: establece un abanico que va desde los 90 a los 100 Massachusetts Boston University: 100. Promedio: 106Brandeis: 100. Promedio: 105Harvard no establece mà ­nimoM.I.T.: 90. Promedio: 109Smith College: 90Tufts University: 100. Promedio: 110University of Massachusetts - Amherst: 80 Michigan University of Michigan - Ann Arbor: 88 Nueva York Columbia University: 100Cooper Union: 100. Promedio: 115Cornell University: 100Culinary Institute of America: 80CUNY - Baruch College: 80CUNY - City College: 61New York University (NYU): 100Sarah Lawrence College: 100 Nueva Jersey Princeton:  no pide un nà ºmero de puntuacià ³n especà ­fico, pero sà ­ que hay que rendir el examen. Adems, si la puntuacià ³n en la  parte oral del examen  es inferior a 26 habr que tomar otro examen al llegar a la universidad y tomar clases de inglà ©s como segundo idioma.Rutgers - New Brunswick: 79 Ohio Oberlin College: 100. Promedio: 108 Oregà ³n Reed College: 100. Promedio: 110 Pennsylvania Carnegie Mellon University: 102. Promedio: 110Dickinson College: 89. Promedio: 102Bryn Mawr College: 100 Promedio: 106Bucknell University: 100. Promedio 103Temple University: 79University of Pennsylvania: 112University of Pittsburgh: 100 Texas Rice University: 100University of Texas - Austin: 79 Virginia College of William and Mary: 100Washington and Lee University: 105 Experiencias en USA para mejorar el inglà ©s y obtener una mejor puntuacià ³n Si la calificacià ³n no es suficientemente alta y se desea mejorar una opcià ³n es participar en un programa de intercambio J-1 por unos meses para practicar asà ­ el idioma inglà ©s. Por ejemplo trabajar  de monitor de campamento  de verano. Consideraciones generales a la hora de tomar el TOEFL Tomar el examen lleva unas cuatro horas.El estudiante recibe por internet las notas de su examen a las dos semanas de haberlo tomado. Y tambià ©n las universidades a las que previamente se ha indicado que se deben enviar los resultados.Una vez que ve los resultados, el estudiante puede solicitar que se envà ­en las notas a ms colleges o universidades.La prueba del TOEFL puede tomarse tantas veces como se desee hasta obtener el resultado buscado. La puntuacià ³n sà ³lo es vlida por dos aà ±os. Otros exmenes para probar los conocimientos del inglà ©s El IELTS es tambià ©n un test muy popular entre los estudiantes cuyo idioma materno no es el inglà ©s. En todo caso hay que tener en cuenta que à ©ste es un examen de Cambridge. El IELTS es el examen que suelen pedir las autoridades australianas y las canadienses para conceder la visa de estudiante. Pero tambià ©n es admitido por prcticamente todas las universidades de los Estados Unidos. Una importante excepcià ³n, por ejemplo, es Stanford, en California. En todo caso lo fundamental es enterarse bien de quà © examen, si el TOEFL  o el IELTS es el admitido por la universidad en la que se desea estudiar. Y si aceptan los resultados de cualquiera, tomar el que mejor se ajuste a las caracterà ­sticas del estudiante. Lo cierto es que hay quien lo hace bien en el TOEFL y mal en el IELTS, y viceversa. Puedes encontrar ms informacià ³n sobre las diferencias entre estos dos tests en este artà ­culo sobre los 8 documentos que necesitas para presentar un aplicacià ³n completa para ser admitido en una universidad americana. Informacià ³n sobre ayuda financiera que te puede interesar Los estudiantes internacionales no pueden acceder a las ayudas federales que el gobierno federal brinda a ciudadanos y residentes. Pero sà ­ pueden tener acceso a becas, como el caso de estas  13 universidades de à ©lite con beca total (o casi) a estudiantes admitidos  o estas  25 becas para estudiantes internacionales. Adems, hay situaciones especiales que deben explorarse, como las becas  para deportistas. Y, finalmente, considerar la posibilidad de solicitar crà ©ditos  para estudiar en EEUU El sistema universitario americano Antes de solicitar admisià ³n en una universidad es importante conocer elementos bsicos de quà © se necesita y cules son las mejores instituciones. Por ejemplo, es bsico saber cà ³mo  obtener la validacià ³n de estudios realizados en tu paà ­s para estudiar en EEUU.   Tambià ©n es importante conocer cules son las mejores universidades. Estudiar es muy caro y debe evitarse cursar estudios es instituciones de pà ©sima reputacià ³n. Esta es la lista de las famosas  universidades de la Ivy League. Son excelentes y con un gran reconocimiento. Evidentemente, no son las à ºnicas que enseà ±an excelencia  acadà ©mica y proveen de excelentes contactos.

The Relationship of the Human Sciences Essays

The Relationship of the Human Sciences Essays The Relationship of the Human Sciences Essay The Relationship of the Human Sciences Essay The Relationship of the Human Sciences to the Natural Sciences To a great extent, however, the human sciences do encompass natural facts and are based on knowledge of nature. If one were to imagine purely spiritual beings in a realm of persons which consisted only of such beings, then their coming-to-be, preservation, and development, as well as their extinction whatever representations we may form of the background from which these beings appear and into which they disappear would be dependent on purely spiritual conditions. Their well-being would be based on their relation to a world of spirit, their contact with each other and their interactions would be effected through purely mental means, and the lasting effects of their actions would be of a purely spiritual sort. Even their disappearance from the realm of persons would be grounded in the spiritual sphere. The system of such individuals would be known by pure sciences of spirit. In reality, however, an individual comes into being, survives, and develops on the basis of the functions of an animal organism and its connections to his natural environment. His feeling of life is, at least partly, based on these natural functions; his impressions are conditioned y his sense organs and the way they are affected by the external world. We find that the abundance and liveliness of his representations, the strength and direction of his acts of will, are in many ways dependent on changing conditions within his nervous system. His volitional impulses induce contractions in the muscle fibers when effect directed outwards is bound to molecular changes in his body; lasting results of his acts of will exist only in the form of changes in the material world. Thus the mental life off man is part of the psychophysical life-unit which is the form in which human existence and human life are manifested. Only by means of abstraction is mental life separable from that psychophysical life-unit. The system of these life-units is the reality which constitutes the subject matter of the socio-historical sciences. Whatever the metaphysical facts may be, man as a life-unit may be regarded from the two points of view that we have developed: seen from within he is a system of mental facts, but to the senses he is a physical whole. Inner and outer perception never occur in one and the same act, and consequently the reality of mental life is never even simultaneously with that of our body. On account of this, there are necessarily two different and irreducible standpoints for a scientific approach aimed at grasping the connection of the mental and the physical as expressed in the psychophysical life-unit. If I start with inner experience, then I find the whole external world to be given in my consciousness and all the laws of nature to be subject to the conditions of my consciousness and, therefore, dependent on them. This is the standpoint which German philosophy at the turn of the eighteenth century designated as transcendental philosophy. On the other hand, I can start from the world of physical nature, as I see it before me, and perceive psychic facts ordered within space and time; I then see changes within spiritual life subject to external interference-natural or experimental-consisting of physical changes impinging on the standpoint into a comprehensive picture of the dependence of the human spirit on the body. This results in a scientific approach which proceeds from Outer to inner, from physical changes to mental ones. Thus the antagonism between the philosopher and the natural scientist is conditioned by their antithetical starting mints. Let us now take as our point of departure the perspective of the natural sciences. Insofar as this perspective remains conscious of its limits, its results are incontestable. These results receive a closer determination of their cognitive value only from the standpoint of inner experience. Natural science analyzes the causal nexus of nature. Where this analysis has reached the point at which a material fact or change is regularly connected with a psychic fact or change, without a further intermediary being detectable between them, only this regularity itself can be established; no connection of cause and effect can be applied to this relation. We find uniformities in the one sphere of life regularly connected with uniformities of the other, and the mathematical concept of function is the appropriate expression for such a relationship. To conceive the course of mental changes running parallel to physical changes as comparable to the working of two synchronized clocks fits as well with experience as does a conception assuming only one clockwork, which, when taken informatively as a basis of explanation, considers both spheres of experience as but different manifestations of one ground. Dependence of the mental on the natural world is a relation according to which the overall natural context causally conditions those material facts and changes which are regularly, and apparently directly, connected with mental facts and changes. Thus the natural sciences regard the chain of causality as reaching into the domain of psychophysical life. But here we find a mode of change in which the relationship of the material and the Psychical is not governed by this sort of causal approach, and this change then in turn generates a change in the material world. In this context the physiologists experiments disclose he importance of the structure of the nervous system. By analyzing how the bewildering phenomena of life depend on each other, we can trace the sequence of natural changes which reach man, enter his nervous system through the senses, and give rise to sensations, representations, feelings, and desires which, in turn, affect the course of nature. The psychophysical life-unit which is filled with the immediate feeling of its undivided existence is analyzed into a system of empirically observable relations between facts of consciousness and observable relations of structure and the functions of the nervous system. For every psychic act shows itself to be connected with a change in our body only by means of the nervous system; and a change in our body, in turn, is accompanied by a change in our psychic state only through its effect on the nervous system. This analysis of psychophysical life-units provides a clearer notion of their dependence on the overall context of nature within which they appear and act and from which they withdraw again. It also clarifies how the study of socio-historical reality depends on our knowledge of nature. From this, we can establish the extent to which the theories of Comet and Herbert Spencer are justified in locating these sciences in their hierarchy of all the sciences. While the present work will attempt to ground the relative independence of the human sciences, it must also consider the other perspective, which places them within the which can show how the human sciences are conditioned by our knowledge of nature and constitute the final and highest member in a progression which begins with mathematics. Mental facts comprise the uppermost limit of natural facts, and the latter the underlying Conditions of human life. Because the realm of persons, including human Society and history, is the highest phenomenon of the empirical world, knowledge of it must at countless points be based on the system of presuppositions which accounts for its development within the w hole of nature. Man, because of his position in the causal system of nature, Is conditioned by it in a twofold respect. The psychophysical life-unit, as we saw, receives through its nervous system continuous stimuli from the general course of nature which it in turn affects. Where the psychophysical unit affects nature this is characteristically in the form of action guided by purposes. On the one hand, nature and its constitution can govern this psychophysical unit in the shaping of purposes themselves; on the other hand, nature qua system of means for attaining these ends codetermines the psychophysical unit. Thus even in those cases where we exert our will, where we act on nature, we are dependent on the system of nature precisely because we are not blind forces but rather volitional creatures that reflectively establish their purposes. Accordingly, psychophysical units find themselves dependent on natural processes in a twofold manner: beginning with the earths position in the cosmic whole, nature as causal system conditions socio-historical reality. For the empirical researcher, the great problem of the relation between nature and freedom within socio-historical reality is subdivided into countless particular questions involving the relation between facts of the human world and influences of nature. On the other hand, the purposes of the human world have their repercussions on nature or on the earth, which man in this sense regards as his dwelling and in which he is busily making himself at home. These retroactive influences on nature are also dependent on using the laws of nature. All purposes lie exclusively within the sphere of human spirit, for this is what is truly real for man; but a purpose seeks its means of realization in the system of nature. The change which the creative power of spirit produces in the external world is often nearly inconspicuous. Yet only through it does the value thus created exist for other people as well. The few pages which came into the hands of Copernicus as the material remnants of the profound mental efforts by which the ancients first conceived the idea that the earth moves became the starting point for a revolution in our conception of the world. Now it can be seen how relative the delimitation of these two groups of sciences is. Disputes such as those about the status of universal linguistics are unproductive. At both points of transition between the study of nature and that of the human world I. . , where nature influences the development of the mind and where it is either influenced by or forms the passageway for influencing other minds-both sorts of knowledge always intermingle. Knowledge of the natural sciences overlaps with that of the human sciences. Because of this twofold formative influence of nature on human life, we can combine knowledge of how nature shapes human beings with insight in to how it provides us with material for action. Thus an important part of grammar and of music theory is derived from our knowledge of the natural laws of sound formation. Even a genius of accomplishments is conditioned by an understanding of this dependence. Here it can be further seen that, to a great extent, knowledge of the conditions supplied by nature and explored by natural science provides the basis for the study of the facts of the human world. The development of the individual, the manner in which the unman race has been dispersed throughout the earth, and finally mans historical destiny-all these are conditioned by the cosmic whole. Wars, for example, are a chief component of all history. They are the result of political decisions by states, but they are fought with weapons. The theory of war depends primarily on knowledge of the physical conditions which provide the basis and means for a conflict of wills, for the purpose of war is to impose our will on the enemy by means of physical force. This involves coercing the enemy to the point of defensiveness, until his position is ore disadvantageous than the sacrifice demanded of him and can only be exchanged for an even more disadvantageous one. In making such calculations the physical conditions and means are most important; therefore the scientific study of war has very little to say about the psychological factors involved. The sciences of man, society, and history take the sciences of nature as their basis in two ways: first, insofar as psychophysical units themselves can be studied only with the help of biology; second, insofar as nature is the medium of their purposive activity, which is aimed mainly at the domination of nature. In the first respect, the life sciences provide the basis; in the second, it is chiefly those of inorganic nature. The relation to be clarified consists first of all in the fact that these natural conditions determine the development and distribution of human life on the face of the earth, and secondly in the fact that the purposive activity of man is bound by the laws of nature and is thus conditioned by his knowledge and use of them. Thus the first relation shows only the dependence of man on nature, while the second includes this dependence only as the reverse side of the history of his increasing domination of the earth. Ritter has applied a comparative method to that part of the first relation that involves mans connections to the nature that surrounds him. He presented us with brilliant prospects. In particular, his comparative appraisal of the continents in terms of their contours yielded a sense of how world history might be predestined in accordance with the overall spatial articulation of the earth. But this approach, which Ritter regarded as teleology of universal history, and which Buckle placed in the service of naturalism, has not been confirmed by subsequent research. In place of the inception of a uniform dependence of man on nature, a more cautious conception has developed, namely, that the struggle of human, moral powers with the conditions of mechanistic spatiality has steadily reduced the dependence of those peoples that have a history, in contrast to those that do not. Thus here, too, a science of socio- historical reality has asserted itself-one which uses natural conditions to explain, but nevertheless is independent. The second relation shows that the dependence involved in adapting to conditions is connected with the overcoming of spatiality wrought science and technique in such a way that man in history attains mastery precisely by means of submission. The problem of the relation of the human sciences to our knowledge of nature can be solved only when we have resolved the opposition with which we began, namely, that between the transcendental standpoint for which standpoint which regards the development of the human spirit as subject to the conditions of nature. This task constitutes one aspect of the problem of knowledge. If this problem can be isolated for the human sciences, then a solution acceptable to all s by no means impossible. The conditions for such a solution would be a demonstration of the objective reality of inner experience and a proof of the existence of an external world from which we can then conclude that this external world contains human facts and spiritual meaning by means of a process of transferring our inner life into this world. Just as the eye which has been blinded by looking directly into the sun reproduces the suns image in the most diverse colors and in the most diverse places, so our perception multiplies the image of our inner fife and transfers it in manifold modifications to various points in surrounding nature. This process can be represented and Justified as an analogical inference from our own inner life that is originally given immediately to us alone. By means of representations of the objectifications linked with our own inner life, similar appearances in the external world are associated with a corresponding similar underlying source. Whatever nature may be in itself, it is sufficient for the study of the causality of the human spirit that natural phenomena can always be interpreted ND used as signs of reality, that uniformities of coexistence and succession can be- interpreted and used as a sign of such uniformities in reality. But-once we enter the world of human spirit and investigate nature insofar as it provides the content of spirit, insofar as it is woven into the will purposively or instrumentally, then nature is for us Just what it is in us. What nature may be in itself is here entirely irrelevant. It is enough that nature be given in such a way that we can count on its lawfulness for our actions and appreciate the beautiful appearance of its existence.

LPN -BS TRANSITION Essay Example | Topics and Well Written Essays - 750 words

LPN -BS TRANSITION - Essay Example There are three basic aspects that can be used to distinguish between these two levels of nurses: education, the amount of salary paid and their responsibilities. In terms of education, each level requires different educational approach from the other. Even though both RNs and LPN requires basic BS, the duration for completing the program differs. In United States of America, most institutions take between one and one and half years to train LPN nurse. On the other hand, it takes from two to three years to train RN nurse. Upon completion of the training, the RN nurse graduate with professional nursing degree while LPN nurse graduate with practical nursing degree. Therefore, both training results to an award of BS but it is clear that RN is advance more than LPN. The reason why RN training takes more time as compared to LPN training in universities and colleges is that RN has additional courses such as community health, biology as well as administrative courses (Sherri, Jean, Kathryn, & Katherine, 2012). Consequently, any student with an intention of becoming a RN must devote an additional studying time as opposed to LPNs. However, there are differences between RN and LPNs as far as responsibilities are concerned. Broadly, the RN supervises the operations of the LPNs. It is the responsibility of the LPNs to undertake the basic nursing roles of reporting to both the RN and doctor. In particularly, LPNs perform the following roles: administration of the basic nursing care, supporting the patients both socially and physically, reporting to supervisor any changes in a patient, and passing any information regarding treatment to a patient. It should be noted that LPNs are not allowed to perform certain duties such as initiation of IV in certain jurisdictions. Depending on the state, there are different strategies and legislations that

Marketing and Consumer Rights Essay Example | Topics and Well Written Essays - 2250 words

Marketing and Consumer Rights - Essay Example In addition to this, consumer rights are an important imperative in manufacturing businesses nowadays as they are an important tool for enhancement and differentiation of the product offer. The zone of tolerance has been sited as an important concept in both the service management and consumer rights literature, and has been employed to model the relationship between different expectation levels (Zeithaml, Berry, Parasuraman, 1993) and has been used to supply a range, or scale upon which to place a particular outcome. Brands however can mean different things to different consumers. These differences largely stem from the way and manner brands can be perceived or understood. A cursory review of the history of brands informs us that consumers' perceptions of brands have not been static. It has evolved over the years as understanding of the concept deepened. Amber (2000) has defined brand equity as an intangible asset built by marketing, and which exists largely in the heads of stakeholders, especially those of the end consumer. The author further pointed out that if a company got its brand equity right, profits should largely take care of it. The importance of this statement can be understood from the components that make the equity of a brand. These are brand awareness and brand image. A brand that consumers have good knowledge about and can readily recall with favorable associations is an enduring asset to whoever owns it. Furthermore, it would have favorable image and therefore well perceived. Such a brand can be said to have a higher equity or value. It is not too difficult to sell products and services with this brand name tacked on it. Higher volumes of sales at minimal costs transcend into higher profits. Hart (1998) has outlined key principles for creating and building brand names. Some of the strategic considerations she counsels brand name creators to consider borders on (i) whether the new product or service is innovative or not (ii) line extensions are planned for the future and (iii) the nature of protection the brand can afford. It has been stressed that any name chosen should ideally be easy to pronounce, understandable to consumers and also consistent with the cultural values and norms of where it is to be applied. Parasuraman et al. (1988) claims that consumer perceptions of quality of service are a result of evaluating service delivery in relation to pre-consumption expectations known as the "disconfirmation" model. Disconfirmation models are based on the disconfirmation paradigm (Oliver, 1980). Quality is therefore defined as the gap between consumer's expectations and perceptions, and a customer will perceive quality positively only when a service provider meets or exceeds his expectations. Based on this paradigm Parasuraman et al.