Intrinsic Properties and Abortion Debate Essay Example for Free

Intrinsic Properties and Abortion Debate Essay The philosophy of intrinsic property rights has created many problems for those who can justify abortion but believe that new born infant has to be treated as a human being. The intrinsic property philosophy also makes it difficult to justify killing animals but not humans. This soul searching debate is the subject of this essay. An intrinsic property is a property within the object or organism. Mass of a body is an intrinsic property, while weight of the body would depend on its location and its gravity and is an extrinsic property. The debate regarding protecting moral and legal rights of a living being when applied to fetuses creates a new set of problems for the pro-abortionists. Is a fetus entitled to the same rights and privileges as a new born? Can we regard a fetus with the same rights and privileges as a living human? It is morally and legally wrong to kill innocent human beings. The fetus is capable of developing within itself, meeting its needs with the ability it has within itself to appropriate nourishment and grow. These intrinsic properties qualify the fetuses as living organism and if we consider this living organism as an innocent human being, the conclusion would be that it is morally as wrong to abort (or kill) a fetus as it is morally wrong to kill an infant. The pro-abortionists argue that the fetus cannot be given the same importance as a newly born infant [McNeil, 2000]. Many feminist philosophers argue [Warren, 1973] that this approach to morality is based on abstract rules and conflict of rights and is inappropriate. Some feminist philosophers have declared that the concept of moral right may be inconsistent with the social nature of persons [Wolgast, cited in Warren, 1973] The philosophical views on the right of fetuses have debated various aspects of the morality or otherwise of abortion. The acknowledgment of intrinsic property rights means that an individual has certain moral rights. The presence or absence of a single determining factor of that intrinsic property which entitles an individual to these moral rights has been open to interpretation. This single criterion [Warren, 1973] which distinguishes between those who have intrinsic property rights and those who do not is in itself a dilemma. Accepting the intrinsic property argument makes the right of the woman carrying the fetus as irrelevant as the moral right of the fetus demands that its right be protected and it is allowed to develop as a separate entity. The single criterion and intrinsic property right taken together give a new born baby the same rights as a nearly mature fetus, if we accept this argument than late abortion tantamount to infanticide. [Summer, 1983] argues that sentience (ability to sense) should be used as the criteria for permissible abortion. Summer uses the sentience argument to limit abortion to first trimester. The problem with the intrinsic property and single criterion becomes more complicated when we find that philosophers like Tooley argue that both infants and nearly mature fetuses are incapable of desiring their own existence as they have no concept or experience of being a person. The conclusion drawn by him are rather shocking as he shows that infanticide in past history was not treated at par with other murders. [Warren, 1973] rightly points out that sentience alone, cannot be considered a criterion for comparing moral equality of the fetus and of an infant, as if we were to give equality on the basis of sentience mice and other animals which have much higher recognizable sentience are not treated as such. Sentience argument unlike fetus viability however draws an identifiable boundary as fetus viability can change with time and place. In developing countries with poor medical resources even a nearly mature fetus cannot be kept in an incubator and have the required life support to survive. In developed countries with excellent health care facilities nearly half term fetuses already have a reasonable chance of survival. Treating infants and fetuses at par as necessary under to doctrine of intrinsic property would subject the women undergoing a miscarriage to investigation for murder. [Warren, 1973] cites an actual example when an irresponsible pregnant woman was charged for negligent homicide as she failed to observe the precautions and suffered a miscarriage. It is clear that an infant and an unborn fetus cannot be treated as equal in terms of intrinsic property rights. Warren rightly concludes that birth marks an important point of distinction of rights for the infant, the fetus and for the woman. An infant can have a life of its own, in mothers care or even with foster organization/parents. Even if the infant is still dependent on others for survival the birth marks the beginning of a socially responsible individual or person. Pregnancy whether in advance term or at the beginning does not award the right of parenthood, the birth is the clear difference between the fetus and infant and while fetuses in advance state of development need to be protected as indeed they are, they cannot be considered equal to infants in their rights. In brief Warrens philosophy is to give people the rights of a moral community and have moral rights. She defines personhood as meeting five important criteria; ability to recognize internal and external objects, ability to feel pain, ability to reason, self motivated activity, capacity to communicate and self awareness [McNeil, 2000] Peter Singers is an advocate of utilitarianism. His views, although though provoking cannot be described as mainstream, he appears to believe in sentience theory but without a species distinction. He believes that species-ism is a kind of racism or gender based discrimination. [Singer, 1999] also refuses to acknowledge that human lives are more precious because of humans are more intelligent. He argues that if intelligence were to be the criterion we would permit medical experiment on mentally retarded! He appears to be less concerned about infanticide or abortion and his theory is that of great moral good. Singer presents very thought provoking debates but several of his arguments would create serious social right issues. He considers experimentation on animals as immoral but the possible benefit to millions by the sacrifice of a few is permitted in Singers logic. This type of logic can be used to justify slavery, genocide of a minority and create many more similar dilemmas. Warrens philosophical views on the moral and legal status of abortion on the other hand are a serious and practicable discussion and presents logical views. Singer defends a quality-of-life view in ethics and has little regard for sanctity-of-life view. Bibliography McNeil, M. A. , (2000), The Real Problem with Abortion, [Online] retrieved from Internet on May 05, 2007, http://www. abortionessay. com/files/realproblem. html Singer, P. , (1999), Practical Ethics, Cambridge University Press 2nd Edition, ISBN-10: 052143971X Tooley, M. (1983), Abortion and Infanticide, Oxford: Oxford University Press, Cited in [Warren, 1973] Warren, M. A. , (1973), On the Moral and Legal Status of Abortion, The Monist, LaSalle, Illinois, Vol. 53. Also published in James Rachels’, The Right Thing to Do: Basic Readings in Moral Philosophy (2nd Ed. , McGraw-Hill College, 1999)

Society of the Spectacle and War Photography

Society of the Spectacle and War Photography Discuss contemporary war photography in relation to Debords work on the Society of the Spectacle. Society of the Spectacle written by Guy Debord and published in 1967 at the height of the Vietnam war argues that the world has been overtaken by the notion of spectacle. Debord describes what the spectacle comprises of (in several numbered paragraphs); he says that, â€Å"In societies dominated by modern conditions of production, life is presented as an immense accumulation of spectacles. Everything that was directly lived has receded into a representation.† (#1) Debord is stating that life in the modern age has become fixated on reality as representation (i.e. by the media) real life experiences have been substituted for experiences that are digitally lived. Debord goes on to say that â€Å"the spectacle presents itself simultaneously as society, itself as part of society, and as means of unification. As part of society, it is the focal point of all vision and all consciousness. But due to the very fact that this sector is separate, it is in reality the domain of delusion a nd false consciousness: the unification it achieves is nothing but an official language of universal separation†¦the spectacle is not a collection of images; it is a social relation between people mediated by images.† (#3-4) With the rise of new media and the explosion of 24-hour news and reality television, it would seem that the existence of the spectacle becomes self-evident. Mass amounts of human beings are directed to gaze at what has become a global common culture, news and entertainment. For Debord, the spectacle is a tool of pacification and depoliticization; it is a â€Å"permanent Opium war designed to force people to equate goods with commodities and to equate satisfaction with a survival that expands according to its own laws†¦Ã¢â‚¬  the spectacle distracts from the most urgent task of real life. (#44) Debord argues, our sense of reality is nothing more than an immense accumulation of spectacles. All that was once lived becomes mere representation . Debords theory of the sectacle is similar to that of Baudrillards theories which concentrate on the ideas of a hyperreality. He considered a photograph to be a replacement for the real object. The lines of reality and non-reality have become so blurred in our society that a photograph can replace the real. Like Debord Baudrillards believed we live in a mediated reality, which prefers the symbol of reality rather than the thing itself. We are constantly bombarded with images form mass media that our own lives are own reality becomes entwined with the images we see. The boundary that should exist between reality and fantasy is erased. A consequence of the age we live in. Images depicting the gruesome nature of war are constantly available on television and in newspapers and magazines; every page turned reveals a new atrocity. We have been flooded with these images for so long that they no longer have an affect on us, instead on inspiring empathy and sympathy we are more passive to them a feeling of indifference. In the mass media if there is a story about celebrities or lifestyle it would surpass gruesome photographs of war. As a society weve almost grown accustomed to these types of images, seeing them everyday. In an essay entitled Photographs of Agony John Berger also argues that society has become immune to images depicting suffering saying that †¦ â€Å"In the last year or so, it has become normal for certain mass circulation newspapers to publish war photographs which earlier would have been suppressed as being too shocking. One might explain this development by arguing that these newspapers have to come to realise that a large section of their readers are now aware of the horrors of war and want to be shown the truth. Alternatively, one might argue that these newspapers believe that their readers have become inured to violent images and so now compete in terms of ever more violent sensationalism.† (ed Wells L, The Phtotgraphy Reader, chapter 27) Berger is questioning the effectiveness of the violent or shocking war photograph arguing that maybe the public have become immune to images of horror and the newspapers are competing to show ever more horrific images in order to gain pubic attention. We look around us and see a world beyond our control. Relying on advanced technologies to conduct war and to replicate it on film and TV has diminished our ability to distinguish between reality and entertainment, turning our experience of war into a mere spectacle. In regarding the Pain of others Susan Sontag Describes societies attraction to violent images†¦Ã¢â‚¬  Everyone knows that what slows down highway traffic going past a horrendous car crash is not only curiosity. It is also for many, the wish to see something gruesome†Ã¢â‚¬ ¦ there does seem to be a modern need fro the consumption of images of suffering. And this abundant supply of imagery has dulled our senses and created a new syndrome of communal inaction, we look around us and see a world beyond our control, which is what Debord was describing in society of the spectacle. In her early book On Photography Susan Sontag writes that â€Å" War and photography now seen insperable†¦Ã¢â‚¬  (pg167) and as war evolves and continues so has the photographers response to the effects of conflict. The Bulky large-format cameras of the 19th century prevented the first war photographers such as roger Fenton from capturing the action of combat instead their photographs concentrated on the aftermath of the battlefields. With the technological advancement of cameras and not needing to haul darkroom equipment with them the first world war photographer could get closer to combat and then during the 2nd world war the introduction of the 35mm camera increased the intimacy of the cameras eye, enabling photographers to become part of the action, in a way the first exponents in the 19 century could never have dreamed. During the Vietnam war photographs could now been seen within days of them being taken, the immediacy making the images relevant and challenging the inevitability of war the viewer was now looking at something which is part of the present, and which carries over to the future. For a century and a half the camera has been witness to events that have shaped and shocked the wor ld, capturing these images forever. We might now live in a world of multi channel television, 24-hour news coverage and instant his on the Internet, but it is the still image that provides the most powerful record of our history, good and bad. The still image seems to hold so much power over us, they last, television is passing and goes by quickly, photography lasts, imprinted on paper and in the mind. War and the effects of warfare have always been explored throughout history in literature, poetry, art, film and photography. Before the first world war the depiction of battles by artists were often of soldiers and generals depicted as heroes, in their uniforms adorned with medals but during the first world war when artists were sent to the front line to record the scene, what they saw there defied their imagination. It soon became clear that the traditional painting couldnt capture the full horror of warfare. The modernist painters began to look at the universal grimness of war, the harsh reality of the world and painted not what they saw but what they felt. For example the artists Paul Nash who served as a solider, portrayed the battlefield in a painting titked Menin Road in 1919, what he depicted was the aftermath of war, a barren scene of an almost alien world the surreal colours a purple blue sky the mutilated bare trees, bursts of smoke rising from the debris strewn ground and blue light filtering through the clouds completely empty apart from four lonely figures in the background. Nash wanted rob warfare of its last shred of glory and its last shine of glamour. Francisco Goyas series of etchings Disasters of War depicts the horrors of the Napoleonic invasion of Spain in 1808 during which French soldiers brutally tortured the Spanish peasants and the Spanish responded with their own acts of cruelty. The works were withdrawn and withheld from publication during Goyas lifetime because of their controversial and disturbing qualities. Susan Sontag writes of Goyas etchings in Regarding the Pain of others, â€Å"†¦Goyas art seems a turning point in the history of moral feelings and of sorrow-as deep, as original, as demanding. With Goya a new standard for responsiveness to suffering enters art Goya was witness to these events during the war, but the etchings depict imagined scenes of the atrocities of violence where the lines between real events and imagined ones blur creating a unique reality that is complimentary yet distinct from the historical realities of war. As the viewer is not lead to believe the images are exact reproduction of act ual events the effect is one of a sincere meditation on the terrifying potential that resides in all humans. The images dont specify who the people are-the soldiers could be French or Spanish, the dead tortured bodies could be those of civilians or soldiers giving the viewer a more open interpretation bringing images to life in a way that relate to personal experience. Goyas images are constantly being revisited looking at Francis Bacon triptych Three Studies for Figures at the Base of a Crucifixion 1944 the twisted screaming distorted creatures depict mans inhumanity to man and capture the fear of the future mood after the second world war and still our mood today, bacon like Goya still has a hold over our imagination, for example the Chapman brothers reconstructed the Disasters of war in 1991 using miniature plastic figurines. Painting and sculpture are clearly viewed as interpretations of the effect and consequences of war, with photography the assumptions is that images are seen as a document they appear real, even when we know photographs can be faked and subject to the photographers view of events. In On Photography Susan Sontag wrote†¦ â€Å"War and photography now seem inseparable.† In On Photography Sontag explains what she saw as the sad state of a society that lived at a more and more voyeuristic distance to the first hand experience of reality. In accordance with this Sontag describes the photographers whose personal concern was apparently with finding out and understanding, were doing no more than satisfying the human thirst for sensation and driving this to extremes by ever more sensational images, until ultimately all feeling was lost. In the book The photograph as contemporary art†¦Ã¢â‚¬ ¦describes the contemporary war photographer†¦ â€Å"The use of medium-and large-format cameras (as opposed to 35mm format), not normally seen at the sites of war and human disaster-not at least, since the mid-nineteenth century-has become a sign that a new breed of photographer is framing the social world in a measured and contemplative manner†¦Ã¢â‚¬  She goes on to say†The subject matter has been different, too; rather than being caught up in the midst of an event, or at close quarters to individual pain and suffering, photogrphers choose to represent what is left behind in the wake of such tradegies, often doing so with style that propses aqualifying pperspective.† It is clear to †¦Contemporary war photographers have in the main taken anti-reportage stance; slowing down image making, remaining out of the hub of action, and arriving after the decisive moment to allow the viewer a more contemplat ive look at war and the effects of war. Using Photomontage Martha Rosler infiltrates our comfort zones and reveals the dangers involved in an illusionary distance often created by the mass media between war and ourselves. By using images from magazines of advertisements combined with military images of soldiers and weaponry she transforms the notion of the safety of a home into one under assault. Her intent is to project the terror and atrocity of war into the comfortable place in which we live. She employs devices that work against the seduction of advertising and consumer imagery, the process of photomontage allows her to expose the gaps between image and reality, and ultimately make the viewer aware of an out of place presence. She addresses the impact of the mass media who according to Debord make the images of horror seem mundane and remote by pointing out the implicit presence of militarism in our daily lives, by juxtaposing popular lifestyle magazine images with stark images of war. The French Photographer Sophie Ristelhuber Photographs depicts the aftermath of war they are usually un peopled with no survivors and no dead, concentrating on the spaces of war rather than its participants, the scars and burns are found on buildings and landscapes rather then the people. Her photographs of the Kuwaiti desert, entitled Fait were made shortly after the end of the first Gulf War. Many of the photographs from this series were taken from a ariel viewpoint This elevated angle creates a distorted abstract view of trenches, tank tracts, bomb craters, blazing oil wells and battlefield detritus. You have to look carefully and closely at the photographs to discover that the lines and tracts objects engulfed by the sand are the results of war scarring the landscape emphasising how vast and sprawling the effects of war can be. Sophie Ristelhueber describes the effects of scale and perspective in her work: †¦.†The constant shift between the infinitely big and the infinitely small may disorientate the spectator. But its a good illustration of our relationship with the world: We have at our disposal modern techniques for seeing everything, apprehending everything, yet in fact we see nothing.† Ristelhueber recently won the Deutsch Borse Photography prize 2010, which included set of images titled eleven blowups, a series of images of huge craters made by bombs In Beirut and Iraq, again the y describes the devastation war leaves behind both on the earth and the body. Paul Seawright photographs the traces of destruction that war leaves behind in a place The solitary places in Seawrights photographs seem to be concealing something they require the viewer to look beneath the surface of the image the isolated barren areas reveal hollows where mines have been cleared or left unexploded, or the subtle rubble of military debris strewn across the desert landscape. The quiet subtlety and blankness of the desert distances them from the spectacle associated with the medias representation of war, there is an unknown tension in the images Seawright generates a view of the futility of war. One of his photographs is almost identical to that of Fentons photograph of the Crimean war depicting empty cannon balls in a valley illustrating the fact that despite its technological advancements war is fundamentally always the same. In his book Hidden Seawright says that he has†¦ â€Å"always been fascinated by the invisible, the unseen, the subject that doesnt eas ily present itself to the camera.† Landlands And Bell were commissioned in 2002 by the imperial war museum to make an artwork in response to a two-week visit to Afghanistan and what they experienced there. Landlands and bells work characteristically focuses on the interconnected relationships linking people and architecture. They say: ‘were totally surrounded by architecture. It is the most tangible record of the way we live because it describes how we relate to socially, culturally and politically. It is the most persistent of the way we live-our aspirations and beliefs.† The result was among other video based works The House of Bin Laden. Presented as an interactive piece similar to a video game the viewer is in control via a joystick to explore a reconstruction of Osama Bin Ladens barren hilltop bunker. The viewer can virtually travel through a bleak set of derelict houses, surrounded by burnt-out cars and debris. Langlands and Bell took thousands of photographs of the house near Jalalabad, The eerie interactive digital exploration of Osama bin Ladens house offers an unsettling experience, and engages with the viewer in a totally new way regarding war photography. The houses surprisingly small and basic. Piles of blankets and clothes are strewn in the rooms elsewhere a single string bed is isolated in a dark corner. Outside there is a series of strangely constructed bunkers and a small mosque. Being in control of looking at the work almost feels like observing a crime scene. The buildings and grounds are absent of any human presence thought signs of people who were once there are constant, although the elusive bin Laden is nowhere to be seen, his presence can still be felt in this mesmerizing and ancient environment. It brings us disturbingly close to him, even as it emphasizes his continuing ability to evade capture. The House of Bin Laden becomes a metaphor for the elusive presence Bin Laden maintains by the very fact of his disappearance. By presenting this piece as an interactive game like simulation Langlands and Bell are actively engaging in the idea of the spectacle by using what is essentially and entertainment based media and allowing the viewer to control their viewer using a joystick, it could be argued that by combing entertainment and unreality with real life situations speaks more to a generation obsessed with mass media. They do not attempt to make the 3d environments look realistic like the photographs they took instead it looks constructed exactly as a computer game would look, angular and flat. I personally experienced this work when I saw the Turner Prize in 2004, and it is clear that their intention was for this piece to be viewed and experienced like a computer game. Violent warfare is sold as entertainment in the form of computer games whose manufactures claim to make them as realistic as possible. Thus reflecting modern societies engagement with entertainment as opposed to real life issues. There seems to be a move in contemporary war photography to a more contemplative and abstract approach, maybe this is as Debord describes because we are use to the violence and horrors the ‘spectacle of war presented in the media, and have become almost immune and unmoved by these images. we can never experience the true horrors of war unless from first hand experience but photographers seem now to be taking the stance of the modernist painters of the first world war who painted what they felt rather than what they saw. Contemporary photographers are interpreting these events rather than documenting them, in a way that enables the viewer a more contemplative approach to the contemporary war photograph.

Classical Liberalism Essay -- Thomas Hobbs, John Locke

Definition ========== The ideology of classical liberalism is concerned with the conception of an ideal society. The term classical refers to the early form of liberalism that flourished for much of the nineteenth century. It sees human nature as essentially selfish but rational. Therefore the ideal society is one where individuals have maximum freedom to pursue their own interest in competition with everyone else. Origins ======= Origins of classical liberalism are derived from the break up of the feudal system, which allowed people more economic freedom and allowed possible the early growth of capitalism. The fusion of economic and political liberalism has produced a powerful doctrine that has influenced governments ever since. However before CL had fully matured, it was preceded by two opposing movement: Natural rights and utilitarianism. Natural Rights ============== This doctrine, developed by Thomas Hobbs and John Locke in the 16th and 17th century is fairly famous due to Hobbs unflatteringly described 'state of nature' which states without a rule of a sovereign body then society becomes a 'warà ¢Ã¢â€š ¬Ã‚ ¦of every man against every man' which leaves life 'solitary, poor, nasty, brutish and short'. It was argued by both that each man is born with certain rights, which are natural and cannot be denied to him by others. This includes the rights to life, liberty and to avoid pain. In order to protect these rights, man must also consent to accept control from a sovereign in order to protect these rights and if this is not accepted, they will be limited. (This could also be confused by description, as aut... ...re with the natural state of society with providing local services such as welfare and education that according to Spencer was tampering with the processes of nature. Samuel Smiles, a follower of Spencer, took this further and actually campaigned against welfare provision as it's up to individuals to make the best of their own lives according to their abilities without relying on others. Summary of Classical Liberal Ideas  · The most basic value that must be preserved in society is individual liberty  · The free working of the economic system is vital in maximising prosperity  · The state should play a minimal role in society  · Inequality is natural. Creating greater equality is an interference with nature  · On the whole, individuals are responsible for themselves and their own welfare

My Career Essay -- Personal Narrative Careers Essays

My Career I do not know that anyone chooses a career in life. It seems that fate or certain outside forces influences the decisions you make in life. These forces change your life from one career to the next until you end up in your retirement years looking back on your life thinking of the â€Å"what ifs." I guess I have to open the topic of my paper â€Å"My Career† with me in my teens because my life has turned direction several times since then. Originally I had my heart set on a football career. I was fairly good at it playing both offensive and defensive positions. Unfortunately the outside sources that changed my budding career involved a tractor on my Uncle’s farm one summer in my junior year. The tractor won and I lost some movement in my knee for about three years. Needless to say my career was over. A few years later I entered college and found a desire to become an oceanographer. I have always lived near the water and interested in the ocean, the life under it, and the secrets it holds. If I remember correctly the outside force that ended this career was my own failure in following some strict study habits. Woods Hole Oceanographic Institute informed me that they accepted only 3.0 grade point average and above. Another outside force at this time was t he draft and the Viet Nam War. I ended up entering the Navy and was sure that I had found the career of my lifetime. I had finally found a career where I excelled. I was happy, enjoyed the professionalism, the freedom and authority that I possessed. This new career fit well with my character and what I wanted to do with my life. I trained people, helped them, watched them succeed and grow. What more could I ask for, the military had a certain form of excitement not shared by any other profession in the world. The places I traveled if duplicated would take a lifetime of trying, the experience, the honor of serving my country, all with an adequate wage scale. The outside forces that ended this career path in the Navy would fill a volume. To keep this long story in perspective and within the confines of this assignment, it is easier to conclude that the Navy became a job and not an adventure. Three crashes, a divorce, and plethora of other smaller forces led to the decision to retire prematurely from the military and return to my home in Syracuse, New York where my family was. ... ...od compensation package. The Readers Digest version of my careers in only a few pages. The final chapter is not written yet and is still to come. Check for it in your grocery stores. I enjoy helping people, training them to realize their dreams and successes. However, there is a price for this knowledge. Paid to support my family in a life style that they feel is comfortable. I guess that as I have gotten older, my need for speed, excitement, and adventure as a driving force within my career has been replaced. My outside driving force is my family, my need to help them survive. My career rewards themselves spent on my family’s education, marriages, and for my own retirement with my spouse. Am I happy with my own life and with the career paths I have been fortunate to see and succeed with? Yes! Would I do anything differently? Yes! If I did, would I be blessed with the wife and children that I presently have? I do not know. I do know that my career has been my life, the people I have helped along the way. My payment has been small, with the survival of my family. This fact I would not change for anything. Fate has been a mystical force in my life, and I thank it. My Career Essay -- Personal Narrative Careers Essays My Career I do not know that anyone chooses a career in life. It seems that fate or certain outside forces influences the decisions you make in life. These forces change your life from one career to the next until you end up in your retirement years looking back on your life thinking of the â€Å"what ifs." I guess I have to open the topic of my paper â€Å"My Career† with me in my teens because my life has turned direction several times since then. Originally I had my heart set on a football career. I was fairly good at it playing both offensive and defensive positions. Unfortunately the outside sources that changed my budding career involved a tractor on my Uncle’s farm one summer in my junior year. The tractor won and I lost some movement in my knee for about three years. Needless to say my career was over. A few years later I entered college and found a desire to become an oceanographer. I have always lived near the water and interested in the ocean, the life under it, and the secrets it holds. If I remember correctly the outside force that ended this career was my own failure in following some strict study habits. Woods Hole Oceanographic Institute informed me that they accepted only 3.0 grade point average and above. Another outside force at this time was t he draft and the Viet Nam War. I ended up entering the Navy and was sure that I had found the career of my lifetime. I had finally found a career where I excelled. I was happy, enjoyed the professionalism, the freedom and authority that I possessed. This new career fit well with my character and what I wanted to do with my life. I trained people, helped them, watched them succeed and grow. What more could I ask for, the military had a certain form of excitement not shared by any other profession in the world. The places I traveled if duplicated would take a lifetime of trying, the experience, the honor of serving my country, all with an adequate wage scale. The outside forces that ended this career path in the Navy would fill a volume. To keep this long story in perspective and within the confines of this assignment, it is easier to conclude that the Navy became a job and not an adventure. Three crashes, a divorce, and plethora of other smaller forces led to the decision to retire prematurely from the military and return to my home in Syracuse, New York where my family was. ... ...od compensation package. The Readers Digest version of my careers in only a few pages. The final chapter is not written yet and is still to come. Check for it in your grocery stores. I enjoy helping people, training them to realize their dreams and successes. However, there is a price for this knowledge. Paid to support my family in a life style that they feel is comfortable. I guess that as I have gotten older, my need for speed, excitement, and adventure as a driving force within my career has been replaced. My outside driving force is my family, my need to help them survive. My career rewards themselves spent on my family’s education, marriages, and for my own retirement with my spouse. Am I happy with my own life and with the career paths I have been fortunate to see and succeed with? Yes! Would I do anything differently? Yes! If I did, would I be blessed with the wife and children that I presently have? I do not know. I do know that my career has been my life, the people I have helped along the way. My payment has been small, with the survival of my family. This fact I would not change for anything. Fate has been a mystical force in my life, and I thank it.

How the Castillo and Mother Church Work Urbanistically :: Mexican Cities Churches Architecture Essays

How the Castillo and Mother Church Work Urbanistically   Ã‚  Ã‚  Ã‚  Ã‚  The role of the city is to be the center of economic, political, and cultural movement. Cities have a dense population compared to the area, so careful planning must go into its development. In the U.S. alone, 55% of the population lives in cities with more than 1,000,000 people, 78% in cities with more than 100,000, and less that 3% live in agricultural areas (Angotti, Tomas. 1993). Since it is so crucial for a city with countless numbers of inhabitants to work properly, there has to be certain building types to facilitate the lives of the people. One of the most important building types is the temple. Temples through out time usually work very similarly urbanistically in the sense that they are centers of religious practice and located in key areas. A temple is a symbol of the culture; it represents the people’s beliefs and how devoted they are to them. Temples have usually been elaborate and large scale; examples of this include the Temple of Kukulkà ¡n in Chichà ©n Itzà ¡, Mexico, and the Mother Church in Boston, Massachusetts. The Temple of Kukulkà ¡n and the Mother Church in Boston are strikingly similar in many ways, including architecturally and how they are used by the people of the city.   Ã‚  Ã‚  Ã‚  Ã‚  Chichà ©n Itzà ¡ was once one of the most powerful kingdoms of pre-Columbian America. In the time between the end of the Classic and beginning of Post-Classic period of Mayan history, around 800c.e. to 1100c.e, it was an important city for local politics, religion, and trade and was crucial to the Mesoamerican social structure. Since this city was so constantly populated, it had to be intricately designed. In order for this complex city to work, careful planning and organization had to go into the urban development in order to make this culturally diverse society.   Ã‚  Ã‚  Ã‚  Ã‚  The history of Chichà ©n Itzà ¡ is quite unique when compared to other Mayan cities. Its architectural influences come from two different sources. Chichà ©n Itzà ¡ began in the Middle to Late Classic period when some of its Puuc and early Maya structures were built. The Puuc architectural style came from the hilly region west of Chichà ©n Itzà ¡, and consisted of buildings with different proportions and construction than the future buildings in the north of Chichà ©n Itzà ¡. Puuc buildings have rubble-filled concrete walls faced by a thin veneer of dressed stone. The exterior walls have plain lower facades supporting upper facades decorated with religious masks and geometric designs.

Duty of Care

1. 1 What it means to have a duty of care in own work setting. Duty of care is the â€Å"fundamental obligation that anyone working in child care, whatever the type of service and whatever their role, is to keep children safe†. (Marilyn Hopkins LLB, Dip. Ed.. (March 2006). DUTY OF CARE. This will involve giving appropriate attention in particular tasks to ensure no one is harmed, watching out for potential hazards i. e. risk assessments preventing mistakes or accidents and making wise choices about steps undertaken in a role. A duty of care should also extend to parents, as they expect practitioners to use their knowledge and expertise to care for children properly. The Early Years Foundation Stage (EYFS) framework provides assurance to parents and carers that early years providers will keep their children safe and help the children to thrive. The overall aim of the EYFS is to help the children achieve the five Every Child Matters outcomes, * Staying Safe. * Being healthy * Enjoying and Achieving * Making a positive contribution Achieving economic wellbeing By applying to all settings in the early years sector, improving quality and consistency through a universal set of standards. ` It is a legal responsibility from September 2008 that these providers ensure their provisions meet the learning and development requirements and complies with welfare regulations, as required by section 40 of the childcare Act 2006’ (Meggit. C (et al), 2011, pg. 41) 1. 2 Explain how duty of care contributes to the safe guarding or protection of Individuals Duty of care contributes to the safeguarding or protection of the individual child by having a number of policies and procedures to follow ensuring that a child’s health and safety is paramount. This is done by daily checks, risk assessments, fire drills so children are aware of where to go and what do to. Promises are in place to ensure the child has boundaries of what is acceptable behaviour. Each child has a progress plan to make sure that all individual needs are met. The guidance from the Every Child Matters Framework reminds us that: ‘as those who come into contact with children and families in their everyday work, including practitioners who do not have specific role in relation to safeguarding children, have a duty to safeguard and promote the welfare of children’. (Meggit C. page 41) The general welfare requirements for safeguarding and promoting children’s welfare as set out by the EYFS are: * Providers must take necessary steps to safeguard and promote the welfare of children. Providers must promote good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. * Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. * Ensure that adults looking after children, or having unsupervised access to them, are suitable to do so Bibliography :  http://www. rch. org. au/emplibrary/ecconnections/CCH_Vol9_No1_March2006. pdf 19/11/2011 Meggitt. C, (et al), 2011, Children and Young People’s Workforce Hodder Education, London Duty of Care ASG 1 Unit 054 Task A Provide a brief written explanation of the following: 1. What duty of care means in children and young people’s settings. Duty of care in childcare settings means to keep children and young people safe, protecting them not only from physical harm but also from neglect, emotional and sexual harm and abuse. It is guarding the rights of the child in your care, as they have the right to be independent and to be treated with respect and dignity.This also includes respecting their rights, cultural beliefs and values of their parents and families. 2. How the duty of care contributes to the safeguarding or protection of individuals. Whether it is physical or psychological safeguarding, babies and toddlers under the age of 3 years are almost fully dependent on their parent/carer to keep them safe from any harm.In a childcare setting, there are many ways in which the childcare workers will help to safeguard the children in their care, such as:- Carrying out risk as sessments and taking precautions to avoid any potential hazards Carrying out observations on each child and keeping check on their development Being aware of the signs that a child may be experiencing abuse by others, and following procedures if it is suspected And; Setting out clear boundaries for the children’s behaviour and using different ways of discouraging behaviour that could harm others, in relation to their age and stage of development.Task B Fill in the table below with three examples of conflicts or dilemmas that may arise between an individual and the duty of care. Example of potential conflict or dilemma| How to manage the risk| Where to get additional support and advice| Outside play equipment is wet | Make sure that all outdoor play equipment is dried thoroughly by an adult, before the children are allowed to use it. | The EYFS framework states that children should be allowed to play outside every day. | A child is refusing food at mealtimes| Record the inform ation so that parents are made aware. Talk to parents so that they are aware, and ask if the child has any likes or dislikes. | Broken toys| The toys should be taken out of reach of the children, and either repaired or disposed of. | | Task C Provide a brief written explanation of the following: 1. The main points of agreed procedures for handling complaints in children and young people’s settings. Parents are able to talk to any member of staff they want to when they are dropping off or collecting their child from nursery. If they have any questions or complaints, they can also telephone the nursery at any time during the day.If they need a formal meeting about their child, this can be arranged between the parent and their child’s key person. 2. How you would respond to a complaint. I would start off by maintaining my professionalism and making sure that the complaint is not ignored. I would then listen to the complaint that the parent has, and decide whether it can b e sorted there and then, or if they will need to speak to a senior member of staff or the nursery manager if it a more serious complaint I would make sure they do so as soon as the complaint arises.If it is not a very serious complaint, it might be that my colleagues and I could sort it out, providing that the parent has consulted us in the first instance. References: http://www. studymode. com/subjects/main-points-of-agreed-procedures-for-handling-complaints-in-childrens-settings-page1. html http://www. studymode. com/essays/Example-Of-Potential-Conflict-Or-Dilemma-920003. html Duty of Care Task 1 1. 1 What it means to have a duty of care in your work rol? Duty of care can be defined as â€Å"an obligation, recognised by law, to avoid conduct fraught with unreasonable risk of danger to others†. Every teacher and school authority owes a duty of care to take reasonable care to ensure that their acts or omissions do not cause reasonably foreseeable injury to their pupils. („The Law Handbook†. ) A duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard of reasonable care while performing any acts that could foreseeable harm others.In general, a practitioner owes to each of his children whilst under his control and supervision a duty to take reasonable care for the safety of the children. This involves attention, watching out for anything that can go wrong, prevention and making wise choices about steps taken in a role. Frequently, if a duty of care is not met in a role that requires it, then the responsible per son can be held accountable for allowing negligence to occur. Duty of care is the â€Å"fundamental obligation that anyone working in child care, whatever the type of service and whatever their role, is to keep children safe†. Marilyn Hopkins LLB, Dip. Ed.. (March 2006). DUTY OF CARE My duty is to create a safe, happy, positive, stimulating, multicultural learning environment in which children can be cared for. This will involve giving appropriate attention in particular tasks to ensure no one is harmed, watching out for potential hazards i. e. risk assessments preventing mistakes or accidents and making wise choices about steps undertaken in a role. To ensure that toys and equipment are maintained, clean and safe to play with or use. To keep a daily register, first aid box and other relevant records as required.A duty of care should also extend to parents, as they expect practitioners to use their knowledge and expertise to care for children properly. The Early Years Foundat ion Stage (EYFS) framework provides assurance to parents and carers that early years providers will keep their children safe and help the children to thrive. 1. 2 How duty of care contributes to the safeguarding or protection of individuals Duty of care contributes to safeguarding, meaning that we plan out a detailed risk assessment to make sure the wellbeing of the babies, children and young people are safe in what they’re doing.If we work in nursery or school as a child care worker then this is our main responsibility to provide a safe and healthy environment for children . Give children care and support. Ensure they are enjoying school. When we do an activity or before starting an activity we have to check that the place is hazard free . Duty of care contributes to the safeguarding or protection of the individual child by having a number of policies and procedures to follow ensuring that a child’s health and safety is paramount. This is done by daily checks, risk as sessments, fire drills so children are aware of where to go and what do to. „Five principles for implementing duty of care†) Duty of care comes under safeguarding, this includes steps we must take to make sure the children feel safe and secure and protected from neglect or abuse. So they stay safe and healthy. In my role I have a duty of care to raise any concerns I may have about any aspect of my work. These can range from inadequate working conditions, poor equipment, poor practice by other staff; to raising concerns about potential abuse cases and situations of neglect. Tak 2 2. 1 Potencial conflicts or dilemas between the duty of care and an individual’s rights.In situations where there is a conflict of interest or a dilemma between an individual’s rights and my duty of care, it is best practice to make sure the individual is aware of the consequences of their choice and that they have the mental capacity to understand the risks involved in their choice . It is their right as an individual to be able to make informed choices about their own lives. („Recognizing achivment† – OCR) Conflicts and Dilemmas that may arise between the duty of care and individuals rights could be staff having a difference of opinion over a child†¦Another dilemma would be knowing when to break confidentiality and share information. If you have any concerns about a child or feel they are at risk you need to share them and report it, it is always better to be safe than sorry. Example of potential conflict or dilemma in the setting: A child refuses to eat their lunch at the nursery. How to manage this situation? Fruit is available all day and the fact that they haven’t eaten is recorded to ensure parents are made aware. Where to get additional support and advice? I would consult with the childs parents for advice on likes and dislikes, and strategies which would help at mealtimes. . 2 – How to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care. It is the right of every individual in our care to make choices and take risks. It is our role to assist them in making those choices and reducing the risks without compromising their rights. An individual may be restricted if his or her behaviour presents a serious risk of harm to his or herself or to other people. (Principles to implementing duty of care). The duty of care could conflict with children’s rights to have experiences wich facilitate their development and learning.An element of challenge and risk taking in children’s play, is essential in enabling children to learn how to predict and avoid dangerous situations. (Children and Young People’s Workforce –Level 3 diploma)As a carer I have a duty of care to that individual and must do everything in my power to keep them safe, whilst at the same time respecting the individual’s right and choice. It is important to allowing children explore with guidance, making children aware of potential hazards and dangers, allowing children to acquire life skills through learning how to cope with risky situations†¦ . 3 Explain where to get the additional support and advice about conflicts and dilemmas. Support and advice could be obtained from: * our manager or headteacher or lead, supervisor, committee chairperson, SENCO * our setting's paperwork – policies, procedures, contract, publications, framework pages, laws * our colleagues * Where appropriate the settings parent partnership * Advisory teacher services * Local safeguarding teams * Local children and information services – early years development officers * Local health visitor * Local behavioural support team Child protection team * Other professional service providers: speech therapy, fire safety, police, life guard†¦ Task 3 3. 1 Write o description of how to respond to complaints. Complaints should never be ignored. P arents have responsabilities to ensure their children’s welfar and to complain if they feel that a setting is not exercising sufficient duty of care. Complaints should be handled in ways wich are guided by a preplanned procedure, to ensure that families rights are properly supported. (Children and Young People Workforce) Responding to complaints includes: A timeframe – private place to discus, have a cup of cofee, being respectful, listen carefuly and make notes†¦ record the informations – A verbal response – give some additional information, or an explanation of our setting’s procedures – A mutally agreed time – place for a meeting. Agree together any actions that need to be carried out. – A written response if it’s nedeed. – accessing the Complaints Policy – Follow up – where if the matter remains unresolved the complaint needs to be put into writing for a higher authority's awareness.  œ final meeting confidentiality is also very important. It is important that our nursery runs smoothly and that parents and us staff work together in benefit for the children. In event of complaints from either staff or parents every effort will be made to respond quickly and appropriately and the following procedures will be followed. When a complain is made to a member of staff, we would have to inform our nursery manager as soon as possible. If any parents or carers consider that their concerns have not been satisfactory resolved they might want to write a letter to head of operations.Written complains will be recorded and dated in the nursery’s complaint book. We all know that parents have the right to make direct contact with office for standards of education (Ofsted) about any complaint made. 3. 2 The main points of agreed proceedures for handling complaints A complaints procedure sets out a plan of actions that ensure the complainant knows what to expect and reassures the practitioner/carer that they're following a series of steps that can be considered as complying with legal requirements or ensuring best practice.There may be both formal and informal options. Main points of agreed procedures for handling complaints include: -A complaint is a ‘complaint’ – not ‘feedback’ or ‘comments’ -The complaind handaling procedure (CHP) should be easily found in the service provider’s public information -The CHP should be presented online and offline and in formats that recognise the varying needs of service users -Details of where to complain, who will deal with the complaint and how long it will take should be made clear. Guidance on a Model Complaints Handling Procedures). 1 – the Complaints policy is a recorded and documented procedure that is available 2 – the complainant is listened to and respected 3 – the Complaints Policy is time-based and the complaint is dealt with in a doc umented time-frame. 4 – complaints are normally dealt with by nominated members of staff 5 the procedure is clear Duty of Care 1. 1 What it means to have a duty of care in own work setting. Duty of care is the â€Å"fundamental obligation that anyone working in child care, whatever the type of service and whatever their role, is to keep children safe†. (Marilyn Hopkins LLB, Dip. Ed.. (March 2006). DUTY OF CARE. This will involve giving appropriate attention in particular tasks to ensure no one is harmed, watching out for potential hazards i. e. risk assessments preventing mistakes or accidents and making wise choices about steps undertaken in a role. A duty of care should also extend to parents, as they expect practitioners to use their knowledge and expertise to care for children properly. The Early Years Foundation Stage (EYFS) framework provides assurance to parents and carers that early years providers will keep their children safe and help the children to thrive. The overall aim of the EYFS is to help the children achieve the five Every Child Matters outcomes, * Staying Safe. * Being healthy * Enjoying and Achieving * Making a positive contribution Achieving economic wellbeing By applying to all settings in the early years sector, improving quality and consistency through a universal set of standards. ` It is a legal responsibility from September 2008 that these providers ensure their provisions meet the learning and development requirements and complies with welfare regulations, as required by section 40 of the childcare Act 2006’ (Meggit. C (et al), 2011, pg. 41) 1. 2 Explain how duty of care contributes to the safe guarding or protection of Individuals Duty of care contributes to the safeguarding or protection of the individual child by having a number of policies and procedures to follow ensuring that a child’s health and safety is paramount. This is done by daily checks, risk assessments, fire drills so children are aware of where to go and what do to. Promises are in place to ensure the child has boundaries of what is acceptable behaviour. Each child has a progress plan to make sure that all individual needs are met. The guidance from the Every Child Matters Framework reminds us that: ‘as those who come into contact with children and families in their everyday work, including practitioners who do not have specific role in relation to safeguarding children, have a duty to safeguard and promote the welfare of children’. (Meggit C. page 41) The general welfare requirements for safeguarding and promoting children’s welfare as set out by the EYFS are: * Providers must take necessary steps to safeguard and promote the welfare of children. Providers must promote good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. * Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. * Ensure that adults looking after children, or having unsupervised access to them, are suitable to do so Bibliography :  http://www. rch. org. au/emplibrary/ecconnections/CCH_Vol9_No1_March2006. pdf 19/11/2011 Meggitt. C, (et al), 2011, Children and Young People’s Workforce Hodder Education, London Duty of Care 1. 1 What it means to have a duty of care in own work setting. Duty of care is the â€Å"fundamental obligation that anyone working in child care, whatever the type of service and whatever their role, is to keep children safe†. (Marilyn Hopkins LLB, Dip. Ed.. (March 2006). DUTY OF CARE. This will involve giving appropriate attention in particular tasks to ensure no one is harmed, watching out for potential hazards i. e. risk assessments preventing mistakes or accidents and making wise choices about steps undertaken in a role. A duty of care should also extend to parents, as they expect practitioners to use their knowledge and expertise to care for children properly. The Early Years Foundation Stage (EYFS) framework provides assurance to parents and carers that early years providers will keep their children safe and help the children to thrive. The overall aim of the EYFS is to help the children achieve the five Every Child Matters outcomes, * Staying Safe. * Being healthy * Enjoying and Achieving * Making a positive contribution Achieving economic wellbeing By applying to all settings in the early years sector, improving quality and consistency through a universal set of standards. ` It is a legal responsibility from September 2008 that these providers ensure their provisions meet the learning and development requirements and complies with welfare regulations, as required by section 40 of the childcare Act 2006’ (Meggit. C (et al), 2011, pg. 41) 1. 2 Explain how duty of care contributes to the safe guarding or protection of Individuals Duty of care contributes to the safeguarding or protection of the individual child by having a number of policies and procedures to follow ensuring that a child’s health and safety is paramount. This is done by daily checks, risk assessments, fire drills so children are aware of where to go and what do to. Promises are in place to ensure the child has boundaries of what is acceptable behaviour. Each child has a progress plan to make sure that all individual needs are met. The guidance from the Every Child Matters Framework reminds us that: ‘as those who come into contact with children and families in their everyday work, including practitioners who do not have specific role in relation to safeguarding children, have a duty to safeguard and promote the welfare of children’. (Meggit C. page 41) The general welfare requirements for safeguarding and promoting children’s welfare as set out by the EYFS are: * Providers must take necessary steps to safeguard and promote the welfare of children. Providers must promote good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. * Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. * Ensure that adults looking after children, or having unsupervised access to them, are suitable to do so Bibliography :  http://www. rch. org. au/emplibrary/ecconnections/CCH_Vol9_No1_March2006. pdf 19/11/2011 Meggitt. C, (et al), 2011, Children and Young People’s Workforce Hodder Education, London

The Historical Biography of Martin Luther

It is obviously important to note that cab bet has evolved and that the issues of the sixteenth hundred although dictated by time be not in all that different than what our schools face today. in that location whitethorn not provoke been a musical interval of church service service and severalize simply thither was a need for nurtureal re resileation. It is sometimes forgotten that the Reformation was as real practically concerned with school as it was with church and home.Appreciating the role of instruction in directing church and ships company back to the consultation of the Christian faith, the reformers were committed to the schooling of the schoolboyish. (Faber, 1998) There is no doubt that Martin Luther appreciated the integrated approach of schools since unity of his first formal acts as a reformer was an endeavor to convert existing monasteries schools. For Luther, of course, education was grounded in the study of Scripture, a study that was to sedu ce move both within homes and schools. move by the First Amendment to separation of church and state and to freedom of spiritual expression, pluralistic America of the twenty- first vitamin C is precise different from Luthers Germ all of the sixteenth century. (Harran, 2004) umteen of the underlying nates of the novel semipublic schools dodges almost the world owe a great deal to the sixteenth century Reformation and Martin Luther. In home, school, church, and community, fostering that sensation and understanding is the purpose of education and the tariff of educators. No challenge is ofttimes urgent than empowering young people courageously to metre into the stream of human events, refusing to stand upon the edge as bystanders. (Harran, 2004)Who better to use as a apprentice for this particular hold. I believe that Martin Luther would agree with the notion that our graduates should not barely bemuse a entrust for quislingism, but should in addition strive t o bob up the bonds within a schools collaborative learning environment. Luther lived in a time where exactly the fuddled or come up connected sufferd an education. This clear up isolationism went against the philosophies of today where diversity and interdependent kindly cultures strive to exist.In opposition to those who saw education as the privilege of solely a few, Luther argued vociferously for compulsory education for all, recognizing the value of each individual before God. In an age in which still a few could afford to visualize school and women received little if any education, Luther eloquently argued for expanding educational opportunities. (Harran, 2004) Luther believed that a lingual universal educational opportunity offered more(prenominal) to society and that mass education would be more advantageous because of the fact that it offered more collaborative opportunities.In the words of Martin Luther, My dear sirs, if we give to spend such large sums ei ther year on guns, roads, bridges, dams and countless identical items to insure the temporal peace and prosperity of a city, why should not much more be devoted to the short(p) neglected youth? (Harran, 2004) Luther believed that society would benefit if more individuals were given the opportunity to remedy themselves and he also seemed to understand that this cover should include more collaborative educational methods.I also agree with the root of collaborative educational methods and goals. I also believe that as teachers, we should promote the nous of students working(a) together so they stooge learn from peerless anformer(a) and at the same time extend their willingness and capacity to interact and learning outside of the schoolroom. at onces kids need PDAs and other technology just to financial backing up with their own and friends busy schedules. Between commuting, extra curricular activities and homework, students may find that it is hard to orchestrate with t heir peers.That is why we as teachers essential stool scenarios that promote togetherness through properly applying var.room desktops, the use of technology and sound intend to eliminate the barriers of collaboration. It is a teachers responsibility to constitute an atmosphere that provides a comfortable setting for contribution by all, enable collaboration without regard to time or place and to help students learn from each other no matter what their diverse backgrounds mogul be. Luther was an advocate of a well conceived educational surgical procedure.Writing in times off the beaten track(predicate) different than ours, Luther underscored the importance of a course of instruction that truly engages young people and that inspires them to a genuine love of learning in all its many forms. (Harran, 2004) This atmosphere basis only occur if the teachers and administrative entities condescend particular self-importance- contemplation by the teachers. Teachers provide only provide curriculums that engage if they themselves are up to date in their personal reflections and educations.I also agree with the fact that self awareness, master development and personal transaction by teachers are areas that are full of life to the success of the entire educational process. lord development for example fuel be considered important in the realm of critical self-reflection because it is a vital piece of the tenet puzzle. Teachers who evaluate their needs and performance muckle use professional development opportunities to closure current with the rising or on hand(predicate) practices in teaching, learning and presentation.Consider that a large number of math teachers simply place far too much influence and credence on outdated text books and techniques. Even while educators work to reduce the dominance of text-based learning in mathematics classrooms, publishers and teachers need to explore new modes of publication that will enable near innovative ideas to enter expeditiously into characteristic classroom practice. (National Research Council 1989, p. 67) Self reflection will provide opportunities to change.Martin Luther and his reformers were the most fond conscious individuals of their time. The reformations that he promoted were basically fond justice reformations. Luther believed that the existing class system was not fair and that all classes should receive the opportunity for an education. Not only would the state benefit from a reformed education, but also and especially the church. (Faber, 1998) In the sixteenth century, those who could not read or pull through were forced to learn their religious scriptures form the religiously factions thus putting the slimy and uneducated at a plain disadvantage.Luther promoted that all individuals be educated and thusly eliminate those kindly injustices. Similar to the unjust class separation of Luthers times, I believe we must address the social injustices of our times . Schools in the United States face a multiplicity of challenges, from gaining adequate funds to hiring qualified and dedicated teachers to meeting the ever-increasing obligations of state-mandated testing to find policy about such conglomerate issues as bi-lingual education. (Harran, 2004)We today face the tuberosity of having schools in scant(p) urban areas that encounter no books, are literally unsafe, have no clean running pissing and certainly few to no smashing teachers while less than a cubic centimeter obliterate at that place could be an abounding school with a plethora of extras and well manicured lawns. Social justice always boils down to the haves and the have nots. Consider the specialization with the technology have line today. Schools that can afford new technology have it in abundance and every barbarian has access to the internet and other educational tools. except, in our urban communities on that point are whole high schools that may only have five or six computers and those are for administrative applications. Today we are more adept at working with the special needs of race, ethnicity, class, cultural and linguistic diversity, worship, gender, sexuality and special needs. In Martin Luthers sixteenth century, diversity was focused more on the differences surrounded by robust and poor and religious preference was a one way street. So when he wrote or worked to reform the system, he was trying to contain those who were considered to be the minorities of their time.Yet, whether the differences were color or religion is not relevant. The key is that there was a need for reform with the existing process just like we have a need for change in our modern day educational process. The need for educational reform was urgent at the begin of the sixteenth century. At that time there existed no school system as such, and teaching was often limited to the children of wealthy merchants and city rulers. In many places the popish Cathol ic church supervised the readiness of the youth in monasteries, cloisters, and other church-run institutions.But these were falling into disrepute and disrepair, as the humankind reacted against the corruption and abuses among the clergy. (Faber, 1998) Today, research covering the set up of diversity in the classroom fork up how and why effective teaching can be linked to the ability of instructors to make up diversity into their classrooms. These studies repeatedly show that there is a direct correlation between a childs bearing towards his or her race and ethnic radical and other cultural groups from as proterozoic as the preschool years.In other words, young children develop their stereotypes in the classroom or in the home environment at very aboriginal ages. Teachers can indeed help reduce or hopefully even eliminate negative stereotypes by being diversity conscious themselves. by the use of culturally sensitive class initiatives for example, teachers have an opportu nity to establish more positive examples for their students. Researchers agree that new models of professional development are needed, and that such models must include a focus on the development of local cultures of interest if they are to be sustainable. (Swan, Vargas, & Holmes, 2004)In conclusion, this paper was on Martin Luther and also my interpretations of his views on the treatise of scholarship and education. From Luthers point of view, this underwrite attempted to fancy possible reforms in the area of curriculum. The report was formatted in the form of an action blueprint that articulated my personal philosophies of teaching and set with Martin Luther as my selected scholar.Issues addressed were the educational and abstract frameworks of collaboration, social justice, diversity and critical self-reflection. on the face of it Martin Luther appreciated the structured approach of schools since one of his first official acts as a reformer was to convert existing monasteri es into schools. This may even be the underlying foundation of all modern public schools systems around the world. Who could be a better scholar for this particular project. There is no denying the long gap between the sixteenth century and the twenty- first.Luthers Germany was overwhelmingly Christian he could look to the state to further the order of business of Christian education, although he insisted that the responsibility for education was not solely, or even primarily, the responsibility of government. We live in a very different world from that of Luther. The United States is rich in cultural and religious diversity, and, from an early age, children experience that diversity and multiplicity of religious traditions and values in school and community. (Harran, 2004)