Nietzsche's theory of nature Essay Example | Topics and Well Written Essays - 2000 words

Nietzsche's theory of nature - Essay Example On the other hand what does human being do? in his opinion humans try to run nature the way they think best. As man is the ultimate being and creation of God thus he wants to use this power and modify the things going on around him. Isn’t living life close to respecting, desiring, being unfair, to be restricted, near to the attempt of being different, he says.   Furthermore the idea that humans are aggressive by nature the statement as living according to nature in actuality will mean living in accordance to life, so how can one do anything that is otherwise or different. He attempts to further shed light on this natural yet so indifferent methods of humans by suggesting that there is no need for people to make principles based upon what they are themselves and should be. It can be quite the opposite he says as one might imagine to go through the ecstasy of reading the rule of one’s own principles in Nature it is understandable that they would be looking for an altoge ther different thing. He calls people â€Å"you extraordinary stage-players and self-deluders!† (9; †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦) So much is the negativity he holds against the way human beings function. It is to him a shocking reality that things could be so deceiving and yet people try to justify themselves by saying it is what nature has taught them. Man is a proud being and undoubtedly in their pride they â€Å"wish to dictate your morals and ideals to Nature, to Nature herself, and to incorporate them therein.† (9; †¦Ã¢â‚¬ ¦)

Superfund sites Essay Example for Free

Superfund sites Essay Superfund sites are defined as any land in the U. S that has been polluted by hazardous wastes and requires cleanup process as it poses as risk to human health and the environment, (Environmental Protection Agency, (EPA), 2007). One of the sites in the state of Texas (Superfund Information Systems, 2007), is the â€Å"BAILEY WASTE DISPOSAL† (EPA ID: TXD980864649). National Priorities Listing (NPL) had got the site listed on 5th October 1984. According to BAILEY WASTE DISPOSAL (ORANGE COUNTY) TEXAS(2008), the site has a population of 7,600 people which is within 3 miles. The site is a marshy area near the Neches River and the Sabine Lake, occupying 10 acres. Some of the main contaminants in the area are benzene, metals, phenols, chlorinated hydrocarbons in soil, arsenic compounds, naphthalenes and pyridines. The waste volume is about 156,000 cubic yards. The contaminated media was sediments and solid waste. If the site is not suited for human exposure then a study is undertaken to check for contamination and the posing risk to human health. Some of the risks posed by these contaminants are as follows, direct contact (causes cancer), surface contact (marsh have been effected) and ground water (contains organic compounds and metals). The remedy was put into place in June 1998 which consisted of consolidation of sediments that were affected from marsh, drains, channels and drum disposals. The next step involved stabilization of waste and construction of to cover the stabilized waste. Some of the other remedial activities undertaken were evaluation of soil and waste, relocation and consolidation of shallow wastes, clay dike construction, construction of roads, closing of piezometers wells and wastewater treatment plant constructions that includes decontamination of water active area storm waters and dewatering operations from ground water. There is also a constant monitoring of air to check if action levels are not exceeded on the site. Some of the activities that were achieved during 8th February 2006 and 1st May 2006 are excavations of affected and waste sediments which were transported or relocated to industrial landfills for disposal and solidification, verification of waste and sediments. This process also included placement of soil cover. The deletion process has been successfully done on the 15 October 2007. The non-residential land included 10 acres. The major milestones of the site are present status of the site are Final Assessment Decision was taken on the 15 October 1984. This is followed by the Final remedial action on the 16th December 1996. The human exposure control is underway presently. The contamination groundwater migration under control report says that this site is not a ground water site and finally the construction has been declared complete as of 14 September 1998. After the complete remedial process some of these sites may or may not be used for recreational purposes. These sites then come under non-residential use, residential use or land reuse. Once the complete risk analysis is done the EPA takes the action of controlling any human exposure until the cleanup process is done. At the BAILEY WASTE DISPOSAL (ORANGE COUNTY) TEXAS, site as of now has human health and environment protections and safety under control and there is no potential risk to human health or the environment. References U. S Environmental Protection Agency (EPA) (2007). Superfund. What is a Superfund site?. Retrieved on 22 February 2008 from http://epa. custhelp. com/cgi-bin/epa. cfg/php/enduser/std_adp. php? p_faqid=172p_created=1065036363p_sid=OMReyNZip_accessibility=0p_redirect=p_lva=p_sp=cF9zcmNoPSZwX3NvcnRfYnk9JnBfZ3JpZHNvcnQ9JnBfcm93X2NudD0xMDUmcF9wcm9kcz0mcF9jYXRzPSZwX3B2PSZwX2N2PSZwX3NlYXJjaF90eXBlPWFuc3dlcnMuc2VhcmNoX25sJnBfcGFnZT0xp_li=p_topview=1 Superfund Information Systems (2007). Superfund Site Progress Profile BAILEY WASTE DISPOSAL (EPA ID: TXD980864649). Retrieved on 22 February 2008 from http://cfpub. epa. gov/supercpad/cursites/csitinfo. cfm? id=0602911 BAILEY WASTE DISPOSAL (ORANGE COUNTY) TEXAS (2008). EPA ID# TXD980864649. Site ID: 0602911 Bridge City. EPA REGION 6. CONGRESSIONAL DISTRICT 02. Retrieved on 22 February 2008 from http://www. epa. gov/earth1r6/6sf/pdffiles/0602911. pdf

Adult Learner Retention Essay -- Education Learning Essays

Adult Learner Retention Adult learner retention continues to hold the attention of adult educators in every type of program. Although the reasons students leave and the strategies for keeping them may differ from adult basic education (ABE) to higher education, the goal of retention is the same: to keep learners in programs until they achieve their goals (Tracy-Mumford et al. 1994). In any program, adults are largely voluntary participants, but the student role is just one of many roles and responsibilities competing for their time and attention. In fact, personal reasons such as family problems, lack of child care, and job demands are often cited as the cause of withdrawal. At the same time, adults usually have pragmatic, focused reasons for participating and will leave whenever they feel their goals have been met or if they feel the program will not satisfy their goals. Personal/job factors may seem to be beyond institutional control, whereas program satisfaction is something educators can improve. This D igest provides an updated look at research on retention in adult education and suggests effective practices for different settings. Adult Basic Education Repeatedly, attrition is described as the #1 problem in ABE. Attrition rates as high as 60-70% are reported in state and federal statistics (Quigley 1995). The raw numbers may be alarming, but they do not tell the whole story. Several studies show that noncompleters sometimes leave when they feel their goals were realized (Kambouri and Francis 1994; Perin and Greenberg 1994). The phenomenon of stopping out-one or more cycles of attending, withdrawing, and returning-is typical of adults who must place the student role on the back burner temporarily. Counting them as dr... ...cy. Kent: Ohio Literacy Resource Center, 1995. (ED 378 408) Smith, G., and Bailey, V. Staying the Course. London: Business and Technology Education Council, 1993. (ED 359 356) Towles, D. E.; Ellis, J. R.; and Spencer, J. "Student Persistence in a Distance Education Program." Conference paper, 1993. (ED 360 931) Tracy-Mumford, F. et al. Student Retention: Creating Student Success. Washington, DC: National Adult Education Professional Development Consortium, 1994. (ED 375 299) Vanderpool, N. M., and Brown, W. E. "Implications of a Peer Telephone Network on Adult Learner GPA and Retention." Journal of College Student Development 35, no.2 (March 1994): 125-128. Vann, B. A., and Hinton, B. E. "Workplace Social Networks and Their Relationship to Student Retention in On-Site GED Programs." Human Resource Development Quarterly 5, no. 2 (Summer 1994): 141-151.

Choose an actor’s performance that was outstandig

â€Å"Choose a production you have seen during your course in which there was one actor's performance that you consider to be outstanding. Discuss in detail the performance of one actor, you will need to give details of at least on particular scene or section and include reference to voice, movement, characterisation and relationships between characters on stage.† The actor I have to chosen to write about is Sam McCarthie, who played the character ‘Ebenezer Scrooge' in the production ‘A Christmas Carol.' The character is a cold-hearted, tight fisted, selfish man who despises Christmas and all things which engender happiness. The play is about Ebenezer, and how he undergoes a profound experience of redemption over the course of Christmas Eve night. If the experience doesn't change Scrooge's ways, he will end up walking the Earth forever being nothing but an invisible and lonely ghost, like his deceased friend Jacob Marley. Mr. Scrooge is a financier who has devoted his life to the accumulation of wealth. Since the death of his sister, Fan, he holds anything other than money in contempt, including friendship, love and the Christmas Season. The first scene of the play showed Scrooge (McCarthie) leaning over a desk performing a task to do with his work, and before he spoke you could tell he was not going to turn out to be the nicest character in the play, because his body language reflected his character. As he was writing he was hunched over and frowning, and was impatient with his actions. When his colleague Bob Cratchit leaves at a late hour to go home on Christmas Eve, he snapped back his answers making himself sound superior and as though Bob was in the wrong, he sounded aggressive. Throughout the first part of the play, up until when his opinions changed and he stopped being so miserly, Sam acted this way. Each answer or command was short and snappy, and he'd square his shoulders making himself not also sound angry and short tempered, but he looked it too. He used the stage well also, he didn't stand in one spot the whole time as people can sometimes forget they're doing, but he moved around, and gesticulated widely, just emphasising how over the top his character was. When he walked, he wouldn't just walk, he would stamp his feet too. The use of the stage reflected his thoughts on himself. He showed himself as arrogant doing this because it gave the sense he thought he was important and big. His responses to people were harsh as well, he seemed disinterested and superior, as though no one he spoke to matched up to his standards and they were all below him. His character changed dramatically though towards the second half of the play. He began to see the what he was doing wrong and as he did, he softened. Sam played the second side of the character just as well as the first, it was almost as though it came naturally to him – convincing. When the ghosts of Christmas showed him the error of his ways and what he had missed out on, and what was to happen to him – the transformation was amazing. He acted differently entirely. He made his hands clasp together although somewhat nervous and humbled, and when he now spoke to others he did so in an enthusiastic tone. He also used vigorous arm movements and gestures, but this time it didn't make it him look angry, it just added to how much nicer he was, and out to please. He ran around the stage with great enthusiasm, and again used the space well. Overall, I thought Sam's performance was outstanding because he made the character so convincing. Some of the actions he used may have been cheesy, but his weren't, they were just really believable, almost as the character was himself.

Interrelationship between at least two problems Essay

The economy of a state is very important and connected to many things in the life of each and every person. This paper will show that the economics of California affects the education and the immigrants in California. These three things are connected because both education and many things about immigration need money and money is a part of the economy. One of the things that connects the economy with education is Proposition 13 and government budgets. What connects the economy to immigration issues is their contribution to the economy and also their status as workers in the country. Proposition 13 was a move to limit property taxes by voters in 1978 and increased taxes in other places such as income and sales taxes for schools and other local and state programs. Instead, those who benefited a lot from Proposition 13 was large corporations and businesses. If this is what is happening to schools, then it will have a direct bad effect to the education system. It means that education will be more expensive for people especially in the private schools they are enrolling in. Also, the proposition makes it obvious that the government will lack sources of funds because the properties are not taxed. There are big taxes coming from properties, especially businesses, which is why they have less sources of taxes. This means that there is less revenue for the government. Less revenues means less money given to a lot of things that the government has to fund. This includes the money that the government gives to public schools and community colleges because the government lacks budget especially to make the schools better for the students. The smaller budget also creates another problem because school staff could be laid off, smaller classrooms because of more students coming in, putting schools to closure, and cutting school programs that will help many students such as sports, music, and art programs. Because of this, students will have problems becoming better and focusing on their lessons and the things that they have to learn. If it goes really bad, then it will be no different from the poorly-funded education of less prominent nations. Like other poorer nations, students will have very difficult time to pay attention to the teachers which will make their grades lower and decrease the number of graduates. This means that there will be more students who drop out and become juvenile delinquents. Also, teachers who are talented will be lost because the benefits are not good anymore and because some of them will be laid off. In terms of connecting the problems of California government economic and education system, the lower budget for schools affects the immigrants badly. In California, there are 600,000 ethnic minority colleges who rely on government funding. The budget cuts have resulted in less spending per student in important subjects especially in learning English. Because the government spends less money for them, minorities who rely on community college for their education will fall further behind. This will be bad especially because Latinos are becoming a bigger population and are easily growing to soon become the majority of the state and have the characteristic of being less educated. In the end, a less educated population will also mean that things will go bad for the economy also. Because businesses and the economy relies on a competent and able workforce, they need to have quality people working in businesses, institution and even in the government. It’s bad enough that students learn less from community colleges but it’s even worse that there are students who can’t even go to community colleges because of the lack of funding provided to the schools. The state seems to be even scarier especially because the types of jobs that California needs are skilled and need specialized training in college like in health care, education, technology and construction work. The California economy also has a direct effect on immigrants that isn’t coursed through education. We already know that immigrants contribute to the economy by paying taxes, starting a business, and being a good source of labor for companies and businesses. Because of the current good economy of California, many immigrants, both documented and undocumented, are coming in to get better paying jobs than in their home countries and helping the economy grow. The current economy of the state also helps immigrants have better lives than what they have in their third world nations. The economy also helps the immigrants raise their families either in the United States or in their home countries especially when they send money to them. If the economy of California goes down, then a lot of immigrants will lose jobs and will not be able to support their families. Many immigrants will also not have a better life. It’s very obvious that immigrants are an important aspect of the California economy. The government should take care of them and not shun them. If the immigrants are treated well by the economy, then they will help make the economy more prosperous and it will produce a cycle of improvement in the whole state. All in all, the economy of California will affect both the state of education and the state of the immigrants in a directly proportional way and vice versa. If the economy goes down, the system of education will also go down. If the economy goes down, the effect on the immigrants will be negative. If education goes down, the economy and the plight of immigrants will be worse. If the state of the immigrants become worse, it will affect the economy and the quality of education as well. This means that all of these three factors are linked together and a difference in one will affect the others.