Air pollution in china Essay Example | Topics and Well Written Essays - 1750 words

Air pollution in china - Essay Example Indeed, the poor air quality threatens the power of the Chinese Communist Party which derives its authority from its social contract for providing better quality life to the people. The increase in both indoor and outdoor air pollution in China due to rapid industrialization, urbanization and economic growth adversely affects its people’s healthy, ecology and economy, thus the adoption of critical measures to curb the problem. The contributing factor to China’s air pollution is its rapid economic growth, urbanization and industrialization. He, Huo, and Zhang observe the proportion of China’s urban to total population grew from 18% to 31% between 1978 and 1999, this being three times the world’s average during the same period (398). The use of coal as a source of energy has been the main source of anthropogenic air pollution. Even so, Zhang and Smith observe that 60% of the population still lives in rural areas (848). This population uses biomass, which mainly includes crop residues and wood, in simple stoves. Thus, while the urban population heavily depends on coal for energy, the rural population depends on biomass. As such, China faces the problem of both indoor and outdoor air pollution. Despite the improvement in environmental protection requirements that have improved China’s air quality in the past decade as observed by Liu et al., the issue still remains a critical chall enge (281). SO2 and total suspended particulates, TSP, still remain ten times more concentrated in China’s air than recommended by the World Health Organization. Thus, it would be beneficial to understand the sources of this. The indoor air pollution in China is attributed to the rural population’s reliance on biomass as the source of household energy. Zhang and Smith observe that 80% of the energy that the rural households consumed in 2003 was from biomass, that is mainly wood and crop residues

Great Expectations Essay Example for Free

Great Expectations Essay What Picture Of Childhood Does Charles Dickens Create In The First Section of Great Expectations?  In 1861, when Dickens embarked upon telling the novel Great Expectations, the country was riveted. Theyd hasten to read the next weekly instalment which was full of drama and, more importantly, the issues which Dickens urged to convey throughout the novel. Strong feelings were rooted to his childhood where he was forced to work in a blacking factory and even give up his education at one point. When he did receive an education it was poorly taught, like Pips own experience. In comparison, our society today and its compulsory education is a striking contrast to Victorian childrens life. Treatment during childhood is also an important theme and most interestingly how Pip is treated by his sister Mrs Joe and her husband Joe Gargery. Whereas Joe supports and encourages Pip, Astonishing! You ARE a scholar, he remarks when Pip writes something on the chalkboard to him, Mrs Joe treats Pip extremely differently. Despite being only a sister to Pip, Mrs Joe acts as his mother as she has raised him by hand. Literally this describes how she raised him alone, but also symbolises how Pip seemed to be raised by Mrs Joes violence. She is firm and cruel and uses the tickler, a whip, on Pip when she sees that he has misbehaved. This sounds childish and fun to our ears, which is ironic seeing as it causes Pip so much pain throughout his childhood. Another severe and strict method of control is force feeding a disgusting dose of tar water. This treatment for a naughty child, which is used on Pip, was also used on Joe. This could be a possible reason for why Joe and Pip act brotherly and are on equal terms as seen here: get behind the door old chap, as they are united against Mrs Joes cruel punishments and severity despite the social rules that your elders are your betters. Therefore, although Joes behaviour towards Pip seems more natural to us nowadays, it is in fact Mrs Joes treatment of Pip, which Dickens writes to give us a picture of childhood, which was more common in Victorian times. The classic seen and not heard view of children, which was meant quite literally at the dinner table on Christmas day where Pip was not allowed to speak., is also portrayed in the character of Mr Pumblechook. He tells Pip over dinner he should be grateful to them which brought you up by hand, because if he had been born a Squeaker he would not have received such care. Mr Pumblechook uses every chance, like testing his arithmetic, to belittle and insult Pip. However, when Pip gains his fortune Mr Pumblechook hypocritically claims that it was well deserved and they have always been old friends. We can see that Mr Pumblechook, in seeing that Pip is now of a higher status and so has to respect and try to gain favour of him, whereas before young Pip as a child was of a very low status. Miss Havisham looks down on Pip for another reason as her wealth makes Pip feel even more common. She invites him to play in Satis House, which has been neglected since her failed wedding day. She is blunt with Pip, for example: I hope you want nothing. Youll get nothing. She has a frighteningly manipulative influence on those around her. She teaches Estella to break mens hearts and encourages Pip to think she is his mysterious benefactor. It could be because she spends too much time alone with her bitter thoughts, which allows her to be so cunningly manipulative. She expects people to follow her wishes, especially Pip as he is common. You are unwilling to play, then are you willing to work? In contrast, Magwitchs treatment towards Pip is regardless of class. When he first meets him he is desperate, shaking, ill and in pain. We can see that this makes him desperate, and even threatening to Pip. However, later on in the novel we can see that Magwitch treats Pip with great respect in affection in return for his help seeing himself as Pips second-father, whereas Mr Pumblechook tries to leech of Pip when hes older. It is difficult to tell whether Pips deed or Magwitchs nature lead Magwitch to treat someone so kindly like Pip, but as he was desperate on the marshes we can assume he isnt only kind to Pip. Friends on the desolate marshes are a fortune Pip does not possess in his childhood. Interacting with children your own age plays a vital role in growing up as we can see from Pips reactions to his meetings with Estella. Her condescending manner is very apparent in the scornful tone she refers to Pip as boy despite being the same age as him. Once again, it is because of class that she mocks him. She laughs at him for calling the Knaves Jacks. However, Pip falls in love with her even more despite her cruel actions and wishes to change and better his life in the hope of wooing Estella. She has caused a huge impact on Pips life because of the way she has been brought up to break their hearts and because she is the first pretty girl Pip has set his eyes upon. Pip first meets Herbert Pocket in the grounds of Satis House where he is challenged to a fight. Not knowing his name, Pip refers to him as the pale young gentleman. He was secretly afraid of him despite that he did not look very healthy. It could be that his fear is from being treated badly by those of higher status; however, Herbert treats him as an equal by playing and even returning Pips good will by saying same to you. This shows how he treats Pip more fairly unlike Estella. This gives us an insight that class is not an issue to all children. Another person similar to Pips age is Biddy. She comes to look after Joe, Mrs Joe and Pip and at once Pip recognises her intelligence. However, we can see a slight snobbery in the way Pip looks at her. He does not understand how she can learn quicker than Pip. From this we can see he acknowledges Biddys intelligence, but is also confused why he is not superior in that aspect which is rather snobbish. Although Pip and Biddy do not see each other in the same way (Pip did not know back then that Biddy loved Pip), Pip trusts Biddy immensely and tells her that he wants to be a gentleman on Estellas account. He has told no one else this, but still looks down on Biddy and thinks she is envious and grudging of his new wealth. He does not treat her as an equal in this aspect so it is difficult to see if we could call her a true friend. And as friends are important in childhood, its clear to see that Dickens is saying that Pip did not have much of one. Unlike today, Pip doesnt play any games nor is he allowed as much freedom to go out. He is whipped for visiting the graveyard, so he certainly wouldnt be able to go out with friends like children his age today. He is expected to learn from Joe in the forge and become apprenticed (PRENGTD) to him. Before receiving the fortune he has no choice, and at the beginning wants no other career; however we are now encouraged to consider many career options from a young age. This may have been because back then, you didnt have much chance other than to follow the family trade unless you had money. In Satis House he is expected to play in front of Miss Havisham, walk her and keep her company. Even though he is there to play, it is not by choice and he does not have fun by it. His games, for example cards, are very formal whereas today children would play informally and with children their own age, and so once again Dickens shows Pips lack of fun in childhood.

Values And Ethics In Educational Leadership

Values And Ethics In Educational Leadership One of the major adversities of applying values and ethics in educational leadership from a innovative perspective lies in convincing academic institutions and administrators to think differently about leadership through Aristotelian principles. Educational executives themselves, are challenged to rethink traditional pedagogical curriculum regarding leadership principles and techniques and are encouraged to utilize Aristotles philosophy, specifically, the nature of practicing right actions, integrity, and espousing these principles through living a virtuous life (Lapsley Narvaez, 2006). In turn, virtues of an academic administrator can be encapsulated in the concepts of values and ethics espoused by school officials. Applying values and ethics in educational leadership includes understanding that supervisors should be men and women of principled character. Applying Aristotles virtue constructs in educational leadership training course work defines such character traits and what it m eans to be a moral agent. As a moral obligation, educational leaders have an responsibility to demonstrate care in the schools that they supervise. Learning to differentiate between Aristotelian virtues and how these values and ethics are to be integrated in educational leadership curriculum programs are the major composition of this paper and will become the fundamental examination of effective educational leadership. Applying Values And Ethics in Educational Leadership Through Aristotelian Principles Literature Review Overview As an introduction to academic administration and ethical behavior, many have proposed the following questions: Does academic leadership training curricula teach ethical accountability? Secondly, is what they teach sufficient? And lastly, is there a direct correlation in the merging of academic leadership with Aristotelian virtues that result in a more authentic type of leader? To be a moral and ethical educational leader, one would need to uphold the ideals of justice, compassion, and empathy for the betterment of each member in the school in which he or she governs. Also, the need to identify and measure the educational leaders commitment to moral character in part to protect the interests of mutual stakeholders is an essential component under consideration when evaluating the effectiveness of academic administrators. Peer-reviewed journals and articles approach varying definitions pertaining to virtue, moral values, or ethical practice in the realm of academic leadership. It is apparent that many have opinions regarding the subject and how each should be addressed. However diverse the definitions are, all authors acknowledge the call to return to more ethical accountability in educational leadership. The challenge presented is one of defining academic leadership through moral ethical dilemmas. Such dilemmas are confronted by diverse course content material that is lacking and considered insufficient to produce appropriate outcomes to solve difficult situations. The paper is outlined to include the following sub-headings for the purpose of direction and mapping subject matter, these include: Applying values and ethics in educational leadership, the principled academic administrator, applying Aristotles virtue constructs in educational leadership, a moral obligation to care in educational leadership, differentiating between values and ethics, integrating values and ethics in educational leadership curriculum programs, and finally pulling it all together in the conclusion. The Principled Academic Administrator Academic administrators are entrusted with the duty to act in accordance to ethical behaviors, with so many ethical misappropriations in the media spotlight, and recent scandals had in academic institutions, many have question if current leadership training curriculum found in administrative educational leadership programs fail to teach sufficient ethical accountability (Propheter Jez, 2012). Curriculum that addresses characteristics traits associated with moral virtues in the context of school administration must question if moral virtue such as those espoused by Aristotelian principles will developed a more authentic leader? Bowen, et al. (2006), notes that doctoral programs should place more emphasizes on ethics than on management. Educational leaders must be able to command leadership skills that are committed to moral character and ethical behavior, have the interest of and mutual respect for all stakeholders at heart, support and promote teacher and student alike, are engaged in justice, care, compassion and empathy and are highly motivated by the individual success of each of the members of the larger community of the school of which he is to govern (Pijanowski, 2007). Academic leaders make decisions that impact the lives of teachers, students and parents, making the act of leadership a moral issue. An educational leaders core set of values, or set of beliefs, is the ethical framework from which a leader develops a vision for the school in which he administers. Associated with administrative leadership, is the constant call for change, thus the academic leader becomes the change agent and will direct, define, and shape the change sequence that leads the schools progression and improvement for all stakeholders. Understanding this concept of leadership helps further define what educational leadership is, Starratt (1991) elaborates by noting educational leadership includes virtual ethics such as critique, justice and caring. That is to say that school administrators will be faced with decisions that will required them to critique hierarchy and bureaucratic boards who may tend to bow to public pressures or sway with public opinions. Starratt argues that justice is formed in some standard but that this standard must be held above one individuals passion and serve the greater good of the many. This Starratt (2004) called the community of moral goodness, wherein many individuals would join together for the greater good of the whole forming a relationship of effective leadership. This would then lead from one state of moral responsibility to a higher state of moral responsibility. In turn, individuals in a community form a relationship in caring not out of obligation but out of a sense of positive regard for one another. Academic administrators embedded with these qualities will constitute the principled leader. Therefore, there is a need for the call of Aristotelian constructs in educational leadership curriculum graduate programs. Applying Aristotles Virtue Constructs In Educational Leadership Applying an Aristotelian philosophy to educational leadership is perhaps the most logical approach to value and ethical driven curriculum specifying virtues in school supervision. Kodish (2006) incorporates the suggestion that Aristotelian philosophy bridges both theory and the practice of moral and right action. Drawing on insights of authentic leadership and virtue, Aristotles (1987) defines virtual states of character as having to do with feeling, choosing, and engaging in actions that do well toward others and doing so until these characteristics form in us habitually. This hypothesis leads us to conclude that a good academic administrator will embrace and exemplify a number of these traits or virtues, in ethical manners especially in regards to his role as the academic head. It is the purpose of this paper in part, to identify a few of these Aristotelian virtues as they are related to educational leaders. A short composition on morals, judgment, respect, genuine, empathy, care, and courage will be explored as basic components of the makeup of the moral fiber regarding the academic leader. Morals. Aristotle classifies moral virtue as the excellent state of an individual and good judgment. He sees this character as an intellectual virtue embracing moral rational and the ability to have moral perception along with sufficient insight to make ethical decision not only for ones self, but for the larger community. Judgment. As moral character is an essential element of choice to act right, so is judgment equal to wisdom and practical judgment in Aristotelian philosophy. Good judgment often requires the academic leader to use wisdom in decision making processes. Ethical administrative judgment is a virtue of academic administration. Aristotle would simply state that curriculum driven programs need to teach students that moral virtues are the characters of acting in good judgment. Empathy Respect. Aristotle would promote the idea that empathy and respect are interconnected and go hand-in-hand. That these two components are essential elements in a school leaders character and as such they exist mutually together and serve the best interests of all stakeholders at heart. He would suggest that these interests are cradled in the simplest proponents of the Golden Rule and promote a climate of mutual worth for all persons. Genuine Authenticity. Starratt (2004, p.3) identifies authenticity as one of the foundational virtues of ethical leadership. To be genuine or authentic as an academic supervisor requires leaders to live ethical, transparent lifes that demonstrate leadership, stewardship, and commitment to a sense of spirituality. Educational leadership is authentic to the degree that it is ethical, sincere, genuine, and trustworthy in action and interaction and that such interactions are consistent with the promotion of others wellbeing. In the context of school leadership, this includes the success of staff and student alike. Justice, Care Courage. Shapiro and Stefkovich (2005) argued that moral virtues associated with leadership have a particular importance to safeguard and promote the best interests of others. When the ethics of justice, care, and courage are joined with an ethic of inclusive Aristotelian discourse, educational administrators have a model to ethical decision-making founded on principle. Moral Obligation To Care in Educational Leadership As moral agents, educational leaders should act in accordance with personal values and convictions that incorporate the respect, trust and integrity for being authentic and true to their values. The ethic of care implores educators to nurture the emotional and moral development of students. This moral value requires educational administrators to focuses on affirmation values such as trust, loyalty, belonging, self-worth, and self-efficacy in the process of education, making academics about individuals in the educational profession. As care agents in education, caring ethics would refer to the relationship created between student and teacher. As administrators over educational institutes, caring incorporates the obligation to respond to the needs of not only students, but staff, teachers and other stakeholders. This may include addressing curriculum designs to meet the needs of a diverse student body, staff needs based on census loads, and responses to classroom environments. Care must not be based on a one time efforts at virtuous decision but ongoing developing ontological relationships. Creating An Ontological Relationship In Educational Leadership Cunliffe and Eriksen (2011 p.1432) would argue that we exist in mutual relationships with others and our surroundings and that we both shape, and are shaped by, our social experience in everyday interactions and conversations. It appears that such theories in relational ontology lay the foundation for mutual members of an organization to extend mutual respect and regard toward one another when such relationships are formed. The basic contention of a relational ontology is simply that the relations between entities are ontologically, as Cunliffe (2009) explains, the Relational leader is more concerned with creating interpersonal relationships and institutions, where the focus is on ethical issues of care, concern, and respect. Ontological relationships in academic leadership should include relationships as more fundamental than the individual leader. This is accomplished by working through various difficulties or differences together with other members of the academic community and assuming ownership and mutual responsibility, where moral relational-responsiveness is demonstrated. In return, mutual respect is enhanced, a sense of safety and nurturance is experienced and mutual regard are honored allowing for positive interaction to be had among all stakeholders who in turn are more apt to further their personal investment into the program. Identifying what are considered values and separating ethical bou ndaries are sometimes difficult in relationships, especially is this so in the guise of administrative roles. Having a better understanding of the essential role of each in educational leadership is important. Differentiating Between Values and Ethics Ethical decision making among educational leaders is an essential element of administration, teaching ethics is only one component of a construct necessary for making ethical decisions, staging values as important in and of itself will not suffice. Instructing academic leaders on this principle is vital in changing the direction of educational supervisors in becoming cognizant driven regarding ethic and value mindsets. Beckner (2004) has indicated research literature on educational administration has placed a greater emphasis on the moral values and ethical practices associated with school administration then has been promoted in the past. Shapiro and Stefkovich (2005) have supported that school officials have a duty and obligation to all stakeholders for whom they are accountable to be moral agents that are informed, ethical, and capable to lead. Darling-Hammond (2005) makes a case regarding educational leadership graduate preparation programs to include real-life dilemmas in curriculum training materials so as to better prepare administrators with the process of ethical decision-making. As Kline (2006) indicates, failure of strong ethical training is at the center of most corruptible educational leadership and administrative dilemma, noting that most dilemmas faced by educators lack sufficient policies to direct how to solve issues before and when they do come to light. As a profession, supervisors who oversee curriculum development, have a moral obligation to ensure that educational administration programs found at the graduate level, train prospective leaders in the principles of virtues associated with the development of ethical operating schools (Shapiro Stefkovich, 2005). As literature review recommends, it is imperative that both moral values and ethical principles become an integrated ingredient of curriculum develop ment in educational leadership programs. The following section of this work will address this critical issue. Integrating Values And Ethics In Educational Leadership Curriculum Programs Avolio, et al. (2009) suggested that authentic leadership includes both a sense of greater self-awareness and self-regulated behaviors that lead to positive community development. Avolio and colleagues feel that authentic leadership is essential and one of the first steps needed in ethical leadership preparation. Curren (2008, p. 338) includes ethical instructions as a vital aspect of leadership training course work for future administrative leaders noting that these cardinal virtues are essential and would be a good start toward articulating what it means to be an ethical academic administrator. Cameron and Caza (2002) incorporate ethics instruction in leadership preparation studies curriculum to include the academic institutions role and its obligation to the student and larger community. Given the obligation that professor have to students in preparing them for the future administrative duties, and that this obligation goes beyond just a professional one, Kline (2006) suggest that instructors of ethical courses must make a deliberate decision to think of the student beyond academic settings. In other words, how does ones behavior reflect on other aspects of the individuals complete life, not just in the administrative role? Ethics must be an essential part of course content. Returning to Bowen et al. (2006), which assert that ethic curricula should include codes of conduct, framework on ethical decision making practicums, and adequate case studies with frequent examinations to ensure future administrators are prepared to deal appropriately with dilemmas that they will be confronted with. Without the commitment to strong ethical integration in curriculum program, ethics courses are seriously compromised. Implementation is as crucial as is the content. The question then becomes how is this best achieved? The State of West Virginias Department of Education operates under a code of ethics. Codes of ethics are design to guide the professional conduct of the members who practice in their fields. As with most ethical course preparation, research of code conduct directive is a must. Students are led to investigate and research content that require review of state and national code of ethics. Graduates should become familiar with these codes and reference them frequently. Opportunity to discuss, debate and examine case studies in ethical dilemma will better prepare future administrators to handle real-life experiences that may confront them as school supervisors. Additional internships with real-time school directors can enhance administrative skill-sets in ethical problem solving outside of classroom content, with hands-on practicum learning. Educational leaders need to develop a working knowledge of Aristotelian virtues from which effective school administrator rise. Additionally, institutions of higher learning need to incorporate these values into graduate curricula programs, emphasis to strengthen academic administrative training program with stronger ethics and value latent material centered on Aristotelian virtues has been the theme of this paper. Review of literature certainly has supported the need and indeed has extended the call for academic leaders who are better prepared to lead educational institutions. Academic supervisors however, must distinguishes themselves and be refined in aptitude through curriculum that include moral values and ethical content rich in ethics, archetype, and critical evaluations that aspire leaders and encourage them to develop critical thinking skills and make decisions that are based on the common benefit of all person in a larger educational community. Academic leaders that adhere and reflect a higher level of insight in discharging their duties as administrators, understand that such considerations have an impact on their lives and the lives of their students also understand that they will influence not only an immediate generation, but will effect generation yet to be born. Conclusion Expanded research is needed to increase our understanding of the ethical dilemmas confronted by academic leaders. Challenges faced in educational institutions require ethical responses and require insights based on values that are saturated in virtue. Values include appropriate morals, judgment, genuineness, empathy, care, respect for others, and the courage to stand for what is right, not what is always popular. Principled men and women who are espoused and trained in Aristotelian philosophy should inform policy and strategies in academic administration to ensure that every stakeholders voice is heard, recognized and needs are being addressed. That too, the best interest of the educational institution is being forwarded. Academic leaders have a moral obligation to care about their staff, students and all constituents who have a vested interest in their academic establishment and to the larger community in which they serve. These relationships are formed from an ontological concept, meaning they are logical. When united in a common act of ethical consideration for one another, we logically uplift one another. Additional consideration should be given to graduate programs training educational professional in academic supervision. Course content should include in curricula development, content rich in Aristotelian concepts leading to the learning and development of school leaders in their activities to attain authentic leadership observance which are embedded in ethical constructs. Content must take care to ensure differences between values and ethics are made clear and how these should be integrated into the curriculum and espoused in the classroom and among all staff members. Applying Aristotelian values and ethics in graduate educational leadership programs may prove beneficial in restoring ethical prudence to academic administrative roles.

Sports Narrative - Track Competition :: Personal Narrative Essays

Personal Narrative- Track Competition The moment of truth was upon me. The official times, this includes whom qualified for finals, for the 400m relay had been posted. My eyes scanned the page for the bold letters that spell ANDERSON. As I ran my finger across the page to where the times were posted, my ears began to shut out all outside noises, leaving me alone with the thump of my heart and the inhale and exhale of my lungs. Both began to increase in speed as my eyes narrowed in on the time. My sophomore year had begun and I wasn't sure whether or not I was going to do track this year. Last year I played football in the fall and soccer in the spring. Not really enjoying it, the decision was made to play " real futbol" (soccer) in the fall, leaving the spring sports season open. My friend kept telling me how fun track was, so I decided to give it a try. As the first meet neared, things were going well. I made it onto the 4x100 team making me the third fastest kid on the team. The other members of the relay were Jason Schmidt, Jeremy Willard and Rodney Schmidt. Jason and Jeremy were both the top dogs and Rodney and I were second from the bottom of the barrel. The 400 relay was my best event. We placed in every meet and even took home some medals as the season progressed. As the track year rounded for the home stretch, we had only three more meets to compete in: the Tiger Invitational, regionals, and state. As the Tiger rolled around, there arose a question of whether or not to keep the team together or break it up and give the two seniors a chance to compete in other individual events at regionals. I actually didn't know about this possibility until about five minutes before the race began on Saturday. We were all huddled together preparing for the start. Jeremy came up to Rodney and me and told us that if we didn't do well the team might be dropped. Kicking our motivational drive into high, the four of us focused on only one thing: running the time we all knew we could. Getting into the blocks I felt more ready than ever. At the sound of the gun, I shot out of the blocks. I sprinted around the track, concentrating on making a great hand-off.

John Lock’Es View on Innate Knowledge

Innate ideas John Locke, a renowned English philosopher in the seventeenth century, argued against the pre-existing prevalent belief of innate knowledge, such as those led by Descartes. Many of Locke’s arguments begin with criticisms on philosophers’ opinion on innate knowledge, notably Descartes. Therefore, many of Locke’s arguments are direct rebuttals of Descartes and other philosophers’ beliefs about the existence of innate knowledge. To arrive at the conclusion that innate knowledge is impossible, Locke comes with various premises and rebuttals that add weight to his arguments.First, Locke emphasizes that knowledge and ideas are learned through experience, not innately. He argues that people’s minds at birth are ‘blank slate’ that is later filled through experience. Here, the ‘senses’ play an important role because ‘the knowledge of some truths, as Locke confesses, is very in the mind; but in a way that shows the m not to be innate’. By this, Locke argues that some ideas are actually in the mind from an early age but these ideas are furnished by the senses starting in the womb. For example, the color blue and the blueness’ of something is not that which is learned innately but is some is learned through exposures to a blue object or thing. So if we do have a universal understanding of ‘blueness’, it is because we are exposed to blue objects ever since we were young. The blue sky is what many would acquaint with blue easily and at a young age. Second, Locke argues that people have no innate principles. Locke contended that innate principles rely upon innate ideas within people but such innate ideas do not exist. He says this on the basis that there is no ‘universal consent’ that everyone agrees upon.Locke quotes that ‘There is nothing more commonly taken for granted that there are certain principles universally agreed upon by all mankind, but ther e are none to which all mankind give a universal assent’. This argues against the very foundation of the idea of innate knowledge because principles that garner universal assent are thought to be known innately, simply because it is the best explanation available. However, it cannot even be an explanation for such belief because no ‘universal consent’ exists. Rationalists argue that there are in fact ome principles that are universally agreed upon, such as the principle of identity. But it is far-fetched to claim that everyone knows this principle of identity because for the least, children and idiots, the less-intelligent ones are not acquainted with it. There are several objections to these premises and arguments that are outlined above. The argument by Locke that there are some ideas that are in the mind at an early age gives credence to argument for the innate ideas. For ideas to be furnished by the senses later on there has to be ideas that are laid as found ations.If such ideas are innate, as acknowledged by Locke, no matter how trivial or less significant these ideas may be as one may argue, such claim could give weight to the idea of innate knowledge. Innate knowledge or ideas, after all, doesn’t imply that all ideas are innate because as one can see, there are things that we learn through our experiences and encounters in life as well. So as long as there is even the basic principle that is innate early in life, then innate knowledge can be known to exist. The validity behind the claim that there is no ‘universal consent’ is also questionable.Locke argues that no principle that all mankind agrees upon exists because there are those who are not acquainted with such principle, notably children and idiots. However, the terms children and idiots are somewhat misguided. How are children and especially the idiots categorized? Is there a specific criteria used for those who are classified as idiots? It is hard to genera lize that idiots or those who are deemed less intelligent are not acquainted with certain principles because at times, intelligence is not the best indicator of someone’s knowledge or ideas.There are many intelligent people out there who take their status for granted and do not think, contemplate or make an effort to their best extent. The objections that are made against the initial arguments can be defended in certain ways. Regarding the objection that since there are innate ideas in the mind at an early age, innate knowledge exists, the term ‘innate’ should be thought of again in greater detail. Innate knowledge has to be significant enough for us to recount to be considered such. Thus, there comes a risk with considering the ideas within our minds early on as innate.For example, the knowledge of our hands and feet maybe imbedded to us at a very early stage. The knowledge of using our hands and feet are not so significant. The knowledge that we gain through ou r use of hands and feet could be vital knowledge that we may recount throughout. Throwing a baseball properly under a coach’s instructions is an example. Also, there is the claim that intelligence cannot be the sole indicator of one’s acquisition of ‘universal consent’ and that there isn’t a clear distinction of those who can understand universal principles to those who cannot.However, the important focus here should not be on defining ‘idiots’ and intelligence but on that universal consent is hard to be assembled by every single mankind. Therefore, more should be considered than just innate knowledge that could garner universal consent. Empirical principles that are derived from experience could garner universal assent too. For example, the fear of ‘dying’ or ‘getting seriously injured’ could mean that people would not jump out the roof from tall buildings. And this belief could be universal among all.

Theme Analysis “June Birthing”

Lisa Brooks 12:10-1:00 752 Theme Analysis â€Å"June Birthing† It’s like going to a restaurant and not knowing what you want to order. Once you come across the item that makes your mouth water, you find yourself not being able to leave until you are satisfied and know that this was something that you will remember forever. The theme of â€Å"June Birthing† by Joyce Carol Oates is that sometimes in life chance events can change someone’s life. The story tells about a chance meeting between a woman named Kathe Connor and a man named Lyle Carter.Kathe was a thirty-seven year old divorced woman. She lived her life routinely. She drove the same route â€Å"so frequently she has almost ceast to see her surroundings†(521). She was also very kind hearted and cared for others. Lyle Carter was a large, hard working man as described by Oates, â€Å"A big man in work clothes, torso like the trunk of a thick tree†(522). Contrary to his stature, he was a g entle, compassionate man. He, like Kathe, was divorced and set in his ways. He tells Kathe that â€Å"he’d become accustomed to being alone in this phase of his life†(526).Their chance meeting occurred when Kathe noticed something on the side of the road. She stopped to help this creature who ended up being a tiny newborn fawn. Lyle approached and almost hit Kathe’s car. He stopped and tried to help Kathe save the fawn. At the beginning of the story Kathe believed that chance meetings did not change lifes outcomes, however by the end she asks Lyle, ‘†You wouldn’t think a single fawn would matter so much, would you’†(527). Her question to Lyle shows she had experienced an epiphany, that by stopping to help the fawn it brought the two of them together.If she had not stopped they may have never met. Before this chance meeting Kathe and Lyle lived alone and seemed to be lonely. This event brought them together and they could become co mpanions. After meeting him her life may have new meaning and not so routine. Lyle is able to show his gentle, caring side to someone he had been missing in his life. He told Kathe â€Å"that he knew what it was to feel strongly about an animal†(526). This shows that he has compassion just as Kathe did about the fawn. Together they can balance each other out.The title â€Å"June Birthing† has more than just one meaning. The first meaning can relate to the fawn being born in June. The second meaning the beginning of a relationship between Kathe and Lyle. Everyone comes to a path in life that they must choose which way to go. The choice people make can change a life forever. Works Cited Oates, Joyce Carol. â€Å"June Birthing† Perrine’s Literature: Structure, Sound, and Sense 11th ed. Ed. Thomas R. Arp and Greg Johnson. Boston Wadsworth Cengage Learning, 2012. 521-527.