How was Nazi Concentration Camp worser than Soviet Concentration Camps Movie Review

How was Nazi Concentration Camp worser than Soviet Concentration Camps - Movie Review Example They killed millions of people for political gains. In the end, it all boils down to quality vs. quantity. Under which regime did more people died? Vs. which regime killed more brutally? The popular perception is that perhaps Stalin regime probably killed far more people than the Nazis. But records from relevant sources (scholars from Poland, Israel and Germany) show that Stalin regime killed far less people than Nazis. The Nazi regime focused their attention on one race. Holocaust was targeted towards Jews and the majority of them were tortured to death or died from starvation. Stalin regime did kill millions of people in Gulag but these numbers are far less than Nazi killings. There is a certain reason as to why the Holocaust is considered far worse than the crimes committed by the Stalin. Labeling an entire race of people as ‘outcasts’ is more brutal than finding political excuses to take people’s lives. People who suffered under Stalin regime probably could have found an excuse to spare their lives by paying strict taxes but Jews had no chance under Hitler’s rein. They were either supposed to flea of die. It is sad and satirical to count dead bodies and claim a winner in this debate. Numbers of killings doesn’t matter. It’s about human lives and tragedy that was hammered down upon people living in both countries. Some people say that the number in Stalin camps were far more than the people at Nazi concentration camp. But when a loved one is lost, it is only the family that actually suffers and knows how much it hurts. For instance the argument about the number of people who were murder at Treblinka; whether they were 780,862 or 780,863 doesn’t make much sense. It is a huge number and the tragedy doesn’t subside by thinking that it is a huge number. The individual life matters and there is no truth beyond that. All these people were humans and they left loved ones to mourn their death. Nazis killed much more people than

The Novelty of Whole Foods Market Essay Example | Topics and Well Written Essays - 500 words

The Novelty of Whole Foods Market - Essay Example The Net Income was $203.8 million and the annual growth was 49.5%. It employs 39,500 people worldwide and is free of unions. (Hoovers). This is a result of its clear Management Strategies. Â  Determining the strategic drivers of the company is the primary task of top management. This mission is aided by PEST and SWOT Analysis. With this assessment, objectives are set. This involves the formulation of Vision Statements, Mission Statements, Corporate Objectives, Strategic Business Units, and Tactical Objectives. These objectives suggest a strategic plan. The plan provides the details of how to achieve these objectives. Once the plan is formulated it needs to be implemented. The implementation process must be detailed to the minutest degree as this is the crux of the whole strategy. (Thompson Arthur A.,) Â  WFM’s mission statement has been spelled out as the stakeholder philosophy. For them it is customers first, then the team members, balanced with what’s good for other stakeholders, such as shareholders, vendors, the community, and the environment. (Corporate Board Member, January/February 2007). These are the core values of the company that has been followed with exceptional zeal throughout their corporate history. It must be said that the leadership has played a vital role in this outcome. Â  The Chairman and CEO John P. Mackey was named the 2003 Overall National Ernst & Young Entrepreneur of the Year. This a tribute to his overall commitment that has keyed up the whole company for almost three decades. His handling of delicate issues like the confrontation with Michael Pollan, author of The Omnivores Dilemma, both in person and through his blogs, (Mackey. John), and his statement on Conscious Capitalism has gone down well with both the customers as well as Wall Street. He has stated that conscious capitalism is in harmony with all interest and each stakeholder, be it the customer, worker or shareholder.

Comparison Thoughts Essay Example | Topics and Well Written Essays - 500 words

Comparison Thoughts - Essay Example CONTEST is the UK government’s strategy for responding to the threat of terrorism. Basically, the strategy focuses on countering the aspirations of terrorists in using â€Å"chemical, biological, radiological, and nuclear weapons (CRBN)†. According to The Home Office (2010), CONTEST works with the 4Ps strategy which involves preventing, pursuing, protecting, and preparing for terrorist attacks. Essentially, the strategy aims at preventing people from becoming terrorists and extremists, pursuing and stopping people with terrorist intentions, protecting people from terrorist attacks, and preparing for actions to be taken in case of an attack. In the United States, the Chemical and Biological Defense Program (CBDP) under the Department of Defense is the organ charged with countering CRBN attacks. According to Department of Defense (2013) the principle focus of the CBDP is on preventing, protecting, mitigating, responding, and recovering from CBRN threats. The key strategies are to equip the war fighter with necessary preventive and protective skills, counter imminent threats, and maintain infrastructure for countering these threats. However, unlike CONTENT, the CBDP focuses most of its efforts on protecting the war fighter and then the nation, while the former focuses on the protection of the civilians (Department of Defense, 2013). In this sense, the CBDP should try and emulate CONTENT and focus more on civilians’ safety. In order to succeed in the 4Ps strategy, CONTEST collects current intelligence on probable attacks and assesses the level of terrorism risk and the vulnerability of the country to such attacks. The intelligence collected also helps CONTEST in tracking down terrorist organizations and their intentions to use CRBN materials on people. Consequently, security agencies pursue and neutralize such threats. In the United States, the CBDP uses bio-surveillance to collect data

English Premier League and their Asian focus Essay Example for Free

English Premier League and their Asian focus Essay Club football is now truly globalised. Clubs are no more small community based which are known in that locality, they are now huge organisations owned by the richest businessmen’s of the world. The transfer spend of each club is increasing at a mind boggling pace. Every year clubs are breaking their transfer record fees. The increase in this expenditure has led to clubs being debt laden, with some of the biggest clubs in the world having debts which in normal business prudence would be suicidal. Thus the need for new revenue streams. Thus English premier league clubs set out all over the world to find out new revenue streams, and thus they found and fell in love with Asia. Asia is unique because though they themselves fare poorly in FIFA rankings and have rarely ruled the football world, their passion for football is second to none. In fact there are more followers and fans of English premier league football clubs in Asia than in England. The high growth rate in Asian countries has also resulted in people desiring for more. Thus in certain parts of South East Asia, weekends means EPL and Beer. But Why EPL Why not Serie A, Bundesliga or the la liga The reasons are many. While now La liga biggies Real Madrid and Barcelona have equal presence in Asian market, but still as a whole there is more EPL presence. First is Tv rights and Tv timing. The match timings in Asian countries are rarely real late nights or early mornings. The match timings are convenient. Though mostly it is the English premier league clubs and Football association’s ability to get into the Asian market early. Now every year during the season break in England there is a tournament called the premier league Asia trophy. In 2013 it was won by the runners up of EPL, Manchester City. The ever increasing value of TV rights deals for the EPL in Asia, an area with vast growth potential given the regions enormous and upwardly mobile population. On their trips to Asia, clubs charge appearance fees to play friendly games, and benefit from sales of official merchandise. And they trade on their popularity by signing sponsorship deals involving everything from banks and credit cards to beer, telecoms, airlines, and even tomato juice. The growth prospect is immense and they have just started. The threat though lies with the other big European leagues who are slowly  starting to focus more and more on Asia. Bayern Munich, Barcelona, Real Madrid, Ac Milan etc are now increasing their presence in Asia in a bullish manner. Even these countries themselves are getting better in football and have their own club system. Other sports like baseball and basketball also pose a serious threat. Though all said and done Asian love affair of English clubs is still on the growth stage and the potential is immense. As the premier league chief executive Richard Scudamore himself told, Our global fan base is just short of a billion, and half of those are here in Asia, so it (Asia) is a hugely important part of what we do,

Constructivist Theory of Development

Constructivist Theory of Development To believe a child is an empty vessel would mean believing that children are unable to think or respond to the world around them. The term empty vessel suggests that babies minds contain nothing and that helping them to develop means simply filling the space with facts. Theorists and scientists have spent many years researching and developing ideas that suggest that even an unborn child is capable of developing sensitivity towards its environment and therefore that human development begins long before the outside world has impressed its influence on a child (Muir Slater 2000, pg.68). However, this essay will explore the theories of how children learn and develop from birth, with emphasis placed on the constructivist learning theory in relation to the development of children from infancy and towards adulthood. Mukherji Odea, (2000, pg.80) describe how soon after birth babies begin trying to make sense of the world around them. They are able to identify sounds, in particular voices, and then subsequently begin to interpret images and the responses of adults. Their ability to read facial expressions develops (Louw, 2002, pg.208) and they use this knowledge to modify their behaviour. This development begins the pattern of constructivist learning that theorists have researched and discussed for many years. The constructivist learning theory essentially means being actively involved in acquiring new knowledge and skills, interacting with ones social and cultural environment and building on or adapting existing knowledge and experiences (Boghossian, 2006). The theory was documented by Piaget who studied his own children in order to increase his understanding of the developmental phases that children move through when learning. Piaget (cited in Slavin, 1994, pg.31) identified four specific age-related stages in a childs development and described how children foster new ideas by using patterns of behaviour or schemes and relating these schemes to the environment around them. Some psychologists questioned Piagets theories regarding the four stages and discovered the language used by Piaget during his studies to be too complex to provide an accurate representation of a childs abilities at any given time (Slavin, 1994, pg.44). One theorist who challenged Piagets theories was Lev Vygotsky, (Oa kley, 2004, pg.42) who suggested that rather than waiting for children to master one level of development before moving onto the next, learning takes place when children are challenged and presented with problems just beyond their current level of understanding. Vygotsky also placed far more emphasis on the role of adults (Gopnik, et al. 2001, pg.18), an idea further developed by Bruner, who proposed that adults were tools that can assist learning by scaffolding the development of language (Bruner, 1983, pp 64-66). Along with many others, by combining elements from all three theorists views of child development, the outcome is the constructivist theory of learning, a theory where prior knowledge is the basis and language, challenge and social interaction, the tools. Sharp, et al. (2009, pg. 51) place much emphasis on prior knowledge being the fundamental basis in the teaching of science. Learning and understanding in science is no longer considered the rote learning of facts and technical vocabulary, but instead means embracing inquisitiveness and the development of enquiry skills that aid the learner in making sense of the world around them (Loxley, et al. 2010, pg. 45). Scientific knowledge and understanding stems from intrinsic curiosity (Sharp, et al. 2009, pg.2). The infant, who continuously touches the objects surrounding him, is investigating the textures of materials and developing his own responses to them. When he then repeatedly returns to the soft toy he demonstrates that his enquiry has formulated knowledge of texture and subsequent actions are based on his initial investigations. The parent who then moves the toy further from the infant and smiles when he finally reaches and nuzzles his prize has provided challenge and social interaction as a means of developing the infants skills further. Rather than an empty vessel that the parent has begun to fill, the infant has demonstrated that he is a constructivist learner who is interacting with his environment and building on his experience. This example demonstrates that both the constructivist learning theory and the development of scientific enquiry apply to even the youngest children and so should be nurtured and developed when teaching science to primary and secondary pupils. Scientific enquiry allows existing ideas to be challenged and knowledge and understanding to be achieved (Loxley, et al. 2010). However, the constructivist theory in the classroom cannot be implemented unless prior knowledge is ascertained. Although the national curriculum (DfEE, 1999) details the legal requirements for the teaching of science, attainment targets are divided into key stages allowing for differentiation based on childrens level of understanding at any particular point in time. Teachers need to identify pupils current levels before they can begin to plan for future learning (OfSTED, cited in Kyriacou, 2007) and work towards these attainment targets. The elicitation of prior knowledge can be achieved in many ways. With language playing such an important role in the development of knowledge (Bruner, op.cit), discussion and careful questioning can be effective ways of allowing children to clarify their own ideas while giving the teacher an opportunity to identify misconceptions in their understanding (Littledyke, 1998, pg.22). Stimulus for the discussion can range from a big question as described by Longuski (2006), the presentation of a Concept cartoon [Appendix A] or through debating a PMI statement [Appendix B]. Card sorting activities allow children to share their ideas and recording responses by using KWL grids [Appendix C] or by asking pupils to draw diagrams or pictures provides concrete evidence of current levels of understanding. Loxley, et al. (2010, pg. 10) explain that children will engage in learning when it is presented in contexts which are familiar. I investigated this theory during a recent science lesson [Appendix D], where I used a story to present a scientific concept. The strategy proved to be particularly effective in eliciting pupils ideas and misconceptions and captured the interest of all children involved. Pupils connected with the lesson due to the presentation of a stimulus in the form of visual and auditory media (Naylor Keogh, 2007). The lesson was filled with discussion with all abilities participating in sharing ideas. The adults role in the lesson was to encourage discussion, clarify responses, assist lower ability pupils in recording their ideas and to offer questions that would promote critical thinking. Childrens responses showed that they were using their personal experiences to form ideas about the scientific problems presented by the cartoon [Appendix E]. Curiosity surrounding o ther aspects of light exploration was stimulated by the lesson, with several children asking questions that they would like to investigate in the future [Appendix F]. The main purpose of this lesson was, however, not only to ascertain prior knowledge but to identify misconceptions that would inform the class teachers planning of the class next unit of work. Misconceptions can originate from a variety of sources. Children can sometimes form incorrect ideas based on their own experiences or interpretation of language, as demonstrated by the common misconception about the term plant food. In response to a natural desire to form relationships with known ideas (Allen, 2010, pg.3), children can also draw inaccurate conclusions to newly encountered concepts (McGraw-Hill, 2011), an example of which is a child who, having observed the sun appearing to move across the horizon, concludes that the sun must actually move around the Earth. Occasionally educational staff can, due to their own misconceptions or lack of subject knowledge, provide information that is not accurate which highlights the need, as outlined by Professional Standard 22, (TDA. 2008) for teachers to be secure in their understanding of the scientific concepts taught to pupils (TDA. 2008, Standard 14) and, through reflection and evaluation, to identify when they need to further the ir own scientific understanding (TDA. 2008, Professional Standard 7a). The transcript of the discussion, [Appendix G] coupled with childrens written recordings of their ideas [Appendix H, I J] highlights the common misconceptions [Appendix K] that the group held about their understanding of the Earth, sun and moon unit of work, studied previously, and their impending studies of light. Misconceptions regarding concepts already taught, in this instance the Earth, sun and moon misunderstandings, provide an example of assessment of learning, or summative assessment, and can be used to judge a childs learning and level of scientific understanding. The misconceptions surrounding the theory of light act as formative assessment as they can be used when considering implications for future progress and to inform planning for the new topic to be covered, as described by Littledyke (1998, pg.21). They also enable the teacher to consider ways of challenging pupils misunderstandings without simply giving them the correct responses, as this could damage their self esteem or lead to them refusing to accept alternative explanations (The National Strategies, 2009). Instead, Miller, et al. (cited in Ansberry Morgan, 2007) explain that children should be provided with opportunities to investigate their own theories, for example through practical investigations or even the use of picture books (Ansberry and Morgan, ibid), while considering those of others. This will enable them to use the experiences on which the misunderstandings were based (assimilation) and then to adapt their original ideas in response to their investigations (accommodat ion) (Allen, 2010, pg.12). Any strategy adopted must address errors in a childs understanding, as failure to do so could prevent further progress (The National Strategies, ibid:3). Formative assessment (TDA. 2008, Standard 12) isnt, however, a tool to be used exclusively to elicit pre-conceptions about a topic to be covered. Yeomans and Arnold (2006) describe it is an essential part of planning and preparation that should be carried out continuously to enable teachers to evaluate the impact of their teaching (TDA. 2008, Standard 29), modify their approaches and assess how well children are progressing. It enables teachers to compare childrens levels of understanding with age appropriate objectives and those listed in the National Curriculum for Science. Analysis of an elicitation activity will also enable the teacher to plan differentiated activities to address individual pupils strengths or areas of weakness. Together with consideration for differences in learning styles and factors that may be affecting learning, this analysis will ensure that the needs of individuals are met and that all children achieve their potential (TDA. 2008, Standard 10). However, this type of personalisation of learning is not straightforward and requires commitment to an ethos, where every learner matters and every learners learning needs should, if possible, be accommodated (Keeley-Browne, 2007, pg.133). Although there are links, there are also differences between differentiated and personalised learning. Differentiation is a more traditional approach to teaching with pupils often grouped by ability and with tasks that match that ability (Kendall-Seater, 2005, pg.24). Personalised learning is a progressive approach where the childs experiences are the focus and results are judged by outcome or by the extent of resources supplied (Kendall-Seater, ibid). Both approaches benefit from consideration for childrens previous knowledge and experiences, on which they can build new ideas. Despite agreeing with this principle, experts have identified difficulties that could occur by implementing the constructivist teaching and learning theories. Keogh Naylor (1996) have questioned the plausibility of considering the prior knowledge of every pupil, and Skidmore Gallagher (2005) acknowledged the difficulties that a change in approach might present to teachers. In her research report, Chin (2006) discusses difficulties between balancing the responsibility of teachers as providers of accurate scientific facts with them being facilitators of child-initiated learning. Considering each of these experts reservations means viewing constructivist teaching and learning in science as a challenging process where the acquisition of scientific knowledge is the main goal that can be achieved through the amalgamation of an understanding of childrens developmental processes and the commitment from teachers to providing opportunities for personal enquiry with sound subject knowledge. In summary, teachers need to first recognize that children are not empty vessels but that they have a valuable wealth of scientific knowledge and experience on which to construct and adapt new ideas. Teachers should embrace and nurture curiosity, promote critical thinking and provide creative learning environments that facilitate purposeful exploration and social interaction. Careful consideration has to be given towards the National Curriculum for Science objectives; however, as is often the case with preparation for statutory testing (POST, 2003), it should not be seen as a constraint that restricts creativity or that initiates a return to the meaningless rote learning strategies (Stones, 1984, pg.64) of the past. Assessment opportunities should be explored, and the results used effectively to inform and enable an inclusive, personalised curriculum that allows children to become active participants with ownership of their own learning.

On Emotion and Value in David Hume and Max Scheler Essay -- David Hume

On Emotion and Value in David Hume and Max Scheler ABSTRACT: While some philosophers tend to exclude any significance of emotion for the moral life, others place them in the center of both the moral life and the theory of value judgment. This paper presents a confrontation of two classic positions of the second type, namely the position of Hume and Scheler. The ultimate goal of this confrontation is metatheoretical — particularly as it concerns the analysis of the relations between the idea of emotion and the idea of value in this kind of theory of value judgment. In conclusion, I point to some important theoretical assumptions which underlie the positions of both thinkers despite all the other differences between them. In at least four types of ethical theories emotions and feelings are regarded as a vital factor in explaining the nature of both value judgement and value itself. Such types of ethical theories, however, offer not only different theories of value and valuation but they also assume or imply quite different theories of emotions and feelings. A look at the history of philosophical psychology can convince us that there has been no generally accepted theory of emotion but the idea of emotion has been changing together with the idea of mind or soul. (1) One could expect that there is a correlation between the idea of emotion and the idea of value or the good in each type of the above mentioned theories. In what follows, I shall discuss this correlation for two ethical theories in greater detail. I shall consider the moral philosophy of David Hume which I construe as psychological naturalism of non-relativistic type. (2) I shall also consider the case of emotional intuitionism exemplified by Max Scheler. Both H... ...the objects of emotion see: Sousa, de R. - The Rationality of Emotion, The MIT Press, Cambridge MA, 1990. (9) For excellent discussion of this point see: Hudson, S. D. - Humean Pleasure Reconsidered, "Canadian Journal of Philosophy" 5 (1975), no 4, pp. 545-62; Fieser, J. - Hume's Classification of the Passions and Its Precursors, "Hume Studies" 18 (1992), no 1, pp. 1-17. (10) See note 8 above. (11) Scheler, Max - Der Formalismus in der Ethik und die materiale Wertethik, Gesammelte Werke, Bd. 2, Francke Verlag, Bern - MÃ ¼nchen 1954, pp. 256-278; hereafter cited as F. (12) F, pp. 341-356. See also: Smith, Q. - Scheler's Stratification of Emotional Life and Strawson's Person, "Philosophical Studies" (Irleand), 25 (1977), pp. 103-127. (13) F, pp. 125 -130. (14) Cf. Calhoun, Ch., Solomon, R. C. - What is an Emotion, Oxford University Press, New York 1984.

Ethics Essay Essay

What is Ethics? It is the binding good character, being respectful, and having trustworthiness amongst others. The topics that will be touched on is the differences between morality and ethical theories. Finally, I am going to touch on my personal experiences in relation to virtue, values, and moral concepts. Morality and ethics are almost one in the same in the greater scheme of things. They both work together to make up ethical decisions by a person. For example there are five key terms that breaks down the theories; which are Consequential, Egoism, Utilitarian, Act Utilitarian, and Rule Utilitarianism. Therefore, ethical theories and moral theories are broken down into two different categories consequential and non-consequential theories. Now what is the consequential theory exactly? The consequential theories basically mean, the result of a person’s behavior can result in either morally good consequences or morally bad consequences (Manias & Monroe, 2013). The breakdown can go even further; in the simplest terms morality relates to non-consequential theories and ethical decisions lead to consequential theories. For example, an ethical decision could be a police officer runs a red light, without having police sirens on; the consequence is a law abiding citizen might be further dissatisfied with the police force in the area. A moral decision is basically the action of right and wrong; which is really not a consequence. The decision of right and wrong is decided on oneself feelings about a certain scenario or person at any given time. For example, a student cheats on a test; why does he or she cheat? One may ask, is this situation right or wrong. The judgment or verdict is for you to decide, whether it is the person themselves; has good morals or not. One of the three theories that relate to me is Utilitarian. I have two children and I am always constantly trying to them to be well mannered and teach them good aspects of life. I myself always want to produce the  greatest possible good out of everything. Whether it is teaching my children something or making someone else laughs. In conclusion, ethical decisions can lead to misunderstandings and have great consequences. Moral decisions decide right and wrong. My personal experiences relating to Utilitarian theories are something that I now know about. It hoped that this explanation will help the further understanding of the subject. References Page Manias, N., & Monroe, D. (2013). Ethics Applied (7th ed.). http://about.nike.com/pages/sustainability