CMT3321 Coursework 2 Essay Example | Topics and Well Written Essays - 1750 words

CMT3321 Coursework 2 - Essay Example cesses and spaces for people find themselves stretching the provisions of prototyping elements to communicate and explore what it will require to integrate or understand the design concepts that are being developed. In this project, prototype has been used as a representation of the model made prior to the final artifact. It has been created to direct the design decisions and design process of the game. Generally, prototypes range from illustrations (sketches) and various kinds of models at different levels-â€Å"works like†, â€Å"behaves like† â€Å"looks like†-to find and find and inform on the propositions relating to the model and its background (Wilson, 2010). Within the modeled interactive system, prototype is key activity. Many a group of researchers and designers have been acting in extending the limits of prototyping the provisions of traditional techniques. They have also developed the understanding of the importance of different kinds of prototypes. For example, Hill and Houde discuss different purposes for archetypes as being important in the function an artifact all will achieve, its â€Å"feel and look† and how the system will be configured. Other works have described such as different degrees of reliability, archetypes for various audiences and designs for use in the setting of participatory models. Experience, in the context of prototyping, refers to the subjective, complex and dynamic phenomenon in an activity. Whether in the classroom or general environment, experience in prototype design depends on the perception of several characters of a model, interpreted via filters connected to contextual elements. With respect to the prototype used in this project, the perception of experience relates to Hill and Houde’s description of experience as the â€Å"feel and look† of a system or product. However, experience surpasses the feel and look of a system. The game designed in this project has the ability to serve an extra function in the life of the

Production Lab exercise Essay Example | Topics and Well Written Essays - 500 words

Production Lab exercise - Essay Example During the first round, I observed that most people still do not know what they are supposed to do. In fact, when the first order came in, many people were suggesting different ideas on how to accomplish the work, making things more difficult and complicated for me. Moreover, the first material that came in was not for the first order but rather, for the third order. This makes things even more confusing for me and for worker assembly 1 because both of us have to work together. It was really frustrating because I know that the rest of the material handlers were waiting for me to get my materials and pass it to them. After a while, I and my assembly worker got the hang of it and we got better and faster. We communicated better with the production control people and I communicated better with my assembly worker. The first round went well after all, as my team managed to finish all orders with no leftover inventories. This lowered our production budget and increased our profits. We mana ged to get $18 a minute for our first round. Then came the second round with a whole bunch of orders. It was making me a little nervous and anxious because our orders increased from 3- 5 to approximately 10-15. I felt so conscious seeing my assembly worker and the rest of the material handlers waiting for me to hand over something to them.

A New Ending for Romeo And Juliet Essay -- William Shakespeare

New Ending Act V, Scene III Verona. A churchyard; the monument of the Capulets. Enter Romeo and Paris. Paris This is that banished haughty Montague, That murdered my love’s cousin, with which grief It is supposed that fair creature died, And here is come to do some villainous shame To the dead bodies. I will apprehend him. Stop thy unhallowed toil vile Montague. Can vengance be pursued further than death? Condemned villian, I do apprehend thee. Obey and go with me, for thou must die. Romeo I must indeed, and therefor came I hither, Good gentle youth, tempt not a desperate man For thou nor any man shall prevent me from being with my love tonight, Put not another sin upon my head By urging me to fury. O be gone For I shall know not what I do but rather do what I must A madman’s mercy bid thee, run away. Paris I defy thee! For thou hast done my love great injustice. Romeo Her love is mine! Your love she shall never be! [they fight] [Paris is slain] Romeo Forgive me good sir For again, I know not what I do Inside the tomb of Capulet Romeo O Fair Juliet why must thou torture me so For even in death thy beauty is paralleled only by the stars in the sky. O Lord what great injustice hast thou done to thee For my love is gone And no greater crime against me can thou think of. Tis our familes’ to blame Not us. For they are blinded by tradition and driven by hatred. O but it matters not. Soon shall I be with thee and soon shall I once again be merry, For to live forth be n...

Reading Philosophies

Reading Philosophies Katy J. Kaldenberg Grand Canyon University: EED-470 Curriculum, Methods and Assessment: Literacy and Language Arts K-3 Monday, March 11, 2013 Reading Philosophies Chart Reading Philosophy| Brief Description| Reading Activities| Reading Assessments| Constructivist Reading Instruction| Constructivists view the student as an active participant in the learning process who constructs a personal meaning from each experience (Ying-Tien & Chin-Chung, 2005). One Constructivist reading activity for teaching a student a new word is that the student is taught to use picture cues to learn to read (Ying-Tien, & Chin-Chung, 2005). For example, if the student cannot read a word, he or she is taught to look at the picture then go back and to the word and guess the meaning. Another activity for constructivist reading instruction would be that the teacher would have students work in small groups to discuss a book that was read to the class. The small groups of students may then als o create their own story. Constructivist reading assessments would include the teacher collecting daily performance samples of work, observing and recording student’s behavior, audio and videotaping students in different situations, and building a portfolio filled with information about each student (Ying-Tien & Chin-Chung, 2005). The evaluation process is for the teacher, parent, and child. Conferences can also be held to discuss progress. | Explicit Reading Instruction| Explicit reading instruction is teacher directed (Goeke, 2009).The teacher uses explanation and demonstration to teach specific reading skills and strategies (Goeke, 2009). The teacher also provides corrective feedback to his or her students as the students attempt to apply the new knowledge (Goeke, 2009). | An example of explicit reading instruction would be that the teacher would state the sound and spelling of a specific letter-sound correspondence and then demonstrate by modeling how to read words that i nclude that feature to the class (Taylor, Peterson, Pearson, & Rodriguez, 2002).The students then would practice but only after the teacher has modeled the process first. A second example of explicit reading instruction would be to teach decoding to students that have deficits in word reading. A third example of explicit reading instruction would be having students use the mnemonic DISSECT (Discover the context, Isolate the prefix, Separate the suffix, Say the stem, Examine the stem, Check with someone, and Try the dictionary) to read unknown words (Adams & Engelmann, 1996). The teacher would teach each strategy step explicitly (Adams & Engelmann, 1996).An important part of explicit reading instruction is that the teacher always describes the strategy, provides the rationale for its use, and states how and when to implement a strategy explicitly to the students and the instruction is always implemented systematically (Adams & Engelmann, 1996). | Explicit reading assessments would in clude having student answer multiple-choice questions about selected text passage; decoding assessments can also be given (Taylor, Peterson, Pearson, & Rodriguez, 2002).One example of a decoding assessment would be that the student is given isolated words one at a time, and the student is asked to say the word aloud. The words selected for a decoding assessment should be words that are within the student’s spoken vocabulary, and should contain a mix of phonetically regular and phonetically irregular words (Goeke, 2009). Another type of assessment is that of standardized tests such as the Diagnostic Assessments of Reading (DAR) and the Florida Assessments for Instruction in Reading (FAIR). | Reading Philosophies Summary The educational realm is not free from disputes.Disputes on reading instructional practices have been ongoing for more than half a century. On one side of this debate is composed of those who believe that students learn best when they are able to discover and c onstruct the essential information for themselves. This type of instruction is often called student-centered or constructivist instruction (Confrey, 1990). On the opposite side of this debate are those who believe that students only thrive when full, explicit instruction is given and student should not have to discover essential content (Goeke, 2009).This type of instruction is often referred to as direct or explicit instruction (Goeke, 2009). When speaking about reading instruction, this debate has often been coined as the â€Å"reading wars†. Constructivist Reading Instruction is derived from the theory of constructivism. One could assume that constructivism is derived from Piaget’s own reference to his views as being a â€Å"constructivist† or possible from Bruner’s description of learning discovery as â€Å"constructionist† (Gruber & Voheche, 1977).Some other terms that have been used to reference a constructivist way of learning include genera tive learning, situated learning, authentic learning, and educational semiotic (Wittrock, 1985; Cunningham, 1992). Constructivists believe that all learning should be student centered. They think that knowledge is obtained only during a meaning-making search where the student is involved in the process of constructing their own interpretations of their experiences.Constructivist generally agree that students much construct their own learning, all new learning is dependent on the student’s existing understanding, social interaction plays a critical role in learning, and authentic learning tasks are necessary for learning to be meaningful (Bruning, Schraw, & Ronning, 1995; Pressley, Harris, & Marks, 1992). According to constructivists, in order for a student to construct new meaning he or she needs to make every effort to make sense of all new experiences and then must relate those to experiences to what is already known (Confrey, 1990).Constructivists also claim that a catalys t for acquiring knowledge is dialogue and social interaction facilitates understanding (Brown, 1994). Constructivist teachers aim to provide cooperative learning tasks and peer tutoring for their students. Constructivist teacher often believe that students learn faster when they are actively involved in dialog with their peers about significant problems (Brooks & Brooks, 1993). The constructivist classroom would be filled with students roaming about the classroom obtaining supplies, conferring with peers or the teacher, and working on self-directed projects (Brooks & Brooks, 1993).Constructivist teachers pride themselves in asking big questions, providing time for student to think and explore to find answers (Brooks & Brooks, 1993). In an actual classroom, there are many flaws involved in practicing constructivist instruction. The first major problem is that often only the brightest students make the discovery that is needed (Pace, 2011). Another issue is that many students become f rustrated. This frustration many cause some students to disengage and other students may simply copy whatever their peers are doing regardless in either case the students never actually discover anything (Pace, 2011).A third issue is that some students may believe they have made a discovery but in fact, they have only learned a misconception (Pace, 2011). These misconceptions can then interfere with future learning and problem solving (Pace, 2011). Studies have shown that once a student has believed one of these misconceptions that even after they have been show the correct answer they are still likely to recall the original discovery and not the correction (Pace, 2011). Along with the above four issues studies have shown that constructivist instruction can result in an increase in achievement gap (Pace, 2011).Decades of research has validated that explicit instruction is much more effective for reading instruction when compared to constructivist reading instruction. Kirschner, Swel ler, and Clark (2006) states, â€Å"After a half-century of advocacy associated with instruction using minimal guidance, it appears that there is no body of research supporting the technique. In so far as there is any evidence from controlled studies, it almost uniformly supports direct, strong instructional guidance rather than constructivist-based minimal guidance. Kirschner, Sweller, and Clark (2006) also reports, â€Å"†¦ Not only is unguided instruction normally less effective; there is also evidence that it may have negative results when students acquire misconceptions or incomplete or disorganized knowledge. † Research has shown that when teaching new skills and content to students, providing explicit instructions accompanied with practice and feedback is more effective than requiring students to discover many aspects of what they are to learn (Hall, 2002). Explicit instruction is teacher directed.The teacher provides the students with a full explanation of the n ew skill or concept that the student is required to learn (Hall, 2002). The teacher also uses a variety of accommodations such as lecturing, modeling, videos and other media, and demonstration to provide the students with proper guidance (Hall, 2002). Students need to be explicitly shown what to do and how to do something first and then they need to be given the opportunity to practice doing it while they receive corrective feedback from the teacher (Hall, 2002). Extensive research supports explicit instruction’s success as an evidence-based practice.Adams and Engelmann (1996) found thirty-seven research publications validating the effectiveness of explicit instruction. These research publications all reported that explicit instruction had a significant outcome on reading instruction. Research also found explicit instruction to be as valuable for typical students, as for students with disabilities. The National Follow-Through Project studied multiple models of instruction to determine the most effective instructional models for students who were economically disadvantaged (Rosenshine, 1995; Taylor, Peterson, Pearson, & Rodriguez, 2002).The results concluded that children who received explicit instruction in literacy and mathematics scored above those taught with other approaches. An additional result was increased self-esteem due to success in school (Rosenshine, 1995; Taylor, Peterson, Pearson, & Rodriguez, 2002). The National Follow-Through Project belonged to a group of studies on teacher effectiveness, which determined that explicit instruction effectively taught students what they needed to learn (Rosenshine, 1995; Taylor, Peterson, Pearson, & Rodriguez, 2002).Baumann and Duffy (2001) reported on five years of research that showed that reading skills and strategies are most effectively taught with systematic and explicit instruction. In conclusion, explicit instruction is vital for initial instruction in skill acquisition (Goodman, Goodman, & Hood, 1989). This is especially the case for struggling readers, who often require intense support to acquire reading skills (Goodman, Goodman, & Hood, 1989). Beginning reading instruction should emphasize explicit instruction, particularly for phonics instruction (Goodman, Goodman, & Hood, 1989).Constructivist instruction is important when generalizing skills to other contexts (Goodman, Goodman, & Hood, 1989). It can also be used when children explore children’s literature. Story structure can be taught with constructivist instruction and may be more meaningful to children than teaching it explicitly (Goodman, Goodman, & Hood, 1989). The Whole Language Movement is built upon Constructivist principles (Goodman, Goodman, & Hood, 1989). References Adams, G. and Engelmann, S. (1996).Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems. Brooks, J. G. & Brooks, M. G. (1994). In search of understanding: The case for constructivist classroo ms. Alexandria, VA: Association for Supervision and Curriculum Development. Brown, A. L. (1994). The advancement of learning. Educational Researcher 23: 4-12. Bruning, R. H. , Schraw, G. J. & Ronning, R. R (1995). Cognitive psychology and instruction, 2nd ed. Englewood Cliffs, NJ: Prentice Hall. Baumann, J. F. , & Duffy, A.M. (2001). Teacher-research methodology: Themes, variations, and possibilities. The Reading Teacher, 54, 608-615. Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher & N. Noddings (Eds. ), Constructivist views of the teaching and learning of mathematics (Journal for Research in Mathematics Education, Monograph No. 4, pp. 107-122). Reston, VA: National Council of Teachers of Mathematics. Cunningham, D. J. (1992). Beyond educational psychology: Steps toward an educational semiotic.Educational Psychology Review 4: 165-194. Goeke J. L. (2009). Explicit instruction: Strategies for meaningful direct teaching. Boston: Merrill/Pearson . Goodman, K. , Goodman, Y. & Hood, W. (1989). The whole language evaluation book. Portsmouth, NH: Heinemann. Hall, T. (2002). Explicit instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved Wednesday, March 13, 2013 from http://aim. cast. org/learn/historyarchive/backgroundpapers/explicit_instruction. Kirschner, P. A. , Sweller, J. , & Clark, R. (2006).Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41, 75–86 Pace, D. (2011). Best practice: The use of explicit instruction and culturally responsive teaching. Insights on Learning Disabilities, 8(2), 5-14. Pressley, M. , Harris, K. R. , & Marks, M. B. (1992). But good strategy instructors are constructivists! Educational Psychology Review 4: 3-31. Rosenshine, B. (1995). Advances in research on instruction. Journal of Educational Research, 88, 262â⠂¬â€œ268.Stanovich, K. E. (1994). Constructivism in reading education. Journal of Special Education, 28(3), 259. Taylor, B. M. , Peterson, D. S. , Pearson, P. D. , & Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the â€Å"how† as well as the â€Å"what† in effective reading instruction. The Reading Teacher, 56, 270–279. Wittrock, W. C. (1985). The generative learning model and its implications for science education. Studies in Science Education 12: 59-87. Ying-Tien, W. , & Chin-Chung, T. (2005). Effects of constructivist-oriented instruction on

Comparison of Marx, Durkheim and Weber - 1622 Words

Response Paper #1 Marx, Weber, Durkheim, introducing the godfathers of sociology. Three of the most influential theorists that are debated on and about till our present time. How have three very different individuals in history have maintained the template as we know it to understanding society, which has been over three centuries old? How is it that three different worlds and times in history, has had such familiarization not only for their respected times but a revelation to today’s systems and structures. Let us explore the minds and studies of the three men, and discover were they either Genius’ or foe? Summary: The â€Å"Manifesto of the Communist Party† by Karl Mark was first written in 1848 in a time where rules on workers and†¦show more content†¦Law is a major factor that Durkheim basis a lot off. A sort of symbolism and order to social life two types of law can be observed. Repressive law (punishing the guilty) and Restitutive law (restoring correctives to the offender). Durkheim applied that more mechanical solidarity. Anomie is introduced as the deregulation that was occurring society. He sheds the light on how people were supposed to act with each other were breaking down and at a time didn’t know what to except from each other. Anomy literally translates† the state or condition of individuals or society characterized by a breakdown or absence of social norms and values (dictionary.com.)†. Max Weber in 1922 writes â€Å"Bureaucracy†, where weber believed that structured organizations is a formal, rigid authoritative figure, whereas Weber wa s referring to the types of businesses that ran their organization like a family type, informal structure. He believed that those in a managerial position should be appointed due to their levels of professionalism and expertise. â€Å"The principle of office hierarchy and of channels of appeal stipulate a clearly established system if super- and subordination in which there is a supervision of the lower offices by the higher ones (Weber 2007: p.265).† Weber explains in his writings that the old ways such as feudalism in his time should be done away with, and that society changes their structure to a more organization of hierarchical principle. ForShow MoreRelated Comparisons of the Ontological Positions of Marx, Durkheim and Weber836 Words   |  3 Pages Comparisons of the ontological positions of Marx, Durkheim and Weber. Presenting any comparisons of Marx, Durkheim and Weber necessitates a homogeneous delineation of ontology. Megill (2002) defined ontology as â€Å"the field of investigation that attempts to arrive at conclusions regarding the fundamental nature of reality† (Megill 2002, p.38), and it is this definition that will delineate the positioning of these theorists. Karl Marx represented a pragmatic and practical positioning that identifiedRead MoreThe Theoretical And Methodological Perspectives Of Radicals Karl Marx And Friedrich Engels1162 Words   |  5 Pages In the comparison of the theoretical and methodological perspectives of radicals Karl Marx and Friedrich Engels, with the more liberal teachings of Emile Durkheim and Max Weber, there must be an understanding that essentially they were all intellects of the period of the Enlightenment. The philosophical basis of the Enlightenment was that human beings are substantially perfectible. This meant that human beings could be taught things and that there was never an end to the capacity of what couldRead MoreAnalysis of Marx, Weber, and Durkheims Views Essay1223 Words   |  5 PagesThe sociological views of  the three founding fathers; Karl Marx,  Max Weber, and  Emile Durkheim  all assert that various aspects of our lifestyle are fully a product of the society in which we live. Each theorist views the impact of society and its manifestation of our identity in a different way. All three of these men used the Industrial Revolution  and capitalism to shape their theories of social identity, especially the identity created by capitalisms division of labor; the owners of the meansRead MoreKarl Marx, Max Weber and Emile Durkheim offered differing perspectives on the role of religion. Choose the theorist whose insights you prefer and theorists views over the others.991 Words   |  4 Pagesï » ¿Karl Marx, Max Weber and Emile Durkheim offered differing perspectives on the role of religion. Ch oose the theorist whose insights you prefer and outline how they perceived religion operating socially. Discuss why you chose your preferred theorists views over the others. Marx, Durkheim and Weber each had different sociological views of the role and function of Religion. My preferred theorists view’s on Religion is Karl Marx’s as I feel his ideas are more relevantRead MoreAs The World Continues To Go Through Changes, We Observe1233 Words   |  5 Pagesremains the same. Literature and theories of Emile Durkheim, Max Weber, and Karl Marx, the three classical social theorists, can explain the history of a capitalist society and how the world repeats similar patterns. There is Durkheim, who focuses on norms of social interactions followed by Max Weber, who looks at the specifics of society and how it is formed based upon our making and not law or revelation. Lastly, there are the theories of Karl Marx, who uses a historical approach and focuses on classRead MoreSociology1391 Words   |  6 Pages Society. Society refers to people who interact in a defined territory and share culture. This chapter explores four important theoretical views explaining the nature of human societies, focusing on the work of Gerhard Lenski, Karl Marx, Max Weber, and Emile Durkheim. II. Gerhard Lenski: Society and Technology. Gerhard Lenski (Nolan Lenski, 2010) focuses on sociocultural evolution, the changes that occur as a society acquires new technology. According to Lenski, the more technological informationRead MoreSocial Facts, Social Actions and Historical Materialism: a Theoretical Comparison3896 Words   |  16 Pagesattempt of comparison, I will spot similarities and differences between them and summarize the sociological research strategies, which are coming from their ideas. In the concluding part of this essay, I will argue that Social Facts and actions are useful conceptions for the study of social phenomena, but Historical Materialism, provides a far more robust method of analysis. Identifying the causes of social phenomena in the material grounds of the process of production and class antagonism, Marx offersRead Moresymbol ic interactionism1449 Words   |  6 Pagesthe other hand the â€Å"me† prolongs, intervenes, or modifies action depending on how others react. In comparison to Mead, his earlier correspondents not being identical to his theory but have several similarities to the approach of this discipline. 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Hobby Lobby Contraceptive Case - 910 Words

Hobby Lobby Contraceptive Case In this case, the issue was that through Obama health care it is required that all for-profit corporations provide contraceptive services to all employees. And with this law in place it exempts all religious nonprofit corporations but does not exempt for-profit corporations whether they are religious or not. Hobby Lobby is a for-profit corporation and the owners are very conservative and religious and they feel that they should also be exempt from this health care law because they are against taking a life away. They feel that contraceptives get in the way of a life being born. Hobby lobby founder argues that they are being required to do something that they are against. PUTTING IT ON THE EMPLOYEES One of the main viewpoints discussed in the article was that with the past court cases, they have never discovered a for-profit corporation and/or organization to be religious. And that if they let every company who refuses to abide by this law be exempt because they are a religious company, the government would fall apart. Walter Dellinger, who was a part of the Clinton administration, explained that the employees of hobby lobby shouldn’t have to share the same beliefs as the owners of the company because it’s not like the company is a religious corporation it’s only the owners and they cannot make them feel the same way as them because they are only employees. But Paul Clement, who was a part of the Bush Administration, says that, that is notShow MoreRelatedThe Religious Freedom Restoration Act1309 Words   |  6 Pagesare i.e., religious or secular. Such as in the legal case of Burwell (U.S. Secretary of Health and Human Services) vs. Hobby Lobby. Hobby Lobby argued that they should not have to pay for contraceptives for their employees as part of their healthcare because contraceptives such as the emergency contraception went against their religious beliefs because is an abortifacient. I went into this with an open mind as I really didn’t follow the case at the time and really didn’t know too much about itRead MoreThe Freedom Restoration Act Should Not Be Treated Like People, Let Alone Granted1499 Words   |  6 PagesThe Supreme Court continued the horrible trend of pro-corporation rights. Whether one stands with Hobby Lobby, Inc. and considers this case a success of religious freedom or an intrusion, I see it as the court favored corporation’s rights over personal rights. Female workers should be given the availability to use contraceptives. In 2012, the Supreme Court ruled on the case of Burwell v. Hobby. 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ObamaCare’s affordable health care act, gives employees who are women access to contraceptives such as the morning after pill and IUDs, which the plaintiffs of Hobby Lobby considered to be forms of abortion. The contraceptive coverage in the new Health Care law makes preventative care more accessible and affordable to millions of Americans. This is particularlyRead MoreWe, the Corporations, of the United States of America1442 Words   |  6 Pagesexamining the grasps for corporate power highlighted in the court cases of Sebelius v. Hobby Lobby, Citizens United v. Federal Election, and United States v. Sourapas and Crest Beverage Company. First, it is imperative to comprehend the case of Sebelius v. Hobby Lobby. This court case is still in litigation and pertains to the Fourteenth Amendment, the Affordable Care Act (ACA), religious freedom, and woman’s access to contraceptives. The ACA requires all insurance companies to cover forms of femaleRead MoreAbortion : Women s Private Issues892 Words   |  4 Pagespills are over-the-counter as a back-up plan in case other types of contraception failed, though expensive. III. History of Sexism. The United States, as well as the rest of the world, has had an extensive history of sexism and inequality between men and women. IV. Griswold v. Connecticut. Griswold v. Connecticut is the 1965 landmark case that set the precedent for the right to privacy, specifically for the right to be informed and to use contraceptives between married couples, even though the wordRead MoreGlobal Warming Should Be On Birth Control785 Words   |  4 Pagesby Burwell v. Hobby Lobby (Guttmacher) (Planned Parenthood). In 2014, the Supreme Court ruled in favor of Hobby Lobby in the case of Burwell v. Hobby Lobby â€Å"that owners of some for-profit, private corporations can deny coverage of birth control to their staff because of their personal religious beliefs,† (Planned Parenthood). This has implications for employees of the companies who wish to exercise this new right in that they now either must pay out of pocket for pricy contraceptives or simply goRead MoreThe Impact Of Burwell V. Hobby Lobby1796 Words   |  8 PagesImpact of Burwell v. Hobby Lobby In September 2012, Hobby Lobby filed suit against the U.S. government to exempt itself from the contraceptive mandate of the Patient Protection and Affordable Care Act (PPACA). Hobby Lobby’s owners are evangelical Christians who believe that the contraceptive mandate violates their religious beliefs; specifically, that life begins at conception when successful fertilization occurs within a prospective mother. Providing contraceptive measures, in Hobby Lobby’s view, wouldRead MorePublic Trade Companies Shouldn t Be Able For Claim The Same Rights Essay836 Words   |  4 Pagesto certain individual freedoms; we all know that, so it’s nothing new. However, the freedom of religion, along with many other rights, ae things that I see being abused very often and that, to me, is a massive issue. Various corporations, like Hobby Lobby and Chick Fil-A, are using these individual rights or freedoms as reasons to deny services to anyone they see fit. These companies should n’t have the right to deny service to anyone with unjust cause, even if it coincides with their religion. ThisRead MoreThe Universal Declaration Of Human Rights1774 Words   |  8 Pagesbroached, and the associated cases that are centered on both sides of the issue will be discussed. While most health related policies and laws aim to protect the health of women, some serve to impede access to health services and cause harm to women through a lack of access to care. The issue of women s autonomy and ability to make their own reproductive decisions has been a polarizing subject since the dawn of the women s rights movement. One of the landmark cases for reproductive rights is Roe

Analysis Of Edgar Allan Poe s The Imp Of The Perverse

Mariana Falossi Professor O’Brien LTEN 176 November 8 2017 The Imp of the Perverse American writer and critique Edgar Allan Poe is very well known for his gothic tales of mystery, suspense, and horror. While his impressive collection of work carry thrilling themes of fear, death, and tragedy, Poe’s work goes beyond the purpose of literary entertainment and revealing his own inner demons. His writing may be heavily influenced by his own dark and tragic experiences and losses, but it also reveals unique characteristics of the disturbing nature of all people in general. One of these characteristics is explained in his short murderous tale The Imp of the Perverse. This tale explains how a significant part of human nature is driven by†¦show more content†¦Ã¢â‚¬Å"In the consideration of the faculties and impulses -- of the prima mobilia of the human soul, the phrenologists have failed to make room for a propensity which, although obviously existing as a radical, primitive, irreducible sentiment, has been equally overlooked by all the moralists who have preceded them† (____) The narrator explains how this is a failure which leaves room for error, and believes that root of impulsive behavior leading people to experience perversion for example is prima mobilia, which is in fact a part of the soul. He defines perversion as the impulse of doing something counterintuitive to to self help. Overall the idea of acting on impulse was not being studied and ignored. The narrator feels strongly that people should study and understand all sides of man, and especially the perverse side. He believes that the way men live should be based on nature rather than how they â€Å"should be living.† This is not to say that men should commit murder, rather simply understand what they are capable of and to explain the natural desire to do so. â€Å"It would have been wiser, it would have been safer, to classify (if classify we must) upon the basis of what man usually or occasionally did, and was always occasionally doin g, rather than upon the basis of what we took it for granted the Deity intended him to do)____) Idealistically people