Financial Instability Essay -- Financial Market Finances Accounting Es

Money related Instability The taking off volume of global money and expanded association in late decades has expanded worries about instability and dangers of a money related emergency. This has driven numerous to examine and investigate the starting points, transmission, impacts and approaches meant to block monetary shakiness. This paper contends that monetary progression and theory are the most intelligent clarifications for shakiness in monetary markets and that monetary unsteadiness is probably going to be transmitted internationally with far arriving at suggestions on genuine part execution. I finish up the paper with the contention that a worldwide exchange duty would be the best approach to control money related precariousness and that other proposed arrangements, for example, target zones and the making of a supranational foundation, are either unfeasible or out of reach. Shakiness IN FINANCIAL MARKETS In this segment I look at four understandings of how money related shakiness emerges. The principal understanding arrangements with hypothesis and the resulting â€Å"bandwagoning† in budgetary markets. The second is a political understanding managing the declining status of a domineering grapple of the budgetary framework. The subject of whether guideline causes or mitigates budgetary unsteadiness is raised by the third translation; while the fourth see manages the â€Å"trigger point† marvels. To completely fathom these translations we should initially comprehend and separate between a â€Å"currency† and â€Å"contagion† emergency. A cash emergency alludes to a circumstance is which lost trust in a nation's money incites capital flight. Alternately, a virus emergency alludes to lost trust in the benefits designated in a specific money and the resulting worldwide transmission of this stun. One of the more fundamental readings of money related shakiness relates to theory. Hypothesis is displayed in a circumstance where a legislature money related or financial approach (or activity) persuades that the money of that specific country will either acknowledge or devalue in wording comparative with those of different nations. Firmly connected with these theoretical assaults is what is begat the â€Å"bandwagon† impact. State for instance, that a nation's national bank chooses to attempt an expansionary financial approach. A ne... ...onal Monetary Markets,† in Gerald Epstein, Julie Graham, Jessica Nembard (eds.), Making a New World Economy: Forces of Change and Plans of Action (Temple College Press, 1993). Charles Hakkio, â€Å"Should we Throw Sand in the Gears of Financial Markets?† Government Save Bank of Kansas City Economic Review, 1994. Richard Herring and Robert Litan, Financial Regulation in the Global Economy (Brookings Institution, 1995). Ethan Kapstein, â€Å"Shockproof: The End of Financial Crisis† Foreign Affairs, January/February 1996. Charles P. Kindleberger, The World in Depression (London: Penguin 1973). Paul Krugman, â€Å"International Aspects of Financial Crises† in Martin Feldstein, ed., The Danger of Economic Crisis (Chicago: University of Chicago Press, 1991). John McCallum, â€Å"Managers and Unstable Financial Markets† Business Quarterly January 1, 1995. James Tobin, â€Å"A proposition for worldwide financial reform† Eastern Economic Diary 1978, volume 4. John Williamson, The Failure of World Monetary Reform 1971-1974) (NY:NYU Press, 1977) L.B. Yeager, International Monetary Relations: Theory, History, and Policy 1976. .

Critical reflection practice Essay

Presentation The territory of basic reflection is commonly comprehended to be a troublesome and challenged landscape, that seems, by all accounts, to be appealing on paper however is intricate to place without hesitation. Instructors state this is a significant capacity for understudies to create as it adds to more noteworthy profundity of comprehension and learning (Boud, Cohen, and Walker, 1993; Lay and McGuire, 2010; Moon, 2006; Wolf, 2010). The wide scope of ways to deal with basic reflection recommends the focal point of learning is set on method as opposed to the more extensive reason and results of basic reflection. Basic reflection ought not be a prescriptive action (Moon, 2006) yet rules should empower the understudy to build up their own style. This paper starts a discussion on the difficult topicâ of basic appearance in agreeable training. Characterizing Critical Reflection There gives off an impression of being absence of an away from of basic reflection, as it is a challenged term mirroring the belief system of the client. Contingent upon one’s point of view basic reflection can be comprehended to mean totally different things (Boyd and Fales, 1983; Brookfield, 2009; Gardner, 2009; Harvey, Coulson, Mackaway, and WinchesterSeeto, 2010; Hatton and Smith, 1995; Smith, 2011; van Woerkom, 2010) and fluctuates inside people and settings. Basic reflection is broadly perceived as a key segment in the learning procedures of people and is supported in numerous regions of expert practice (Brookfield, 2009; Jarvis, 2010; Leijen, Valtna, Leijen, and Pedaste, 2011), particularly inside projects where there is rich learning conceivable through explicit encounters (Harvey et al., 2010). The terms reflection, basic reflection, intelligent practice, intelligent reasoning and reflexivity have comparable implications and application in instructive writing, just as, utilized reciprocally (Black and Plowright, 2010; Rogers, 2001). Creators consider that not all reflection is basic reflection and basic reflection possibly at higher, progressively convoluted level that challenges the student and the instructor (Harvey et al., 2010; Hatton and Smith, 1994). Further unloading is required to unmistakably distinguish the genuine idea of ‘critical’ reflection. Fook (2006) recommends work should be done from a â€Å"common premise of understanding† so the act of basic reflection perhaps refined and improved. Mezirow (1990) thinks about basic reflection as a forerunner to transformative realizing, which may prompt changes in close to home understandings and conceivably conduct. Understudies can utilize basic reflection rehearses for participating in metacognition (Eames and Coll, 2010). It is related with various learning results including improved reasoning, learning and evaluation of self and social frameworks (Smith, 2011). Dewey (1938) states that while we can't learn or be instructed to figure, we do need to figure out how to think well and particularly to obtain the act of reflection. To utilize information basically we don't acknowledge the circumstance at ‘face value’. Thisâ requires the capacity to look underneath the surface to perceive what may impact the circumstance, bringing about basic profundity to comprehension. Furthermore, the capacity to analyze the master plan and view the circumstance all the more comprehensively creates basic broadness. These empower us to build up a more full comprehension of encounters so we are better prepared to oversee comparable future circumstances (S. Thompson and Thompson, 2008). This capacity to think basically is created after some time (Crowe and O’Malley, 2006) through direction and backing. Basic reflection is upheld in numerous regions of expert turn of events and work on, including the all territories of human services instruction, educating, the executives, and research, as it urges specialists to pick up understanding into their own polished methodology through their encounters. These projects by and large require some type of hands on work to be firmly coordinated with scholarly investigation. Thusly there is wide variety in the strategies and approaches utilized in the act of basic reflection. Approaches may extend from casual conversations to exceptionally organized organizations. Rules in the writing on the best way to decide, encourage and evaluate basic appearance by and by seem, by all accounts, to be restricted (Leijen et al., 2011; Smith, 2011). Models of basic reflection This huge territory in the writing, which investigates models of basic reflection, needs lucidity. There is by all accounts likenesses inside and over the different applications from numerous fields or trains of instruction that may have practically no territories of cover (Fook and Gardner 2007). Numerous models of reflection dependent on a philosophical methodology, might be considered to help understudies build up a comprehension of basic reflection. These have been quickly sketched out in table 1.0 to help picture the connection between the models and structures. The system picked to control students’ reflections might be controlled by the desires for the learning results. A few models of reflection may not energize basic reflection. Models may control the procedure of reflection however ought not force a remedy of what reflection is. It isn't basic to follow a model and a few specialists decide not to. There is some analysis of models that lessen reflection to levels however this methodology possibly valuable for showing what the center ofâ reflection involves. The understudy may pick whether to receive a model to outline their appearance as a transitory measure until trust in the intelligent action is picked up and comprehended. Table 1.0: Three models of basic reflection distinguishing two structures that gives direction to reflecting inside each model. Model of basic reflection System General remarks Dewey’s model of intelligent Information can be developed learning through dynamic reflection on past and present encounters. Commonsense approach. Gibb’s model A cyclic nonexclusive structure. A general and vague way to deal with reflection. Beginners may discover it as well ambiguous requiring further direction. Stephenson’s system A point by point set of prompt inquiries. Spotlights on outcomes of activities what's more, inspects practice information. Habermas’s model of basic In view of 3 subject matters: reflection specialized, reasonable and emancipatory. Basic hypothesis approach. Taylor’s system Depicts exercises related with 3 kinds of reflection: specialized, viable furthermore, emancipatory. Profoundly organized. Kim’s system Called basic intelligent enquiry. Three periods of reflection: spellbinding, intelligent, basic/emancipatory. Procedures and items applied to each stage. Kolb’s model of reflexive Endeavors to incorporate reasoning and learning practice. Experiential learning approach. Borton’s structure Rearranged model utilizing 3 inquiries: What? What of it? Presently what? Very simple to recall. Rolfe’s structure Extended Borton’s structure. Included inquiries to each progression. Turned the last step back to frame reflexive cycle. Conventional, effortlessly adjusted to suit most circumstances. * Adapted from Rolfe et al (2011). Basic appearance in helpful instruction As indicated by Martin and Fleming (2010) helpful training is more than work experience however a perceived instructive way to deal with learning. Basic reflection is a basic part of the teaching method of agreeable instruction and different types of work incorporated learning. The procedure of basic reflection should be encouraged with organized systems inside the course that support commitment truth be told. It is essential to make a culture where reflection is esteemed as a learning apparatus and it is sheltered to be straightforward. Practice and criticism on reflection all through the program are essential to empower the understudy to advance through their learning experience. Van Gyn (1996) proposes that intelligent practice to upgrade understudy learning results requires a composed association between the understudy, scholarly and industry managers. There is a widespreadâ assumption that reflection has positive results for understudy learning. Helpful training is understudy driven realizing, which builds the requirement for the understudy to act naturally propelled, proactive, composed and intelligent. Basic reflection urges understudies to be willing and ready to address, investigate and evaluate methods of acting and thinking as they take part in work environment encounters (Higgins, 2011) and into what's to come. Therefore the understudy is better ready to comprehend and pick up bits of knowledge into his/her abilities, skills and information. The utilization of basic appearance in agreeable instruction expands the odds of the getting the hang of being pertinent and significant to the understudy. Along these lines the student’s commitment in reflection can help them in understanding themselves, their learning experience and groundwork for what's to come. The significance of the social setting (Fook, White and Gardner, 2006) of reflection ought to be thought of, as close to home reflection is a piece of the more extensive setting of the association culture and structure (Thompson and Pascal, 2012). The business setting is mind boggling and may challenge different elements of reflection, for example, enthusiastic requests of the learning experience, power connections and time limitations. The methodologies that encourage reflection ought to provide food for the individual needs of the understudy, suit the learning condition and guide the improvement of understudies intelligent aptitudes (Martin and Fleming, 2010). Procedures may incorporate learning contracts, intelligent diaries, progress reports, reports and oral introductions furnishing the understudy with numerous chances to rehearse basic reflection. End Basic reflection is utilized in training to support the coordination of hypothesis and practice while upgrading understudy learning and fearlessness. Be that as it may, a broad writing search on the job of reflection for

Back From The West Coast

Back From The West Coast Hi everyone, I am back in town after a crazy day of traveling across the country with a pregnant wife and a toddler (good times). Sorry to be away from my blog for a few days, but my ability to get online was a bit sporadic during my trip. Ive had a chance to think about the recent thread a lot and discuss it with some of my superiors (for those of you just joining the discussion, there were some pretty serious suicide-related posts there over the last few days). Heres the conclusion a public forum such as my blog is not the place to have a discussion on highly serious issues such as suicide. I respect the sentiments of the original poster, and am blown away by the humanity of this community in response to his/her post. Thank you all, so very much. But an admissions blog just isnt the right place. ., I would really like to try to help however I can. I am hoping that you will consider contacting me non-publicly my email is benjones at mit dot edu. If I am not able to help, I will find someone who can. All, I am sorry to have to remove or edit parts of that thread. But this blog is what it is, and Matt I have to stay within certain parameters or risk losing our blogs altogether. Thanks for understanding. ., my thoughts are with you. Please send email if I can help.

Essay about Philosophy of Education - 613 Words

My Philosophy of Education I believe that every child has the ability to learn, but it takes a good teacher to be able to bring this ability out. This is a role I would like to take. I believe the purposes of education are necessary for the child to live a successful life. In my opinion, the schools goals should begin with providing students the necessary knowledge and experiences to help contribute to our society. And it will be a very important goal for me to help my students succeed any where they go. Being a teacher is something that Ive thought about since the first grade. The desire to be a teacher is a different story. It is almost a powerful feeling knowing that I can change the lives of so many students. A child will†¦show more content†¦As a teacher I will do my best to make this happen. I am in favor of vocational studies and liberal arts, as well as the general education courses, when it comes to the subjects that need to be taught in school. I think the major subjects such as Engli sh and science, as well as subjects such as typing, need to be taught in the classroom setting. The students will gain valuable knowledge, and in some classes hands-on experience, that they can use to their benefit when they get out of school. I believe all children can learn. How quickly they learn depends upon the ability of the child, and the effectiveness of the teacher. It will be my responsibility to be well versed in the subjects that I am teaching. An effective teacher is also aware of different learning styles, and respects the diversity of their students. It is the students responsibility to take an active part in their education, learning about the world around them to the best of their ability. It will be my job to guide the students through experiences that enable the student to think, reach their own conclusions, and apply what they haveShow MoreRelatedMy Teaching Philosophy Of Education880 Words   |  4 PagesAccording to the Education Philosophy test that we took in class, my education philosophy matched with social reconstruction. Social Reconstructionist believes that systems must keep changing to improve human conditions. Also, emphasizes social questions and to create a better society. Social reconstructionist believe that you have to start over to make things better. While going through the PowerPoint that explained what social reconstitution is, in a deeper way, I came to the conclusion that socialRead MorePhilosophy : Philosophy Of Education1328 Words   |  6 Pages Philosophy of Education Jihyae Choe Liberty University TESL 419 â€Æ' Philosophy of Education A good educator decides the direction of teaching based on a resolute educational philosophy. A firm and resolute philosophy does not equate with a fixed perspective, instead it is a strong foundation that can stabilize the life long educational career. In order to establish a firm philosophical basis, passion toward education should accompany proper understanding. Successful educators who establishedRead MorePhilosophy And Philosophy Of Education828 Words   |  4 PagesPhilosophy of Education Teachers, especially those in the early years of school, have the extraordinary task of instilling a life-long love of learning in their students. We are there to cultivate their young minds in an arena where children feel safe and secure while expanding and exploring their knowledge of the world around them. We are to create responsible, productive and model citizens of the world. We are given an incredible task to carry out! With that in mind, however education needsRead MorePhilosophy And Philosophy Of Education1866 Words   |  8 PagesPhilosophy of Education An educational philosophy gives teachers and all educators’ ways to use problem solving in schools. For a lot of practitioners, actual teaching has been reduced to action lacking of a rationale or justification. According to Alan Sadovick, the author of our textbook, a philosophy of education is â€Å"firmly rooted in practice, whereas philosophy, as a discipline, stands on its own with no specific end in mind† (Sadovnik, 2013, pg. 179). All teachers and prospective teachers haveRead MoreThe Philosophy Of Education And Education1175 Words   |  5 Pagesbeliefs is called a philosophy of education. â€Å"A philosophy of education represents answers to questions about the purpose of schooling, a teacher s role, and what should be taught and by what methods† (Philosophy of Education). Educational philosophies differ among all individuals in education. With individual educators, some choose a teacher-centered philosophy and others choose a student-centered philosop hy. It appears that both realms of philosophy play an important role in education inside the typicalRead MoreThe Philosophy Of Education And Education Essay1545 Words   |  7 PagesThe philosophy of education is not a topic that can be fully taught and understood by reading and studying a textbook, or a few textbooks for that matter. I believe that the philosophy of education is somewhat subjective, rather than objective, and that there exists numerous answers to what is the â€Å"philosophy of education†. I feel that one’s answers can not be expressed with a single word nor a sentence; and that one has to â€Å"experience† rather than just read to find the answer. 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The purpose of this essay is to point out what I believe the foundation, student location, rationaleRead MoreMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustained

The Pitfall of Undergraduate Essay Exam Samples

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So whether you're ordering your very first paper with us or your 10th, you'll discover yourself saving a good deal of money! There are lots of individuals who don't wish to understand what's in their food. You may acquire fast food on just about any street nowadays. Fast food isn't bad so long as you eat it every once in a little while, but lots of people decide to eat fast food each and every day. Most folks take drugs voluntarily without a notion of what it is that they do to your brain and total physical well-being. As social workers will probably be in touch with families who are having trouble in their relationships, there are opportunities that will improve identification of victims of domestic abuse. Government surveillance programs do more damage than good since they invade civil liberties, lead innocent folks to suffer unfair punishments, and ultimately fail to guard the citizens they are made to safeguard. The ways students ought to be taught about their wellness. 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Unit 4 Development Free Essays

Unit 4: Development Through the Life Stages P1: Describe physical, intellectual, emotional and social development for each of the life stages of an individual. Through every life stage we experience physical, intellectual and social and emotional development. Physical development is when the appearance of the body changes. We will write a custom essay sample on Unit 4 Development or any similar topic only for you Order Now Intellectual development is the mental process of knowing, for example problem solving. The social and emotional development is when your emotions, your personality and social interactions begin. Conception is the process described when the penetration of an egg cell by a sperm cell fuses to form the first cell of a new living organism. Conception normally occurs in the fallopian tubes as a result of sexual intercourse. Pregnancy begins when the embryo implants or embeds itself in the living of the uterus wall and develops. An amniotic sac filled with fluid that surrounds the embryo and acts as a shock absorber. A placenta filled with the mother’s blood and through which the embryo obtains nutrients and eliminates waste. The umbilical cord contains the blood vessels that transport nutrients, oxygen and waste products between the embryo and the placenta. The first few weeks of the pregnancy are critical for the embryo and its development can be affected by the health and behaviour of the mother. The next life stage is birth and infancy this is to the age of 3 years. The physical developments throughout this stage are the following. The body doubles in height and quadruples in weight. Motor skills progress from simple reflexes to coordinates motor abilities such as grasping and walking. The child’s sensory and perceptual ability develops rapidly. For example when the baby is 0 to 6 months their short- sightedness reduces and their eyes begin to focus more clearly. Another physical development would the brain responding to stimulation, such as a child copying an adult clapping. The intellectual development in birth and infancy is when basic structure of language is learned through baby talk with adults. This development would usually occur 0 to 6 months. Babies often use crying, cooing and babbling as their first communication. Further language skills are developed by the age of 1, to constructing sentences by the age of 2. Children start to be aware of world progress through immediate sensory motor experiences such as hearing familiar voices and pointing. Lastly children start to think about the concept of objects, for example objects still exist when out of sight and awareness. This development occurs from 6 to 12 months when the child begins to pass objects between hands. It develops further at 18 to 24 months when children can throw a ball and use a crayon. By the end of birth and infancy children can build a tower of bricks and use scissors. The social and emotional developments in birth and infancy are the following. The child’s emotional responses change from basic reactions to more complex. For instance the child may become self-conscious when playing with other children. Independent behaviours increase with parental encouragement around feeding, dressing and toilet training. By the age of 18 to 24 months the child can use a spoon and remove some clothing. The ability to relate to playmates emerges at the end of birth and infancy the child; this shows the child has developed confidence and basic social skills. The fourth life stage is childhood; this is between the ages of 4 to 11 years old. One of the physical developments in the early ages of childhood is the brain; it attains 90% of adult weight by the age of 5 and develops faster than any other body part. Physical strength increase and body proportions become more adult like. Also athletic skills such as running and jumping dramatically improve in the early years of childhood. Fine motor skills involving the use of smaller muscles develop, allowing younger children to handle small objects with more accuracy such as pencils. When a child reaches the middle of its childhood the growth of the brain slows down, this is from the age of 7 to 9. Physical growth also slows but height spurts occur. Expansion of the heart and lung capacities supports more physical endurance such as swimming and football. In late childhood puberty begins with rising hormone levels. This also shows a specific physical change in gender, girls producing breasts and boys testes enlarging. Girls’ growth spurt begins with gains in height, weight and musculature. The intellectual developments for children in their early childhood are the following. Firstly social interactions with parents and play mates allow their knowledge about the world increase. Also language develops rapidly, resulting on average a 14,000 word vocabulary. In the middle stages of childhood a child’s memory capacity expands, as well as the ability to think about thought. As a result of this a child would be able to organise their own learning. In late childhood a child’s logical thought processes to abstract thinking. A child would have many language skills including synonyms, double meanings, metaphors and humour. There are several social and emotional developments that occur in the early stages of childhood. Firstly a child playing alone or with others becomes increasingly complex and imaginative. Also children become aware of gender roles. When children are near to the age of 6, they have the desire for independence and control over environment increases. This makes parent’s supervisory role more challenging. In the middle stages of childhood peer groups become more significant as dependence shifts to friends for help. Children experience loyalty and share mutual interests. The awareness of and involvement in outside world, increases awareness of family, economic and political conditions. In late childhood peer groups often divide into cliques due to many reasons, for example personality, style and beliefs. The awareness of gender stereotypes continues to increase. Issues increase around sibling rivalry and separation from family. The next stage in life is adolescence this is between the ages of 12 to 17 years old. The physical development in early adolescence is the body continues to grow in height and weight. Early adolescence is between the ages of 12 to 15. Another physical development is that girl’s growth spurts peaks while boys typically begin. The physical development in late adolescence which is ages between 16 to 19 years, this is the stage during puberty. This is when there are changes in level of growth and sex hormones which cause the development of sex organs. It also develops sexual characteristics. Females continue the develop breasts, but experience broadening of the hips, onset of menstruation and first ovulation, growth of pubic and armpit hair. Males experience growth of muscles, broadening of the shoulders, growth of the larynx, production of semen and body and pubic hair. Both genders have an increased activity of the sweat gland. One of the intellectual developments in adolescence is having the ability to grasp irony and sarcasm. The ongoing development of vocabulary expands to more abstract words. Also the understanding of complex grammar continues to improve. Lastly thinking becomes more self conscious and critical, this is usually influenced by the media. The ability to cope with new problems and situations is reached by the end of this period. There are many social and emotional developments in adolescence; this is mainly due to hormones. In the early stages of adolescence sexual orientation begins to emerge. This stage in life is where most parent and child conflicts are likely to happen. Also peer pressure is likely to increase at this stage. This is because children are getting to the age where they want to try new things out like alcohol, smoking and shoplifting. In late adolescence sexual orientation continues to develop, whereas cliques decline in importance. The process of developing and maintaining intimate relationships begin. At this stage your identity is greatly influenced by personal factors, including family and peer relationships, economic and political circumstances. Near the end of adolescence you are introduced to the world of work and career planning. Adulthood is between the ages of 18 to 65 years. The physical functioning increases through the 20’s and peaks around the age of 30, but can be maintained through exercise. In early adulthood, 20 to 40 years of age there is a gradual increase in weight and body fat and a decrease in lean muscle mass. The efficiency of many organ systems begins to diminish at the rate of 1% a year. Sexual responsiveness remains high throughout this period, although some men start to slow down. Physical appearance changes by developing grey hair and wrinkles towards the end of early adulthood, this continues into the middle stages of adulthood. When aged 40 to 65 years, health and potential onset diseases affected by preventive behaviour could appear. For example smokers could suffer from lung cancer. Also in this life stage gradual changes in hearing and vision will occur. Another main development in this life stage is menopause begins in women. In early adulthood the intellectual development of vocabulary and knowledge continues to grow through work interactions and every day problem solving. Wisdom begins to develop in early adulthood. In the middle of Adulthood reaction time and mental processing slows down due to old age. Another development in this life stage is short and long term memory remains relatively stable. The social and emotional developments in early adulthood are the following. Firstly the need of achievement is often met through satisfactory of work. Secondly friendships become particularly important for people who are single. Also personalities are most likely to change up to the age of 30, with additional maturation continuing into the 40’s. In the middle of Adulthood this is where it’s most likely for a mid life crisis, this is due to self confidence and their relationship with the world. This stage in life will often experience facing age discrimination. However this time of your life could experience the greatest productivity at work. The last stage of life is older adulthood this from the age of 65 and onwards. The physical development of this life stage is when the brain becomes smaller and functions more slowly. The body will weaken and this will affect organs and major body systems. A lot of older people suffer from arthritis because of muscle strength which causes stiffness of joints. In older adulthood short term memory may decline, but active exercise of mental abilities helps to maintain functioning. Intellectual developments in older adulthood include the decline of language abilities. In this stage of life there is a decrease in drivers due to the speed of processing information. Another development is the ability to receive information, organise and interpret it declines. There are also social and emotional developments for the older adulthood. For example the retirement experience is shaped by social class and gender factors, including income, health and amount of previous planning. In this stage of life human beings have a sense of well being which tends to be higher than all previous periods. Also a lot of older adults are extremely satisfied with life, this is usually dependent on family involvement. How to cite Unit 4 Development, Papers

Orientalism Essays - Orientalism, Postcolonial Literature

Orientalism Said describes Orientalism as, "...the generic term that I have been employing to describe the Western approach to the Orient; Orientalism is the discipline by which the Orient was (and is) approached systematically, as a topic of learning, discovery and practice". By this, Said is saying because we treated the East like a school subject, we have learned to treat the East as an inferior. Which has developed into something called Orientalism. The poets, authors and statesmen of the nineteenth-century have made Orientalism every thing that it is. They started out with the intent of learning about a civilization of people that was extremely different from ours. Their intentions were academic and nothing more really. Unfortunately, their almost unconscious prejudices and fears of the unknown, led to the slow cultural and then political domination of the place referred to as the Orient. I agree with Said on the matter of knowledge leading to slow domination, but I think he needs to be much clearer on the fact that it was arrived at with good intentions. Our predecessors wanted to understand, unfortunately there were much too eager, and presumptuous. In 1798, Napoleon invaded down through Syria. Although this was one of the first attempts to invade the Orient, two people were ahead of him. Both were scholars from Europe, Antiquetil-Duperron and Abraham-Hyacinthe. These men gave the first images of language, text and civilization to Europe. The started the fascination with the Orient, and Napoleon's urge to dominate it. Out of his failed plan to take over Egypt, came more people who wrote about the Orient without experiencing it. Said called these authors "textual children". Said also goes on to describe the "textual attitude"; this mindset believes everything you read. In this case reading about places, and the generalizations made, and believing these simplifications of a rather complex area, to be the concrete truth. This is an attitude, which I personally believe exists. It is apparent in the Western world because an education is such a commonly valued, and widely available institution. A common phenonmenon has developed in the West, using our education as a barometer to measure our merit based on how much knowledge we can cram, and regurgitate. Although that phenomenon doesn't have a name, it's by-product would be the textual attitude. Said reasons that the textual attitude comes from feeling threatened by the unknown, and formerly unattainable. With this I would have to agree. So many times in history, whenever the Europeans or even Americans, are threatened with change, or unfamiliraity we seek to dominate it. For example our first colonist landed in the United States because our freedome was being threatened by the Eurpeans, who were trying to control our beliefs. We, then take over the native's land, the native himself, and proceed to oppress the Africans because they are different than us. Hitler oppressed the Jews, and other cultures because they were different than him, and the United States denies Communist countries because they choose to follow a different style of governing. By the look of history, we are afraid of what is different, Said argues that we battle our fear, with the ability to describe anything in text. "The idea in either case is that people, places, and experiences can always be described by a book, so much so that the book acquires a greater authority, and use, even than the actuality it describes." To be evenhanded, we must also recognize the textual attitude as a generalization, and because of that it retains much less value. To be giving one culture stereotypes because of the stereotype it has given another culture, is the same as two wrongs don't make a right. Of course Said has another theory on the textual attitude. He argues that the thinking that books are always extremely accurate also comes from trial and error. He stated that if a book on lions and how they are fierce is read, and then the reader encounters a fierce lion, not only is the author believed, but encouraged to write more, and in turn will be read more widely. Edward W. Said's theory is a profound one: "books on fierce lions will do until lions can talk". As the world expanded, so did the practices of colonialism, and imperialism. Kipling's poem about White Men "cleaning up" a land, it also states that without freedom, war will be the consequence. Said picked a wonderful poem to illustrate the Western man's feeling of superiority. He feels that he is responsible for all men. Kipling also implies that