Is Justified True Belief Knowledge Essay

â€Å"Is Justified True Belief Knowledge? † (The Gettier Problem) Background Epistemology: A theory of _____________ What do we mean when we claim to know something? What kinds of conditions must be satisfied in order for a claim to become knowledge? Note: we are interested in __________________ knowledge here (S knows that p), not knowledge of how to do things (e. g. , knowing how to ride a bike) The tripartite theory of knowledge – knowledge as justified true belief (JTB) The truth condition We can’t know something that is false. We may think that we know, but it would simply be a mistake. The belief condition If we claim to know that p, we must believe that p. We cannot â€Å"know† something and yet do not â€Å"believe† in it. (Even though we can still believe in a claim that we don’t know about†¦) In other words, believing is a _____________ condition for knowing, while knowing is a ______________ condition for believing. The Justification condition Simply holding a true belief is not enough; we must also be able to give support to our belief. Example of a true belief that we don’t consider knowledge: But why is a ___________ true belief more valuable than a __________ true belief? Traditionally, philosophers have been pretty satisfied with the tripartite theory of knowledge. The three conditions set out above are individually necessary, and jointly sufficient, for knowledge claims. Now, this tripartite theory of knowledge is precisely the target of Edmund Gettier’s 1963 paper â€Å"Is Justified True Belief Knowledge? † Recall the pragmatic purpose of an argument: to persuade your audience of a proposition that they don’t already believe. Gettier’s argument serves this purpose by challenging a commonly accepted notion of knowledge (knowledge as JTB). First, Gettier lays out two assumptions of his argument Justification is ____________________One can be justified in believing something that is in fact ___________________. One is justified in believing a proposition that one has been validly deduced from another statement, i. e. , if one is justified in believing P, and if P entails Q, then one is justified in believing Q. Method of _____________ examples: Gettier has produced two examples that 1) satisfy the tripartite conditions of knowledge; yet 2) we are not inclined to consider them knowledge. Case 1: â€Å"The man who will get the job has 10 coins in his pocket† Case 2: â€Å"Either Jones owns a Ford, or Brown is in Barcelona† In both examples, the â€Å"knowers† have a justified true belief, but __________ plays an important role in both examples†¦ Constructing a Gettier case: Case 3: You see your professor passed out at the Corner Pub. So, you believe in the following proposition P: Prof. S was drinking at the Corner Pub tonight. Suppose you are justified in believing in proposition P: your professor told you that she was going to the Corner Pub; you know that your professor is a lightweight; the person you saw passed out has a stack of quizzes on the chair next to her. Now, it is in fact true that Prof. S was drinking at the Corner Pub tonight. However, the person you saw was actually her identical twin sister. She came to visit your professor, and the two of them went to the Corner Pub for drinks. You saw your prof’s sister passed out while your prof was getting a taxi outside. 1 / 2 So, even though you have a justified true belief, do you have knowledge? Two possible solutions to the Gettier problem: Strengthen justification – a claim that is truly justified cannot be false (denying Gettier’s first assumption) Find the fourth condition! Knowledge is justified true belief + something else POWERED BY TCPDF (WWW. TCPDF. ORG).

Middle Years Development Essay

Introduction Early adolescence encompasses a diverse range of development, emotions, growth and learning. This can be categorised into the following: Sociocultural, physiological, neurological and psychological. It is the responsibility of middle years educators to be familiar with the stages of development and in particular demonstrate understanding of Vygotsky’s Zone of Proximal Development (Pendergast and Bahr, 2010). It should be the pedagogy of all middle years teachers to establish relationships with students and their families offer students an engaging education and model sensitivity and acceptance of the students especially during adolescent development. This essay will touch on theoretical knowledge and understanding, practical research and identifiable characteristics of middle years students. Middle years educators should consider the implications and how pedagogical practice should be influenced to ensure a holistic educational experience for early adolescent students. SOCIOCULTURAL PERSPECTIVES â€Å"As children move into early adolescence, they begin to appreciate that people can have mixed feelings about events and other individuals. They realise that people may simultaneously have multiple, and possibly conflicting, intentions† (Pendergast 2010, p. 468). As students approach the middles years of school, ages 9 to 14, it becomes noticeable that students are developing their personalities and opinions. Whilst this is strengthens some friendships it also may dissolve others. The students in the middle years classroom quickly identify peers and develop biases and prejudices. Sadly these prejudices can lead to serious consequences and the development of unhealthy social-cognitive prejudice, which can lead to the exclusion, and discrimination of some students (Pendergast and Bahr, 2010). Carrington argues that adolescents are exposed to adult practices and popular culture as well as having a decreased amount of parental or adult supervision. One can deduce from this that adolescents are making judgments that are not properly formed and this can have an impact on relationships both in and out of school (Carrington, 2010). Kroger (2007), Moll and Arnot-Hopffer (2005) state that adolescents are  establishing more mature identities and view points. it is the teacher’s role to unbiased political view of the world to assist students in accepting and engaging in many opinions and beliefs. Erickson argues that free will can lead to a paradox, namely, that an adolescent would rather act shamelessly in the eyes of his elders, out of free choice, than be forced into activities which would be shameful in his own eyes or in those of his peers (1968, p 147). This theory can be applied to today’s middle school due to very influential factors in sociocultural perspectives such as pop-culture and the immediate environment (Carrington, 2011). Popular culture sets a trend in which it is made popular by a select few in the middle years cohort. This leads to adolescents are striving for individuality within the confines of their environment and social acceptance. Peer interaction and collaborative learning can assist in forming relationships, connect experiences and develop higher order thinking (Willis, 2007). When engaging in these kinds of learning environments opinions can be expressed, supported and argued. Educators must ensure that diversity and tolerance is paramount in the classroom supports this. (Moll and Arnot-Hopffer, 2005). PHYSIOLOGICAL PERSPECTIVES â€Å"I think what is happening to me is so wonderful, and not only what can be seen on my body, but all that is taking place inside. I never discuss myself or any of these things with anybody; that is why I have to talk to myself about them. † – Anne Frank (1939, p. 146) Anne Frank viewed adolescence, particularly her menarche, as a private and enriching time in her young life that must be kept to herself. This is a viewpoint of some middle years students however sadly, unlike Anne, many adolescents discover the maturational sequences of puberty a difficult and  stressful time. (McDevitt & Ormrod, 2010). Students are experiencing obvious physical changes however these will occur almost certainly at different rates. However brain development, hormones and puberty attribute to physical growth. McDevitt and Ormrod state that these changes are occurring in the body from 9-14 years therefore it is important for adolescent educators to be prepared and sensitive to the changes in their students. Pendergast (2010) argues middle years students feel a sense of isolation and disengagement, which can be attributed to hormonal changes. Puberty does not only influence physical changes but links to social groups, neurological and psychological perspectives. Middle years physiological perspectives also include nutrition, exercise and healthy wellbeing. Encouragement needs to be fostered in healthy eating, but introducing fruit and vegetable breaks and physical movement but encouraging Health and Physical Education or simply movement through drama and dance. Watson and Bandura argue that environmental influences impact on grooming and shaping beliefs (Pendergast and Bahr, 2010). Looking that these theorists further it can be determined that the middle years student is developing habits which are reliant on environment or habitus. Therefore middle years educators are able to influence and model healthy interactions with students, nutrition, health and peer groups. Enthusiasm and care for students and their wellbeing will ensure students are less likely to become withdrawn from classes and their peers, and to embrace the changes and view them as a natural progression of their growth. NEUROLOGICAL PERSPECTIVES As technological advances put more and more time between early school life and the young person’s final access to specialize work the stage of adolescence becomes even more marked and conscious period and, as it has always been in some cultures in some periods, almost a way of life between childhood and adulthood (Erickson 1968, p 147). During adolescence the brain is subject to huge neurological changes. The prefrontal cortex is the final stage of neural development and this period of maturation gives way to neurobiological hypothesis such as adolescents engaging in risky and impulsive behaviour (Casey, Jones and Somerville, 2011). The transition from childhood to adulthood requires the prefrontal cortex of the brain to mature, which improves cognitive ability, settles hormones and moderates the brain chemistry levels. One of the most influential chemicals in the brain is serotonin. High serotonin levels can give way to risky behaviour, sexual promiscuity and defiance. Educators in the middle years need to consider the imbalance of brain chemicals and hormones such as serotonin can lead to disengagement in learning. Whilst this neurological stage is happening it is important to ensure students safety is paramount and discourage students from making suboptimal decisions which lead to poor long-term outcomes (Casey, Jones and Somerville, 2011). Giedd (2002) states â€Å"it’s sort of unfair to expect teens to have adult levels of organizational skills or decision-making before their brains are finished being built. † According to Giedd’s research the brain whilst being 95% of its total size by adolescence the synapse and cortical connections still need to be established and connected. It is also theorized that adolescent brains are only developed properly given higher order associations, real world connections and sensorimotor practice (Casey, Jones and Somerville, 2011). Many factors influence the development of the adolescent brain including peer relations, real world connections, experience and psychological perspectives and so too is the importance of the middle years educator in the life of an adolescent. . PSYCHOLOGICAL PERSPECTIVES Psychological maturation is measured by an adolescent’s ability to maintain or achieve a state of homeostasis. – Jodi A Quas (2011, p.263) It has been recognized that adolescents have many stress markers. These markers are prevalent and can be identified in many ways. Cognitive growth and processes change with such speed that adolescents are vulnerable to normally inconsequential events, which induce diverse psychological reactions. These events can be both positive and negative such as arousal, laughter, sadness, fright or flight. These can produce endorphin’s that allow psychological affects to appear. Middle school students are continually faces with challenges that lead to these psychological shifts in the brain. These can be academic achievement and pressure, peer pressure and collaborative learning, physical exercise and general cultural factors. It is the role of educators to realise the differences in middle years students’ psychological position and ensure nurturing, stimulating and engaging practices are offered to the students at all times (Quas, 2011). Levine & Levine’s (2007) theory of cognitive backpacks also a way of dealing and recognising psychological stressors as well as preparing them for adult life. Using the interpretation model teachers can identify the way in which students react and relate to issues and beliefs. In assessing a student’s deeper understanding and critical thinking of learning an educator can deduce the reason for a middle years student’s beliefs and how their thoughts were established. The instrumentation stage allows students to take ownership of their education and metacognition. This encourages students to have their own voice and not be too easily influenced. Interaction is a stage that is vital to student’s success in future life. The correct environment can advance interaction of peers, encourage interpersonal skills and allows students to exercise their beliefs within a peer setting. This stage then supports the final stage which is inner direction. Confidence of student’s own beliefs, understanding and opinions as well as acceptance of other’s beliefs and opinions enriches the student’s ability to be passionate and motivated to improve themselves (Snowman, 2009). IMPLICATIONS FOR TEACHERS â€Å"We have already described the importance of the teacher in providing an environment in which children can feel challenged and stimulated intellectually, as well as feeling safe to explore and express themselves. † – McInerney & McInerney (2006, p. 491). Middle school education is a multi-faceted exciting teaching opportunity. However, it is important to realise many implications for teachers are needed to be implemented to achieve a balanced inclusive classroom. Carrington (2002) states Queensland must adopt a strong vision for teaching of middle school students. This often requires the consideration of physiological, sociocultural, psychological and neurological perspectives to be accommodated. One implication that resonates through all the perspectives is peer learning. Peer learning has been a proven effective tool when used correctly. Allowing students to have a voice fulfills sociocultural and psychological needs. The student’s voice can be valuable teaching tool as well as a learning tool. Collaborative learning with peers engages students to share and appreciate different perspectives and observations. It is also important to consider that these collaborative learning groups are highly successful in common or same paced learning such as studies of society and environment and science. It is important to ensure each group has a similar cross-section of students to allow for a holistic and diverse interaction. However, to ensure that students are also able to assume the same level in mathematics and literacy, where lessons are catered for particular ability levels rather than groups, it is important to group according to ability level (Snowman, 2009) Another implication in teaching middles years students is ensuring students are able to privately connect with a teacher or even another member of staff should any physiological and psychological changes occur in the classroom. Being prepared and aware that students may begin menarche or sings of spermarche during a class and offering students products and support needed for such an event. Erikson (1968) argues that adolescence is an egocentric stage in which the world around the adolescent is centered on them (Erikson, 1968). This can exacerbate issues such as friendships, bullying or changes within a family unit. A teacher or other staff member such as a guidance councilor or chaplain should be prepared to offer advice and support. It is integral that departmental procedure is adhered to and teachers should always ensure their relationship with their students is professional at all times. A further implication for teachers is to ensure their pedagogical process allows students to be engaged, challenged and given the opportunity to gain real world experience to make connections to their learning and the use of ICT. Education Queensland as well as professional development in this area provide productive pedagogy models. One such model ensures intellectual quality, supportive classroom environment, recognition of difference and connectedness (Education Queensland, 2007). Carrington’s constructivist view of signature practices also supports the framework for establishing meaningful pedagogy for middle years students. Particular elements to assess are incorporation of technology, interdisciplinary teacher teaming, creative use of classroom space and timetabling, strong, valuable teacher-student relationships, integrated curriculum with authentic links to real world, engagement in school, local and wider community and collaborative teaching and learning (Carrington, 2011). The implications of middle years students on teachers are endless, it is vital to recognise and appreciate that students within the years 4 to 9 can offer life long learning opportunities and students also give educators the change to change lives. CONCLUSION â€Å"The middle years of schooling are the site of vibrant educational reform. This is exciting on a number of fronts: the development and implementation of innovative curriculum; the creation of robust teacher professional communities; and, a renewed focus on the relevance of educational research for classroom practice. † – Carrington (2011, p. 1) Educators of middle years students are have a vital role to play in not only in the role of a middle years teacher, but also as an advocate, protector, ambassador and keen participant in the betterment of middle schools education. Ensuring that the middle school has a plan that encompasses the many perspectives of student’s needs and development but also in the environment that surrounds these students. Students are adolescents for such a short time and whilst it is brief it should not be regarded as insignificant. The psychological, neurological and physiological perspectives of an adolescent need constant nurturing and as a teacher this is a in a constant state of change. Whilst the sociocultural perspective it discreet it is the nurturing of all perspectives that results in preparing students for adult life and academic success (Carrington, 2011). Preparing youth for the future extends beyond classroom practice, it requires dedication of further study and being aware of change and adaptable that will see students through the middle years of schooling. REFERENCES Barry, K. and King, L. (2006). Beginning teaching and beyond. Victoria, Australia: Cengage Learning Australia. Casey, B. J. , Jones, R. M. and Somerville, L. H. (2011). Braking and accelerating of the adoloscent brain. Journal of research on adolescence, 21 (1), Pages 21-33. Retrieved from Weill Cornell Medical College http://www. med. cornell. edu/ Carrington, V. (2011). Key themes and the future: Reflections on the middle years of schooling. The University of Queensland. Retrieved from World Education Reform Australia http://www. wef. org. au Carrington, V. (2002). The middle years of schooling in Queensland: A way forward. The University of Queensland. Retrieved from University of South Australia http://www. unisa. edu. au Education Queensland. (2007). 20 productive pedagogical models. Retrieved from http://education. qld. gov. au/corporate/newbasics/html/pat. html Erickson, E. (1968). Identity youth and crisis. New York, United States of America: W. W. Norton and Company Ltd. Giedd, J. (2002). Inside the teenage brain. Frontline. Retrieved from PBS http://www. pbs. org Killen, R. (2009). Effective teaching strategies: Lessons from research and practice. Victoria, Australia: Cengage Learning Australia. Klima, T. and Repetti, R. (2008). Children’s peer relations and their psychological adjustment: Differences between close friendships and the larger peer group. Merrill-Palmer Quarterly. Retrieved from Wayne State University Press http://wsupress. wayne. edu/ McDevitt, T. M. and Ormrod, J. E. (2010). Child development and education. Australia: Pearson Education Australia Pty Limited. McInerney, D. M. and McInerney, V. (2006). Educational psychology: Constructing learning. New South Wales, Australia: Pearson Education Australia. Moll, L. C. and Arnot-Hopffer, E. (2011). Sociocultural competence in teacher education. Journal of teacher education. Retrieved from Sage Publishing http://jte. sagepub. com. Pendergast, D. and Bahr, N. (2010). Teaching middle years. New South Wales, Australia : Allen & Unwin. Quas, J. A. (2011). Measuring physiological stress responses in children: lessons from a novice. Journal of cogition and development, 12 (3), Pages 262-274. Retrieved from EDBSCO host http://gateway. library. qut. edu. au. ezp Sanders, M. R. (2004). Every parent – a positive approach to children’s behaviour. Victoria, Australia : Penguin Group Australia. Snowman, J. , Dobozy, E. , Hammond, W. , McNally, J. , Pearce, R. (2009). Psychology applied to teaching. Milton, Australia: John Wiley & Sons Australia. Willis, J. (2007). Cooperative learning is a brain turn-on. Engaging instruction to captivate students. Retrieved from Middle School Journal http://middleschooljournal. com Winston, R. (2010). What goes on in my head? London, England: Dorling Kindersley Limited.

Pros and cons of sex educations in school system Essay

Pros and cons of sex educations in school system - Essay Example ‘If they know about they will do it; knowledge is dangerous.’ It’s no surprise that the far right fanatical religious factions are advocating this concept much the same as it has for many centuries. Fortunately, the vast majority of Americans have taken the responsible viewpoint that not teaching sex-ed in schools would be indefensible as knowledge is power and the lack of it, especially in this instance, would be harmful to the children all parents wish to protect. According to the World Health Organization, there is no data suggesting that such courses promote increased levels of sexual activity. In addition, abstinence-only programs were substantially less effective than wide-ranging sex-ed classes which include safe-sex practices along with abstinence. These conclusions came at the end of a study conducted on 35 sexual education programs throughout the world. Nationwide research by Planned Parenthood and the Guttmacher Institute produced the same deductions. M ost parents understand that increased awareness promotes only increased responsibility as, according to a 1999 study conducted by Hickman-Brown Research, 93 percent of the American population wants sex to be taught at least during high school while 84 percent say it should be taught during middle school. Most parents acknowledge the reality that young people are sexually active at an earlier age than previous generations. Today, two-thirds of U.S. high school students have experienced sex by their senior year. These teenagers are contracting and spreading sexually transmitted diseases, in part, because of their lack of knowledge. People under the age of 24 are responsible for 65 percent of all sexually transmitted infections contracted in this country according to the Kaiser Family Foundation and the Centers for Disease Control (Masland, 2006). The factions opposed to sex education have imposed at least some of their will on the rest of society and the children have suffered for it. Sex education classes in America’s public schools have been scaled back so as to not offend the vocal minority. What parents want and think their kids are learning falls well short of what is actually being taught. Parents simply want their kids to know the dangers and how to avoid them, just as in any other aspect of their lives. â€Å"Contrary to common wisdom, when it comes to sex education, parents want it all, from abstinence to homosexuality,† said Steve Rabin, senior vice president of the Kaiser Family Foundation (Levine, 2000). The study by the Kaiser Foundation surveyed over a thousand secondary school kids, parents and sex-ed teachers along with more than 300 school principles. The majority of parents, according to the study, believe that discussions regarding rape were essential in sex-ed curriculum and that teaching about homosexuality is imperative as well. In addition, parents also want schools to discuss abortion, pregnancy, sexually transmitted disease s and the use of contraception. Rape is a reality and parents, it has been proven, realize that the more information their girls acquire regarding prevention and how to deal with the psychological aftermath can be nothing but helpful. As with the other subjects parents wish to be covered in school, the more knowledge, the better off their kids will be. Unfortunately, these important aspects of sexual education are sorely lacking in schools despite parental wishes and in opposition to what research has

Impact of Malaysia Budget 2013 on Small and Medium Enterprises Assignment

Impact of Malaysia Budget 2013 on Small and Medium Enterprises - Assignment Example Small and medium-sized enterprises have had bigger challenges in their business performance, incursion, and marketing, compared to the large enterprises. The Malaysian 2013 budget has given indicated considerable efforts to emphasize on the need of SMEs in economic development, and vision 2020 of attaining an industrialized nation-state (â€Å"Budget 2013,† 2012). The government policies through the 2013 budget initiatives provided financial support for the enterprises straddling across large and small enterprises, focusing on the youth and women through loans and financial support in investments across the local regions. The loans and funds have subsidized charges on interest rates, which the government is collaborating with financial institutions for easy access to the SMEs. The tax and non-tax incentives will reduce the expense of operation in enterprises consequently saving money channeled by enterprises from incentives (â€Å"Budget 2013,† 2012). The budget could a lso influence the SMEs through ICT infrastructure, entrepreneurship training to improve national GDP, revenue, investment, and enhance economic growth. The small and medium scale enterprises form the backbone of the majority of the developing nations’ economy. These enterprises play a significant role in facilitating the considerable growth of the economy; however, financial constraints and inhibiting the competitiveness nature, which pushes every entrepreneur and businessperson, to improve the worth and quantity of market goods and services remains a significant obstacle (â€Å"Budget 2013,† 2012). In the past, Malaysian SMEs have been struggling to expand beyond their national boundaries, so that they can compete internationally, especially in the current wave of globalization.  

The Joy Luck Club by Amy Tan Essay Example | Topics and Well Written Essays - 1000 words

The Joy Luck Club by Amy Tan - Essay Example Amy Tan wrote the Joy luck Club, as she hoped to understand her own relationship with her mother, who expected her valuing Chinese cultural ethos, while being Americanized as well. This had put an additional burden on the adolescent mind of Tan, apart from having to bear the stress faced by other teenagers, due to the common problems relating to generation gap. Amy Tan wrote The Joy luck club, to share the cultural distinctions, which Tan faced as she grew up; along with an effort to keep a better understanding with her mother. She, in the process, hoped to sort out her cultural heritage, through this written work, to ensure the same. The author has been widely appreciated for her bold initiative, humor and objectivity depicted in her written work. As the novel gives a detailed account of relationship between Chinese mothers and their Americanized daughters, most of young Chinese-American females have identified themselves with the Tan’s characters and clash of opinions with t heir mothers. The male readers find the novel to deliver an opportunity for understanding their behavior towards the fair sex. Reflective summary While this novel has four sections, each one depicts the story of relationship between mother and her daughter, during a particular stage in their lives. The story of Suyuan Woo, being one of the four, is quite interesting as it reveals the trauma of this mother who lost her family, which included her daughters, during the Japanese war. As she later arrives in America during 1947, Woo still remains unaware of the fact that her twin daughters were rescued. Eventually Woo starts a new life in America, after she gets re-married and settles in San Francisco. The couple has a daughter named, Jing-mei, while Woo continues the Joy luck club in USA, on the lines of similar club in China, along with other three ladies. Woo died a sudden death, while unsuccessfully trying to understand her daughter, all through. The mother and daughter could never r esolve their differences completely during the lifetime of Woo. However, the story throws a pleasant surprise as Woo’s friends tell Jing-mei about the finding of Suyuan’s lost daughters. Jing-mei eventually meets her sisters in Shanghai, with the monetary help coming from Woo’s friends, for such visit. Similarly, another story reveals the character of An-mei, who is the friend of Woo and member of the club. The story reveals her relationship with husband George Hsu and the daughter. The other two women are Lindo Jang and Yin Yin St. Clair. The club members meet every week, while enjoying ethnic Chinese food and raising money. Bond between Chinese mothers and their American daughters The main purpose of this novel has been highlighting the relationship between first generation Chinese immigrant mothers and their Americanized daughters. As most of the differences remain unresolved, Jing-mei’s case reveals the adaptation of American culture by her through ad option an American name, June. This is symbolic of her accepting the American cultural ethos. However, the narration of June, in the relevant story has tried to bridge the gap between generations and cultures, as well as, the heritage of China and America. ("The Joy Luck Club: Introduction.") Contrasting values Tan has tried to highlight the inability of bonding the concepts of two cultures, in her

Dont know Essay Example | Topics and Well Written Essays - 500 words

Dont know - Essay Example That was when I decided to grow up fast, not only to be given the opportunities to explore the world; but more so, to start an intimate relationship with coffee. The first cup of sought of coffee was ultimately luxuriated in when I was in my teens. After years of intent and discreet observation of mother quietly humming while fixing the brewing coffee pot, I finally had the courage to fix one of my very own on a fatefully cold and breezy Sunday morning. Everybody was still tucked peacefully in bed and the sleepy sun was still brazed in oblivion like a black grizzly bear in hibernation. Slowly and ultra-quietly I crept to the kitchen cupboard to open the newly bought canister of Folgers Gourmet coffee in Caramel Drizzle flavor. I prepared the coffee maker and as I opened the lid, the aroma was just invigoratingly inviting. The smell permeated slowly and intensely to one’s nostrils and then, the desire immediately crept to one’s palate, like a thief that carefully planned its next attack. Amidst the darkness of the kitchen, where I lit a small soft light through the immaculately clean counter’s night lamp, I was able to me asure the clear water to my desired level, as religiously observed from mother’s skilled hands. Carefully and slowly, I poured the measured water in the carafe and returned it on the heating plate. Then, nervously at first, I diligently measured two fully filled tablespoons of Folgers Gourmet coffee, continuing to be exhilarated by the engulfing aroma. I waited patiently as I turned on the coffee maker, to what seemed to be eternity, like a young teen-ager expectantly waiting for the coming of a persistently determined lover. When the anticipated wait was finally over, the moment remarkably coincided with the break of the first morning sunlight, as the sounds of early rising birds started chirping through the nearby tree canopies. At last, the

Microeconomics Term Paper Example | Topics and Well Written Essays - 2500 words

Microeconomics - Term Paper Example However, since the buying and selling is common to all participants of economy, therefore microeconomics plays an important role in determining the supply and demand of goods. As this factor is responsible for price fixation of goods and services, the change in supply vs. demand position can lead to change in price. As resources become limited, microeconomics tries to analyze the relationship between market conditions, product prices, as well as the market mechanism which establishes this relationship. Such mechanism has a great role to play in the allocation of resources, in such scenario. Therefore, microeconomics has a significant role in determining the conditions required for a perfect competition. It also studies the conditions which may have led to market failure, when results are not produced efficiently. However, microeconomics can only establish the theoretical conditions, while actually market behavior may be different, sometimes. Accordingly, studies in this field of econ omy would include decision making ability under uncertain market condition. It also includes the study of market, which may not follow any pattern. This term paper would discuss about the principles of microeconomics, along with its fundamentals, in the following pages. Principles of microeconomics As there is a great relationship between a household and economy; Greek ancestors have correctly named the manager of a household as ‘economy’. Looking at the wider scenario, the household is an economic entity within a larger society. The society must ensure the allocation of funds and jobs to different members, while managing the available limited resources. Therefore the decisions need to be taken, keeping in view certain fundamentals, which are considered as the principles of microeconomics, which help people in making their decisions. Supply and demand In economic terms, demand means willingness, need and ability to purchase certain goods or services. However, desire to purchase may meet the requirement of willingness, but same only cannot generate demand. The purchaser must be able to pay for the specific good or service. The payment method can vary, as sellers except cash, credit cards, deferred payment or lease payments, nowadays. The capacity to purchase the good determines the ability for generating the demand. Readiness to purchase the good, right now, comes after the above two requirements of demand have been met. Once the immediate purchase willingness is confirmed the demand gets generated. (beggs 1) Supply relates to the available quantity of a particular good or service at a point in time, in a particular location. Supply would primarily comprise of two elements. One is the quantity of goods produced by a firm, while other is the combined quantity of same goods produced and offered for sale by different firms, involved in manufacture and trading of that particular item. However, total availability of such goods in market refers to the su pply of the same. Supply would relate with the profit to be generated by offering such goods for sale. As companies prefer to sell their products at maximum profit level, this would determine the quantity and quality of goods that the firm can offer at any particular point. Maximum profit is calculated, based on the cost inputs, production costs, marketing costs and other variables. Therefore, all these factors would ultimately determine the supply position a

Consumer Cultures, Environmental Futures Essay Example | Topics and Well Written Essays - 1750 words

Consumer Cultures, Environmental Futures - Essay Example In addition, chicken meat production is projected to increase to around 1.2 million tones. Around three-quarters of domestic chicken meat that are supplied in the Australian market are processed by two major processing industries. Over the total poultry production 95 per cent is chicken, the remaining per cent comprises of turkey and duck meat production. The vertical integration in the chicken meat industry is more as compared to other production in the livestock sectors. This leading business has a model whereby the processors provide both day-old chicks and feed for growers contracted to nurture the chickens over about five weeks. To increase productivity of the chicken meat industry, Australia has continued to import new genetic strains that enable producers to improve numerous traits (The Poultry site, 2013). These traits include the increase in meat yield per bird, feed conversion productivity and disease resistance. An individual in Australia consumes an average of 45 kg per p erson and there is a high probability that this will increase by 2014. This means that chicken consumption will remain competitive against substitute meats. In addition consumption of chicken meat is anticipated to grow to 47 kg by 2018 making it the most consumed meat in Australia. This calls for increased production of chicken and one of the chicken industries that is on the fore front to increase this production is the Victorian Chicken Meat Industry. One of the key questions when it comes to Victoria’s chicken meat industry is its location. The broiler farms are located near the processing facilities of the company they are contracted to supply. This is where day old chicks are nurtured to slaughter weight. In addition, the need to reduce the transportation cost, improve access to infrastructure, labor, and the higher need to get near the customers has led to the processing facilities to be located near to metropolitan centers. The Victoria’s chicken meat processin g unit is located primarily in the Melbourne, Barwon, Gippsland, and Loddon regions. To reduce biosecurity risks the Victoria chicken industry has generally separated breeding farms from broiler farms (DEPI, 2013). Melbourne produces 64 percent of the total chicken production whereas the other remaining percent is produced in other production plants in Barwon (18 per cent), Gippsland (9 per cent), and Loddon (7 per cent). The Victorian chicken meat industry generally has investments across all the supply chain and thus making it to have a highly vertically integrated processing unit. This vertical integration ranges from breeding farms, feed mills, hatcheries, broilers farms, and processing plants. There are 224 businesses involved in chicken meat production under the Victoria chicken meat industry. There are around 200 broilers farm that grow meat chickens and work under the Victoria chicken industry where the processors retain ownership of the chickens throughout the supply chain. The victoria has a number of broiler farms that nurtures meat chickens and around 10 breeding facilities. At a single period the Victorian industry raises approximately 23 million broilers and 970,000 breeding stock. In every year there are about 128 million meat

Judicial Process Research Paper Example | Topics and Well Written Essays - 750 words

Judicial Process - Research Paper Example This has lead to juveniles being punished under adult criminal sentencing guidelines, which is more severe than in juvenile courts. considerable research work on juveniles in adult criminal courts have been conducted throughout time with others focusing on their character in courts, punishment outcomes in adult courts and comparing them to the juvenile courts. Juvenile Punishments in Adult Criminal Courts There have been varying conclusions into the degree of severity of the judicial outcomes, although, most concluded that the degree were less severe to those melted out to adult offenders. Juvenile courts and adult courts are very different in functionality and as such, comparison of the courts would not bring meaningful conclusions. The most practical analysis, therefore, is to look into juvenile outcomes in adult courts and compare to similar cases amongst young adults with similar offences. Several research work on this has also produced diverse results, however, most studies conc ur that juvenile status toned down the severity of sentences in adult courts, but not the actual court process. Additionally, other research work indicated that there are juvenile penalties in adult court, which seem harsher compared to similar cases by young adults. These results show several research work conducted by different scholars applying different methodologies and within different judicial jurisdiction. Sentencing Guidelines Earlier sentencing structures were consistently based on rehabilitative notions that focused on personalized punishments that would suit each offence, terms of imprisonment were varied and this allowed for a degree of flexibility in their application. Policymakers and the public however, came to realize huge loopholes in such system, this lead to proliferation of sentencing guidelines in more than half of the states. Sentencing law represents ‘procedurally rational law’ contrasting sharply with ‘substantively rational law’ th e latter provides for punishments to be personalized to fit eccentric offender needs and considerations. These presents a conflict to the society, one of establishing order and the other of punishing individuals based on unique circumstances. However, the latter applicability has always been argued aids in seeking fair just and proportional outcomes for each individual case. The guidelines that have been promulgated have lead to containment of judges’ decision, explaining the reason why judges prefer their judgment on particular cases. The sentencing guidelines also differ on jurisdiction, for instance those in the state of Maryland are different from those in the state of Pennsylvania. In recent years however, most sentencing guidelines have been more flexible in their applicability, providing a wide range of alternatives for each offence. For instance, some states implemented â€Å"presumptive† guidelines and these legally mandated judges to sentence within guideline s ranges except in rare circumstances involving departures (Johnson and Kurlychek 2012). Other states implemented less restrictive â€Å"voluntary guidelines†, which provide judges with benchmarks for sentencing, but they do not legally require the judge to sentence within the guidelines recommendations. Cases involving juveniles in adult courts by definition are atypical, this is because juvenile status represents a unique offender considerations, it may play as