Fredrick Douglass Essay -- essays research papers

After reading the Narrative of the Life of Fredrick Douglass, An American Slave, I have received a better understanding of the life of a slave. Douglass has a way of explaining the trials and tribulations of a slave, which makes the reader, look at the situations in a different perspective. Douglass' narrative was originally oral and he eventually sat down and wrote it as story of events of that time during his life. I believe he wrote it not just to tell his story but for other abolitionists of the time to actually feel what the slaves went through.   Ã‚  Ã‚  Ã‚  Ã‚  Douglass begins his narrative in a very original way. He does not jump into the accounts of his life. But he begins very passive and describes the overseers in a detailed manner. He compares one of his slave masters, Mr. Covey, to a horse breaker. A horse breaker trains horses to be obedient and this is exactly what Mr. Covey does, he trains slaves in a similar way.   Ã‚  Ã‚  Ã‚  Ã‚  The audience Douglass is trying to appeal to are the other abolitionists who he wants to convince that these masters were wrong for their treatment of other human beings. The other abolitionists consist mainly of white, middle-class individuals, usually women. They were the most literate people of the time, therefore they could read this story and understand where Douglass was coming from. He did not go into gruesome details because the women of that time could not handle the gory descriptions of the beatin...

Emotionally Focused Therapy Essay

To love and be loved in return is essential for an individual’s happiness. In accordance with many other aspects of life, marital status as been linked to influencing ones life in a positive way; making it happier (Stack, Eshleman, 527). The problem with this is that not all marriages stay healthy and good. With divorce rates raging from 40%-50% in the United States, there ends up being a gap in the happiness of many (Marriage and Divorce, 1). One path that some pairs choose is couples therapy. Unfortunately, generalized couples therapy can be tricky in the way that there is not enough empirical data and it proves difficult for a therapist to know what to do, when to do it, or how to do it properly. As Greenman and Johnson point out, â€Å"Research done in the past 30 years would suggest that between 25%-30% of couples who receive therapy do not demonstrate significant improvement and that there are substantial rates of relapse (close to 40%) among those who do† (Greenman, Johnson, 46). This being said, they continue on to talk about an exception to this rule. It is an experiential-humanistic, systemic intervention that has plenty of empirical support and linked evidence between client outcome and the therapy process. This intervention is called Emotionally-Focused Therapy (EFT). To introduce this type of therapy is it important to know about Attachment Theory. This theory was developed in great part by a British psychiatrist named John Bowlby in the 1950’s (Peterson, 258). This theory has since been studied vigorously using the Strange Situation technique, which measures infant-parent attachment. It will observe infants reactions to their mothers leaving, and also to their return. What has been found is that children at a very young age develop one of three possible attachment styles. The first of the possibilities is to become securely attached. This is the case for around 70% of children (Peterson, 258). When the mother leaves the room, the infants will become upset, but upon her return the infant will reach out in  some positive way including smiling, touching, or speaking to the mother. The second outcome is known as Avoidant (about 20%) (Peterson, 258). In this case, the child will not become upset when the mother leaves, or will the child show enthusiasm when the mother returns. The third possibility is called Ambivalent (about 20%) (Peterson, 258). These children will cry when their mother leaves, and will not be comforted when she returns. In some cases, the child will actually punish the mother for leaving in the first place. These different outcomes have been linked directly to how a mother interacts with her infant. If the mother is affectionate and caring, the children will often develop secure attachments. On the other hand, if the mother is rejecting and judgmental, this could result in the child being ambivalent or avoidant (Peterson, 258). The importance of Attachment Theory is the fact that data shows these attachments, developed in infancy, can stay with an individual throughout the rest of their lives. Avoidant and ambivalent children often grow up to be less sociable than securely attached children. Once these children grow into adulthood, their attachment stops being to their parents or caregivers and are replaced by romantic partners (Peterson, 50). It is common that someone who grew up being avoidant or ambivalent may find it hard to express their basic emotional needs to another individual. It is also common that marital problems can come down to a lack of positive communication. Being critical, defensive or stonewalling, which is often the case with people unable to express themselves, can absolutely effect a marriage negatively (Stack, Eshleman, 528). If a married couple find they are struggling through their marriage, it could be possible that one or both of them were not securely attached in infancy. This is where Emotionally-Focused Therapy can aid significantly to a couple. With around 40% of children growing up either avoidant or ambivalently attached, it is not surprising that divorce rates are as high as they are (Peterson, 260). In addition, with standard couples therapy not being as successful as one would hope, Emotionally-Focused Therapy is a refreshing, and supported way to get the help many couples may need. Peterson defines EFT as, â€Å"An approach for troubled couples based on attachment theory that  directly teaches a more-flexible approach to the expression and satisfaction of needs† (Peterson, 272). The goal of this technique is to be able to send and receive accurate affective messages with their partner which helps each of them achieve the comfort and connection they desire. This therapy is separated into 3 stages, with different sets of therapeutic goals for each. The first stage of EFT is called Cycle De-Escalation (Greenman, Johnson, 47) . This is where the couple can identify the main difficulties in their marriage and begin to understand their problem-cycle. This can often include loneliness, dejection or the fear that that can be associated with not being close and connected to their spouse. This is often when attachment styles are most notable. The second stage involves two main ideas being, Withdrawer Re-engagement and Blamer Softening (Greenman, Johnson, 47). This is a very important stage because it involves restructuring the way the couple interact with each other. The therapist will use many different methods including reflections, enactments, and empathetic restatements to guide the conversation. It is also important in this stage that the individuals turn to one another and portray their true affect. The therapist will help to teach them to control their body language, facial expressions, and tone of voice when speaking to each other. After stage two, the couple should be able to provide and ask for comfort from their partner, coming from a place of vulnerability (Greenman, Johnson, 47). In the third stage the therapist will act as a facilitator. The couple will be redirected and asked about major longstanding conflicts they had. They can then incorporate their new way of interacting with each other into their problem cycle, successfully minimizing it (Greenman, Johnson, 48). This form of therapy is important in showing individuals, who may not have ever expressed themselves thoroughly, that it is okay to recognize their need for emotional closeness. It is also important that they are aware of their avoidance toward speaking vulnerably. Once individuals can obtain a safe haven in their relationship and participate in problem solving effectively, most couples have reported a significantly higher satisfaction with themselves and in their marriage (Greenman, Johnson, 50). When learning about Attachment Theory, some may find themselves in the avoidant or ambivalent categories. This can be daunting, due to the fact that these attachments stay with us throughout our lives. It is discouraging to look into the future and assume you will still not be able to express yourself to your loved ones, and all of this because we did not become securely attached in infancy? This hardly seems fair. Emotionally-Focused Therapy gives an opportunity to those, who perhaps have never been in a secure relationship, to express themselves securely. It allows them the opportunity to build on their relationships in a healthy, productive way. Also allowing them the weight lifting feeling of being vulnerable, heard, and responded to with positivity. Work Cited: Greenman, P., & Johnson, S. (2013). Process Research on Emotionally Focused Therapy (EFT) for Couples: Linking Theory to Practice. Family Process, 52, 46-61. Retrieved November 29, 2014, from http://web.b.ebscohost.com.dml.regis.edu/ehost/pdfviewer/pdfviewer?sid=552d7eaa-fd7a-47e1-85e2-1e0eeb60ec88@sessionmgr115&vid=3&hid=110 Marriage and Divorce. (n.d.). Retrieved November 29, 2014, from http://www.apa.org/topics/divorce/ Peterson, C. (2006). A primer in positive psychology. Oxford: Oxford University Press. Stack, S., & Eshleman, R. (1998). Marital Status and Happiness: A 17-Nation Study. Journal of Marriage and Family, 60(2), 527-538. (Stack, Eshleman, 527)

Montar Conjugation in Spanish, Translation, and Examples

The Spanish verb montar is a regular -ar  verb like cenar, ayudar, or bajar.  It has several different meanings, but the most common is to mount. This article includes the conjugations of  montar  in the indicative mood (present, preterite, imperfect, future and conditional), the subjunctive mood (present and past), imperative mood, and other verb forms such as the gerund and past participle. Meanings and Examples of the Verb Montar The verb montar  is a cognate of the English verb to mount, so it can mean to mount or to put on. For example, Voy a montar el televisor en la pared is translated as I am going to mount the television on the wall, and  Ellos van a montar una obra de teatro  means They are going to put on a play.   Another meaning of  montar is to ride a horse or a bicycle. For example, A ella le gusta montar a caballo  (She likes to ride horses) or  A à ©l le gusta montar en bicicleta  (He likes to ride bicycles).   Yet another meaning of the verb  montar  is to put together or to assemble. For example,  Tengo que montar los muebles que comprà © en Ikea  (I have to assemble the furniture I bought at Ikea.) This meaning can even be used for putting together or starting a business. For example,  Vamos a montar un negocio de vender frutas  (We are going to start a business selling fruit.) The verb  montar  can also be used as a reflexive verb,  montarse,  in which case it means to get on something or to climb into something. For example, you can talk about  montarse en el bus  (get on the bus),  montarse en el carro  (get in the car),  montarse en el avià ³n  (get on the plane),  montarse en el caballo  (get on the horse), etc. Montar Present Indicative Yo monto I mount Yo monto mi bicicleta para ir al trabajo. T montas You mount T montas a caballo en la finca. Usted/l/ella monta You/he/she mounts Ella monta el cuadro en la pared. Nosotros montamos We mount Nosotros montamos una obra de teatro. Vosotros montis You mount Vosotros montis los muebles rpidamente. Ustedes/ellos/ellas montan You/they mount Ellos montan una tienda de zapatos. Montar Preterite  Indicative The preterite tense can be translated as the English simple past. It is used when talking about actions in the past that have been completed. Yo mont I mounted Yo mont mi bicicleta para ir al trabajo. T montaste You mounted T montaste a caballo en la finca. Usted/l/ella mont You/he/she mounted Ella mont el cuadro en la pared. Nosotros montamos We mounted Nosotros montamos una obra de teatro. Vosotros montasteis You mounted Vosotros montasteis los muebles rpidamente. Ustedes/ellos/ellas montaron You/they mounted Ellos montaron una tienda de zapatos. Montar Imperfect  Indicative The  imperfect  tense can be translated to English as was mounting or used to mount.  It is used to talk about ongoing or repeated actions in the past. Yo montaba I used to mount Yo montaba mi bicicleta para ir al trabajo. T montabas You used to mount T montabas a caballo en la finca. Usted/l/ella montaba You/he/she used to mount Ella montaba el cuadro en la pared. Nosotros montbamos We used to mount Nosotros montbamos una obra de teatro. Vosotros montabais You used to mount Vosotros montabais los muebles rpidamente. Ustedes/ellos/ellas montaban You/they used to mount Ellos montaban una tienda de zapatos. Montar Future  Indicative Yo montar I will mount Yo montar mi bicicleta para ir al trabajo. T montars You will mount T montars a caballo en la finca. Usted/l/ella montar You/he/she will mount Ella montar el cuadro en la pared. Nosotros montaremos We will mount Nosotros montaremos una obra de teatro. Vosotros montaris You will mount Vosotros montaris los muebles rpidamente. Ustedes/ellos/ellas montarn You/they will mount Ellos montarn una tienda de zapatos. Montar Periphrastic Future  Indicative Yo voy a montar I am going to mount Yo voy a montar mi bicicleta para ir al trabajo. T vas a montar You are going to mount T vas a montar a caballo en la finca. Usted/l/ella va a montar You/he/she is going to mount Ella va a montar el cuadro en la pared. Nosotros vamos a montar We are going to mount Nosotros vamos a montar una obra de teatro. Vosotros vais a montar You are going to mount Vosotros vais a montar los muebles rpidamente. Ustedes/ellos/ellas van a montar You/they are going to mount Ellos van a montar una tienda de zapatos. Montar Conditional  Indicative The conditional  tense can be translated to English as would mount.  It is used to talk about possibilities. Yo montara I would mount Yo montara mi bicicleta para ir al trabajo si viviera ms cerca. T montaras You would mount T montaras a caballo en la finca si estuvieras ms saludable. Usted/l/ella montara You/he/she would mount Ella montara el cuadro en la pared si tuviera las herramientas necesarias. Nosotros montaramos We would mount Nosotros montaramos una obra de teatro, pero no tenemos tiempo para ensayar. Vosotros montarais You would mount Vosotros montarais los muebles rpidamente, pero son muy grandes. Ustedes/ellos/ellas montaran You/they would mount Ellos montaran una tienda de zapatos si tuvieran el dinero para empezar. Montar Present Progressive/Gerund Form The present participle or gerund  for -ar  verbs is formed with the ending  -ando. The present participle is used in  progressive tenses  like the present progressive. Present Progressive of Montar està ¡ montando Is mounting Ella està ¡ montando el cuadro en la pared. Montar Past Participle The past participle for -ar  verbs is formed with the ending  -ado. The past participle is used in  compound tenses  like the present perfect.   Present Perfect of Montar ha montado  Has mounted Ella ha montado el cuadro en la pared.   Montar Present Subjunctive Que yo monte That I mount El mdico sugiere que yo monte mi bicicleta para ir al trabajo. Que t montes That you mount El jefe quiere que t montes a caballo en la finca. Que usted/l/ella monte That you/he/she mount Mam quiere que ella monte el cuadro en la pared. Que nosotros montemos That we mount El director quiere que nosotros montemos una obra de teatro. Que vosotros montis That you mount El cliente quiere que vosotros montis los muebles rpidamente. Que ustedes/ellos/ellas monten That you/they mount Pedro sugiere que ellos monten una tienda de zapatos. Montar Imperfect  Subjunctive There are two different ways of conjugating the  imperfect subjunctive. The tables below show both options, which are equally correct. Option 1 Que yo montara That I mounted El mdico sugiri que yo montara mi bicicleta para ir al trabajo. Que t montaras That you mounted El jefe quera que t montaras a caballo en la finca. Que usted/l/ella montara That you/he/she mounted Mam quera que ella montara el cuadro en la pared. Que nosotros montramos That we mounted El director quera que nosotros montramos una obra de teatro. Que vosotros montarais That you mounted El cliente quera que vosotros montarais los muebles rpidamente. Que ustedes/ellos/ellas montaran That you/they mounted Pedro sugiri que ellos montaran una tienda de zapatos. Option 2 Que yo montase That I mounted El mdico sugiri que yo montase mi bicicleta para ir al trabajo. Que t montases That you mounted El jefe quera que t montases a caballo en la finca. Que usted/l/ella montase That you/he/she mounted La mam quera que ella montase el cuadro en la pared. Que nosotros montsemos That we mounted El director quera que nosotros montsemos una obra de teatro. Que vosotros montaseis That you mounted El cliente quera que vosotros montaseis los muebles rpidamente. Que ustedes/ellos/ellas montasen That you/they mounted Pedro sugiri que ellos montasen una tienda de zapatos. Montar Imperative   The imperative mood is used to give direct orders. The tables below show the positive and negative commands for  montar. Positive Commands T monta Mount! Monta a caballo en la finca! Usted monte Mount! Monte el cuadro en la pared! Nosotros montemos Lets mount! Montemos una obra de teatro! Vosotros montad Mount! Montad los muebles rpidamente! Ustedes monten Mount! Monten una tienda de zapatos! Negative Commands T no montes Dont mount! No montes a caballo en la finca! Usted no monte Dont mount No monte el cuadro en la pared! Nosotros no montemos Lets not mount No montemos una obra de teatro! Vosotros no montis Dont mount! No montis los muebles rpidamente! Ustedes no monten Dont mount! No monten una tienda de zapatos!

6 Functions of Behavior and How to Identifying Them

Behavior is what humans do, and its observable and measurable. Whether it is to walk from one place to another or to crack ones knuckles, behavior serves some type of function. In the research-based approach to modifying behavior, called  Applied Behavior Analysis, the function  of an inappropriate behavior is sought out, in  order to find a replacement behavior to substitute it. Every behavior serves a function and provides  a consequence or  reinforcement  for the behavior. Spotting the Function of a Behavior When one successfully identifies the function of the behavior, one can reinforce an alternate, acceptable behavior that will replace it. When a student has a particular need or function fulfilled by an alternate means, the mal-adaptive or unacceptable behavior is less likely to reappear. For example, if a child needs attention, and one gives them attention in an appropriate way because of appropriate behavior, humans tend to cement the appropriate behavior and make the inappropriate or unwanted behavior less likely to appear. The Six Most Common Functions for Behaviors To obtain a preferred item or activity.Escape or avoidance. The behavior helps the child to escape from a setting or activity that he or she doesnt want.To get attention, either from significant adults or peers.To communicate. This is especially true with children with disabilities that limit their ability to communicate.Self-stimulation, when the behavior itself provides reinforcement.Control or power. Some students feel particularly powerless and a problematic behavior may give them a sense of power or control. Identifying the Function ABA uses a simple acronym, while  ABC  (Antecedent-Behavior-Consequence) defines the three pivotal parts of behavior. The definitions are as follows: Antecedent:  The environment in which the behavior occurs and the circumstances that surround the occurrence of the behavior or people in the environment when the behavior occurs.Behavior: The behavior, what the student actually does, that needs to be defined.Consequence:  Everything that happens after the behavior, including how people respond to the behavior and what happens to the rest of the students educational program. The clearest evidence of how a behavior functions for a child is seen in the antecedent (A) and the consequence (C.) The Antecedent In the antecedent,  everything happens immediately before the behavior occurs. It is sometimes also referred to as the setting event, but a setting event may be part of the antecedent and not the whole. The teacher or ABA practitioner needs to ask if something is in the environment that may lead to the behavior, such as escaping loud noises, a person who always presents a demand or a change in routine that might seem frightening to a child. There also may be something that happens in that environment that seems to have a causal relationship, like the entrance of a pretty girl which can draw attention. The Consequence In ABA, the term consequence has a very specific meaning, which at the same time is broader than the use of consequence, as it usually is, to mean punishment. The consequence is what happens as the result of the behavior. That consequence is usually the reward or reinforcement for the behavior. Consider consequences like the child being removed from the room or the teacher backing off and giving the child something easier or fun to do. Another consequence may include the teacher getting really angry and starting to scream. It is usually in how the consequence interacts with the antecedent that one can find the function of the behavior.   Examples of the Pivotal Parts of Behavior Example 1: Jeremy has been taking his clothes off in the classroom. During a structured observation, the therapist noticed that when the time for art approaches, Jeremy gets really agitated. When the teacher announces, Time to clean up to go to art, Jeremy will throw himself on the floor and start pulling his shirt off. It has now gotten to the point where he quickly pulls his socks and pants off, as well, so the office will call his mother to take him home. The function here is to  escape. Jeremy doesnt have to go to art class. The teachers need to figure out what it is that Jeremy wants to escape from art. The teacher may start taking his favorite toy to art and not putting any demands on him, or he/she may want to put headsets on Jeremy (the room may be too loud, or the teachers voice may be too high pitched.) Example 2: The moment that Hilary is given a demand after group, she begins to tantrum. She clears her desk with a sweep, knocks it over, and throws herself to the floor. Recently she has added biting. It has taken as much as a half hour to calm her down, but after attacking the other students, the principal has been sending her home with Mom, who she has to herself for the rest of the day. This is another function of escape, though because of the consequence, one might say it is also indirectly attention since she gets the undivided attention of Mom when she gets home. The teacher needs to work on slowly shaping the academic behavior, giving her preferred activities at her desk, and making sure there is a home note that helps Mom give Hilary extra attention, away from her typical siblings, when she has a great day. Example 3: Carlos is a  seventh grader with low functioning autism. He has been hitting girls when he goes to lunch or gym, though not hard. They are affectionately referred to as love pats. He occasionally hits a boy with long hair, but his focus is usually girls. He usually grins after he has done it. Here, the function is attention. Carlos is an adolescent boy, and he wants the attention of pretty girls. He needs to learn to greet girls appropriately to get their attention.

Bullying Is The Most Effective Tool Against Bullying Essay

In general, bullying happens during adolescence when a group of people bullies an individual. There are mainly two types of bullying-school and cyber bullying. A 2014 World Health Organization (2015) report findings show that, suicide rate caused by bullying is 60% higher in Japan than the global average. In addition, 25,000 Japanese people committed suicide in 2014. In other words, about 70 people took their own lives each day (The Japan Times, 2015). If we keep ignoring this problem, bullying and suicide rates will keep increasing. Even though decreasing birthrates and higher life expectancies are one of the biggest problems in Japan, bullying and suicide rates will keep increasing if this problem is never solved. Teaching Tolerance report findings show that prevention is the most effective tool against bullying (Teaching Tolerance, n.d.). My future dream is to be an English teacher in Japan. Since bullying is one of the biggest problems in Japanese education, it might happen in my classroom. As Teaching Tolerance (n.d.) presented above, prevention is the best way against bullying, so I have to know the reason why bullying happens a lot in Japan, and how I can prevent bullying. When I was in my high school, there was no bullying in my classroom whereas it happened in other classes. If I could unravel this reason, I would be going to know the most valuable intervention strategies to prevent bullying. Therefore, the aim of this research is to find the cause of bullying inShow MoreRelatedShould The State Or Federal Government Put Laws?884 Words   |  4 Pagesgovernment put laws in school to prevent bullying? â€Å"With ignorance comes fear, from fear comes bigotry. Education is the key to acceptance†. Kathleen Patel. Bullying can take place in or out of school and in person or through other means of communication. 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The behavior is repeated, or has the potential to be repeated, over time† (stopbullying.gov). â€Å"Traditionally bullying has included overt physical acts (e.g., hitting, shoving) and verbal abuse (e.g., taunting, name-calling) as well as more subtle or indirect actionsRead MoreCyber Bullying Research Paper1670 Words   |  7 Pagesforming a Bullying Prevention Coordinating Committee, consisting of representatives from each key stakeholder group such as school administrators, teaching staff, and non-teaching staff, parents, and other local authorities. The Bullying Prevention Coordinating Committee (BPCC) will attend a two-day training to better understand program implementation. The Olweus Student Questionnaire will be administered to all high school students in order to obtain a baseline for the prevalence of bullying. 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Teens are turning electronic devices into â€Å"weapons† by using social networking websites, chat rooms, text messaging, and even more ways possible. Through this they call each other names, demean each other, and even threaten each other. Kids are put i n serious

Vice President and New Executive Vice Free Essays

Case Analysis ReportFMBT Bank I. Statement of the Problem The new Executive Vice President and Chief Information Officer of FMBTBank have no clear authority and responsibility. II. We will write a custom essay sample on Vice President and New Executive Vice or any similar topic only for you Order Now Objective There should be a clear authority and responsibility for the new IT Executivein order for her to be effective and efficient. III. Analysis of the Causes a. Relationship between IT Department and other bank business units ismixed up causing considerable confusion, friction and inefficiency. . Work request are vague and not coordinated and consolidated to reflect aclearer picture of the problem making it hard to formulate a quick solutionwhich the bank’s other business units require. c. The presence of the new IT executive was not welcomed by the unitmanagers of other business units of the bank making it harder for her tofacilitate solutions for IT problems. d. IT staff responsibilities are limited only to application works. They are notgiven the freedom to explore and apply new developments in the ITindustry. e. There is considerable influence from other regional executives todecentralize IT operations to regional branches because they feel thatresponse will be faster to meet their requirements. IV. Choices a. Define an explicit authority and responsibility of the new IT executive. Thespan of authority should include all business units involve in the use IT toensure that all will follow IT processes and procedures. . The new IT executive must formulate strict IT policies and procedureswhich have the approval of the CEO and all IT users are required to follow Failure to follow IT policies and procedure should be dealt with inaccordance with company’s existing rewards and punishment policies. c. Involve IT staffs in a more flexible working environment and give them thefreedom to take advantage on new IT innovations and apply it to thecompany’s IT system. d. Re-organize the company’s whole organizational structure to adapt intothe new requirement of IT technology rather than remain as rigid as thecurrent vertical structure. e. Decentralize the whole IT department operations to regional branches inorder that implementation will be faster. V. Selection from the Choices As a CEO, I will reorganize the whole organizational structure of the companyand include IT as a major division in the implementation of companystrategies. If a bank wanted to grow in this generation, it must be willing toadapt to technological innovations. Task the new IT executive to formulate ITpolicies and procedures that will be implemented company wide where all ITusers are required to follow. VI. Implementation IT department should be given blanket authority in terms of implementing ITstrategies of the company and this should be understood by all departmentsand divisions. The new IT executive should create a company wide IT helpdesk where allwork requests are consolidated, analyzed and collated to come up with anintelligent solution to all IT problems. This will also eliminate confusion;friction and inefficiency since all information needed to create a solution arealready consolidated. The only thing that IT will do is to design a frameworksolution to any imaginable IT problems that were presented based on the IThelpdesk consolidated information. With this strategy, IT will have moreefficient control of its resources and channel saved resources in developingnew IT innovations that they can apply for the development of the company. 2 VII. Work place application In our company, the IT department has full control of all IT related issues. ITdepartment has regional helpdesk to cater to all IT related work requests. TheIT helpdesk will in turn consolidate all work requests and assign qualifiedtechnical staffs that can best address the problem. For minor IT problems,the helpdesk will address it immediately by giving direct instructions to theuser. If technical intervention is required, a district IT technical staff will beimmediately dispatched to address the problem How to cite Vice President and New Executive Vice, Essay examples

Hume Liberty and Necessity free essay sample

Hume wants to discuss what liberty and necessity mean and whether or not they can be compatible with each other. This is all really a discussion of Hume’s view of free will and determinism, and how they can be easily reconciled through compatibilism where for example both liberty and necessity are required for morality. He starts off by considering the idea of necessity and defines it as, â€Å"the constant conjunction of similar objects, and the consequent inference from one to another† (Hume 150). He wants to talk about its relation to what he calls liberty. He defines his hypothetical liberty as, â€Å"A power of acting or not acting, according to the determinations of the will† (Hume 159). This sounds like free will, meaning that people have the ability to act or not act in certain ways. He wants to deny any possibility of chance, because he’s an empiricist, and if you have the possibility of chance, what can you ever really know about the world. In every case, Hume is going to want to go out into the world and see where things come from even these ideas of liberty and necessity to see if there is a way to have both. To take it further, he goes on to claim that we’re all compatibilists without even realizing it. In order to explain his reasoning, he makes three arguments: the necessity argument, the spontaneity argument, and the anti-libertarianism argument. For the necessity argument, he says that when we look at the world around us, it appears that there is some constant conjunction between a person’s character and the actions that they make. This is very similar to his argument about cause and effect, but in this example, we’re no longer comparing things like billiard balls knocking into one another causing the other ball to move, he’s applying this idea of cause and effect to people. He basically says that people with a certain character will always go with the resulting action. This is an example of the constant conjunction between similar objects that he talks about and in this case, the similar objects would be the person and their action. For the second half of the necessity definition, involving inference, Hume says we make inferences between people’s character and their actions, and then he goes on to say that without making these inferences about people, we wouldn’t be able to function. For the spontaneity argument, Hume wants to address what the distinction between a free action and an unfree action is in relation to his idea of liberty. He says that free action can be distinguished from unfree action not because it doesn’t have a cause, but rather that it has a different type of cause than unfree action. Basically, he’s saying that responsible or morally free actions are caused by our own motives, while if there is an unfree action, it is caused by some external thing meaning something outside yourself is causing you to do this action. So with regards to the spontaneity argument, the person doing the free action has a conjunction to the action they’re doing, because it was done by their own desires or motives. Meaning if it was not an accident caused by some external thing making you do an action, you are held responsible for that action and were therefore determined by your own will. For the anti-libertarian argument, Hume wants to say that freedom of indifference, which is Descartes’ idea, would make moral responsibility impossible, because a liberty really does not exist. He says you couldn’t blame something that just happened on someone who had nothing to do with it. For a libertarian there would be no possibility of being held responsible, therefore morality would be impossible. So basically, Hume believes that liberty and necessity are compatible, because they really deal with different ideas. For example, liberty comes with a lack of constraint and necessity comes with the idea of cause and effect conjunctions. Therefore, compatibility is people have the liberty to do whatever they choose to do, but they can also be determined by their own desires to do something as well. Hume’s idea of freedom is radically different than Descartes. For Descartes, there are two types of freedom: freedom of indifference and freedom of inclination. Freedom of indifference is the freedom to assent to something ithout evidence of it or to assent to something obscurely. This is the lowest kind of freedom, because in this case, it can go either way meaning a good or bad outcome. In freedom of inclination, we have clear and distinct perceptions of something and you cannot help but assent to it. It’s sort of like God is somewhat forcing us along. According to Descartes, this is the highest form of freedom, because in this case, we could potentially be free from error since we’re going along in accordance with that perfect being. I want to argue in favor of Hume, because Descartes’ idea of freedom, doesn’t really seem to be an actual freedom, because some perfect being is putting these clear and distinct perceptions in your head, so there is really no choice in the matter. On the other hand, I’m not entirely sure that you can always make inferences about people’s character like Hume says. I understand that he believes that change is something we experience in the world, but I don’t know if we could make inferences with people that we’ve just met, even though I guess we do expect them to act a certain way. The example we discussed in class about the boyfriend randomly breaking up with you would definitely be an exception to the rule though, because how could you make inferences about someone who you think is one way and then is a completely different person the next. Other than that, I do believe that Hume has a stronger argument, especially in the sense that more people will be able to relate to his idea that freedom and determination can be compatible.