L4 Reading Essay Example for Free

L4 Reading Essay What do listening and reading comprehension skills have in common? ?BOTH ARE RECEPTIVE SKILLS ?THEY PROVIDE INPUT FOR LLS (LLS NEED TO BE EXPOSED TO THE LANGUAGE THEY LEARN AS much as possible) ?LLS LISTEN AND READ BOTH EXTENSIVELY AND INTENSIVELY ?INPUT HYPOTHESIS (KRASHEN) – LLS ARE ABLE TO ACQUIRE LANGUAGE THAT IS SLIGHTLY ABOVE their level (i+1) ? GOALS OF LISTENING AND READING – SIMILAR ?IT IS NECESSARY TO FOCUS ON THE PROCESS, NOT ON THE PRODUCT ?THREE STAGES: PRE-, DURING-, AFTER- ?IN COMPARISON WITH LISTENING AND SPEAKING, READING IS A RELATIVELY EASIER SKILL. ?REASONS: ? THE READER HAS TIME TO PROCESS THE WRITTEN TEXT (HELP OF A DICTIONARY) ? WRITTEN TEXT CAN BE USED REPEATEDLY Bottom-up view of Reading ?PROCESSING IN READING FROM LETTERS TO SOUNDS, TO WORDS, TO MEANING (DATA-DRIVEN) ?COMPREHENSION TO PROCEED LINEARLY FROM THE ISOLATED UNITS (LETTERS, WORDS) TO HIGHER units of comprehension. Top-down view of Reading Reading texts 1. Literary texts (novels, short stories, plays, essays) 2. Specialized or technical texts (reports, reviews, textbooks) 3. Correspondence (letters, e-mails, postcards) 4. Journalistic literature (articles from newspapers and magazines, weather reports). 5. Information texts (dictionaries, timetables, signs) 6. Realia (tickets, menus, recipes) Different kinds of reading 1. Scanning – looking for a particular piece of information. 2. Skimming – looking for the main idea or the general gist of a passage. 3. Extensive reading – longer texts for pleasure, needing global understanding 4. Intensive reading – shorter texts, extracting specific info, detail Decide: skimming, scanning, extensive reading or intensive reading ?THE ‘WHAT’S ON’ SECTION OF THE LOCAL PAPER ?A NOVEL ?AN ARMCHAIR TRAVEL BOOK ABOUT A COUNTRY YOU HAVE ENJOYED VISITING ?A NEWSPAPER  ? A TEXT IN CLASS ?A SERIES OF ARTICLES, ONLY SOME OF WHICH WILL BE USEFUL TO YOU, FOR A REPORT YOU’RE writing ?A POEM ?THE TELEPHONE DIRECTORY ?A POSTCARD ?INSTRUCTIONS FOR KITSET FURNITURE YOU’RE ASSEMBLING (YOU’RE USUALLY NOT VERY GOOD AT doing this) ?A TRAIN TIMETABLE ?A RECIPE ?A TRAVEL BROCHURE WHEN YOU ARE TRYING TO DECIDE ON A HOLIDAY DESTINATION Reading aloud ?FOR PRACTISING PRONUNCIATION AND INTONATION (CHILDREN) ?SHADOW READING: ? LLS FIRST LISTEN TO THE WHOLE TEXT (NOT BE VERY LONG, ONE PARAGRAPH) ?LLS LISTEN TO ONE SENTENCE, THE TEACHER STOPS THE CD AND LLS READ THE SENTENCE OUT,  paying attention to correct pronunciation and intonation ?WHEN THEY CAN DO IT WITHOUT ANY PROBLEMS, THEY ARE ASKED TO READ THE TEXT TOGETHER with the CD ?AFTERWARDS, INDIVIDUAL LLS MAY BE ASKED TO READ THE TEXT OUT. Feedback on during-reading activities ?AFTER LLS HAVE READ THE READING COMPREHENSION TEXT AND WRITTEN THEIR ANSWERS, THEN check the answers in pairs ? LLS UNDERLINE THOSE SENTENCES – THE EVIDENCE FOR THEIR DECISIONS ?AFTER THE ANSWERS AND THE EVIDENCE HAVE BEEN CHECKED IN PAIRS OR SMALL GROUPS, THE T elicits the answers from the LLs ?ELICITATION – T KNOWS WHICH PASSAGES CAUSED PROBLEMS AND CAN HELP LEARNERS TO  analyse the particular section ? IF LLS’ ANSWERS DIFFER FROM EACH OTHER, T SHOULD NOT TELL THEM THE CORRECT ANSWER, BUT let LLs discuss their decisions and evidence and come to a conclusion Reading Strategies for Efficient Reading ?BE PREPARED FOR READING THE TEXT (ASK QUESTIONS FOR YOURSELF WHICH YOU THINK THE TEXT may answer; read the title, subtitles; look at pictures and other visuals to predict the content of the text) ? READ THE TEXT QUICKLY FOR THE GIST; ?YOU MAY HIGHLIGHT KEY VOCABULARY AND LOOK THE KEY WORDS UP; ?TRY TO UNDERSTAND THE MAIN IDEAS AND THE RELATIONSHIP BETWEEN THEM; ?TRY TO FIND THE LINKING WORDS; THEY INDICATE THE RELATIONSHIPS BETWEEN IDEAS AND MAKE the text coherent; ?IGNORE UNKNOWN WORDS OR TRY TO GUESS THEIR MEANING FROM THE TEXT; ?USE DIFFERENT READING STRATEGIES TO READ DIFFERENT TYPES OF TEXTS (SKIMMING, SCANNING, reading for detail) ? READ WIDELY Don’t!!! ?TRANSLATE THE TEXT; IT REQUIRES VERY CAREFUL READING WHICH IS NOT NECESSARY FOR understanding the main ideas and doing the tasks; ?TRY TO UNDERSTAND EVERY WORD, IT IS NOT NECESSARY FOR UNDERSTANDING THE MEANING OF THE text; ?READ ALOUD; IT SLOWS YOU DOWN AND IT MAKES YOU LOOK UP THE WORDS YOU CANNOT pronounce.

Proposition 187: Dont Mess With Texas :: essays research papers

Proposition 187: Don't Mess With Texas In November of 1994, Californians passed the most controversial piece of state legislation this decade. Proposition 187 was designed to stem the flow of illegal aliens into California by withholding all non-emergency medical benefits from non-naturalized citizens. Latinos turned out in record numbers to voice their disapproval, and for good reason too. The health care resolutions of Proposition 187 were products of poor reason and unsound economic judgment. The resolutions did not get the state any closer to a balanced budget, and only served to worsen the health care outlook for the future of California. It is clear that Proposition 187 was a mistake, and should not be encouraged to be repeated in Texas. The most popular reason for passage, that supporters of Proposition 187 used, was the theory that a cut in illegal health services would save state taxpayers several million dollars a year. This argument only applies to states that have a personal income tax, often used to help fund health care for the state, and when the illegal immigrants avoid paying this tax. Texas does not have such a tax, so health care is funded by the taxes that everyone in the state pays. That means that illegal aliens are paying just as much as "real Americans" are in sales taxes, gas taxes, liquor taxes, and cigarette taxes. For example, illegal aliens in San Diego, California accounted for 26.6 million dollars in health care costs in 1994 (Serb 63). Not a single person would deny that this is a lot of money, and therefore would seem to be an excellent reason to cut funding right this minute. However, the logical person has to realize how important those same aliens are to filling the state's excise tax coffers each year. Excise taxes paid by ‘illegals' were accounting for up 60.5 million in state tax alone (63). In retrospect, it hardly seems right to say that illegal immigrants are not paying their fair tax share for their health needs. It also isn't fair that "U.S. businesses need Mexican workers for low-paying jobs, but don't want them to have access to heath care while they are here" (Hudson 37). Another economically based reason, that proponents of 187-like legislation have made, is that Texans will save money by denying non-emergency care to illegal aliens. Without close scrutiny, this seems to be a claim to make the pocket book happy. After all, we would still allow the ‘aliens' the right to life saving treatments, but we would also save a bundle by cutting the little visits to the doctor for fevers, colds, and sprained ankles.

Mount Everest Disaster: The PRINCE2 Perspective

our site – FREE ESSAYS – DISSERTATION EXAMPLES Introduction The Mount Everest Disaster of 1996was one of the greatest expedition failures in the history of climbing. Young, Hailey, and Neame (2010) focused on the leadership failures of the expedition, and found that a situational analysis should have been carried out. However, there were multiple errors in planning and strategy that led to the death of eight people that could have been avoided. Sullivan (2007) approaches the failures from the risk-assessment perspective, stating that judgements were not made based on the basis of risk assessment, and there were no calculations performed before the dangerous expedition started. The below review of the disaster will highlight additional issues: lack of flexibility, performance and quality monitoring, and the inability to focus on the objectives of the project. The author of the current review will argue that using PRINCE2 project management approaches would have improved the feasibility of the project, allowing the team to succeed, eliminate o r minimise risks, and remain focused on the desired outcomes. 2. Situational Analysis According to Young et al. (2010: 1), â€Å"climbing teams pre-determine turnaround times to signal descent or abandon summit efforts†. However, these turnaround times were estimates, and did not take into consideration weather conditions, the training level of climbers, etc. There were no calculations made regarding to major risks, such as performance reduction due to the lower oxygen level at high altitudes, dehydration, lack of sleep, and – most importantly – reduced decision-making abilities of leaders (Young et al., 2010). Further risks were not assessed, such as the surprise snowstorm that occurred between 4 and 5 in the afternoon. There were other risk factors that could have been addressed before the trip, such as the problems with radio communication. For example, the leaders assumed that two people were dead, and abandoned them, however, they were alive. By the time they returned to rescue them, they could not be saved. Leadership errors are also noted by Sullivan (2007), who concludes that the two leading guides were unable to make decisions about turning back without Fisher, with whom they could not communicate with. If they took the clients back to camp on time, noting that the turnaround time has passed, they could have saved their lives. 3. Why and How the Expedition Failed According to Sullivan (2007), several people believe that the severe weather conditions caused the death of mountaineers on the Everest in 1996. He, however, notes that â€Å"the weather was a risk that should have been considered more carefully by both leaders† (Sullivan 2007: 38). Based on that statement, it is clear that no risk assessment was completed, and no real-time situation monitoring was implemented. The other reason why the project failed is the lack of clear role definition in the leadership team. There was already a rivalry between Hall and Fischer (Sullivan 2007), and it was not clear who was responsible for supervising the Sherpas, waiting for clients, providing medical emergency services, or even tying the ropes. This confusion about ropes resulted in a lack of action and delay. Delay – in a mountaineering world – means more oxygen used, and less time to turn around. Therefore, the lack of planning and clear roles was also responsible for the disaster. As Sullivan (2007: 42) puts it: â€Å"commercial high-altitude mountaineering must be recognized as an activity of risk, not one of risk-taking†. Analysing the bad decisions made by Hall and Fischer, Roberto (2002) introduces the idea of the â€Å"sunk cost effect†. He provides a clear definition for this effect as: â€Å"the tendency for people to escalate commitment to a course of action in which they have made substantial prior investments of time, money, or other resources†. This, translated to the world of climbers and commercial mountaineers means that they carry on, despite they know they are failing at the task, in other words: they are overcommitted, and make irrational decisions. This was the reason why they did not turn the climbers around, and let them carry on against the odds. Even though they had a â€Å"two o’ clock rule†, as a latest turnaround time, they did not communicate this clearly with the team. 4. How PRINCE2 Could Have Improved Project Management4.1. Process FundamentalsThere were several failures regarding the project fundamentals. In PRINCE2, these are described as starting up a project, directing a project, initiating the project, controlling stage, managing product delivery, managing stage boundaries, and closing a project. Each of these fundamentals can be applied to a project of climbing the Everest. In the starting up phase, the leaders should have clearly identified the objective of the project: completing the climb and getting all climbers back to the base safely. In the directing phase, they should have ensured that all infrastructure and resources were available, in good working condition, and accessible. In the project initiation stage, the leaders should have communicated the rules and objectives clearly with the climber and the Sherpas. They should have created a common understanding of the project (CIPFA 2012). The main failures, however, occurred on the co ntrolling and product delivery stages. Resource commitments were not agreed, and this meant that some climbers had to attempt reaching the camp without enough oxygen. There was simply no project manager who could have controlled the activities and created a stage plan. If there were controlling stages introduced, for example times when teams would communicate and provide updates, it would have been noticed on time that there were serious problems that needed solving. In the controlling stage, tolerances are also agreed (Murray 2010). If PRINCE2 was applied to the project, the different participants could have agreed on the acceptable deviance from the turnaround time, and many of the problems and communication errors could have been prevented. Similarly, if the framework was used in the development of the project, the product (expedition quality and safety) delivery would have been more controlled and better managed in the Managing Product Delivery stage. Finally, it is important to note that in the Managing Stage Boundaries stage. According to CIPFA (2012), this is the stage where â€Å"at each stage end, the continuing viability of the project should be confirmed†. If stage boundaries were created by the leaders, â€Å"reality checks† could have been completed, and it would have been clear that there was no chance to get all the participants safely home without oxygen. Based on benchmarking and evaluation, the project could have been abandoned (turning back), or redirected, modified. In the closing stage, the leaders should have identified lessons learned. More importantly, however, they should have learned from experience before starting the project, as they had many expeditions behind them, already. Reflecting on past and potential problems could have improved the overall project’s outcome and design.4.2. Theme FundamentalsBased on the theme fundamentals of PRINCE2, it is clear that the weakest aspect of proj ect design was risk. Managing uncertainties, such as weather, the physical condition of participants, communication systems’ reliability could have helped avoid risks that led to the death of climbers. There was no clear understanding and consensus on quality attributes the project wanted to achieve, and the plans were clearly not matched to the needs of participants (Plans Theme Fundamental). It is also necessary to highlight the fact that there was no clearly defined plan on dealing with changes, such as weather conditions, lateness. All the conditions, such as slow pace, not meeting deadlines had a negative impact on the project’s baseline aspects (CIPFA 2012). Continuous assessment of the viability of plans should have been carried out, such as performance monitoring, and the escalation of intervention plans if the project does not go according to plans. This control is in place to help the project manager determine whether or not the project should go on or be aba ndoned.4.3. Further ConsiderationsAs the TSO (2009a) guidance states, the key features of PRINCE2 for project managers are the clear definition of roles, authorities, and processes. If this framework was applied to the Everest expedition, all participants would have known what was expected from them in order to help achieve the acceptable quality product (outcome) (TSO 2009b). Marsh (1996) further explains the benefits of PRINCE2 for complicated projects: according to the summary provided by the authors, this system allows the clear definition of the requirements related to the organization itself, users, project managers, the operation team, and other stakeholders. If Hall and Fischer determined what was the desired outcome of the expedition, and identified processes that were needed to achieve them, assigning each individual with tasks, an advanced business system could have been developed. They could have agreed on set time-scales and project boundaries.4.4. Application of PRINCE2 PrinciplesThe Oracle (2011) White Paper further explains the main principles of PRINCE2, and they can all be applied to the case examined in this study. The first principle is continued business justification. This relates to regular reviews of the progress of the project, and decisions made whether or not it meets the needs of the organization. If this principle was applied in the Everest expedition of 1996, it would have been found that – because of the lack of oxygen, severe weather, and lack of adherence to timescales – carrying on with the trip was not serving the interest of the stakeholders, and would not result in the outcomes planned by the team. Learning from experience is another principle that would have helped the leaders prevent risks. It is evident from Sullivan’s (2007) account that the two experienced leaders have experienced problems previously. If these problems and potential risks of their recurrence were assessed before the expedition, plans could have been made to address the issues. For example, both Hall and Fischer have taken inexperienced climbers on the same route, and knew that the lack of planning would result in groups breaking up. Hall did know about the lack of reliable radio communication, and decided not to address the issue. There were no managed roles and responsibilities; another principle of PRINCE2. Sullivan (2007) writes that one of the guides, Anatoli Bourkeev did not act as a guide at all. He was hours ahead of clients. This clearly shows that responsibilities and roles were defined, he would have stayed with the clients and carried supplementary oxygen. Managing by stages was also not applied, as the leaders and guides were too focused on delivering the service clients paid for (Roberto, 2002). Even though another principle of the system is â€Å"Focus on Products†, it refers to fulfilling the product descriptions: in this case the product’s description would have been safe delivery of expedition, preserving the health and safety of participants, leaders, and Sherpas. However, several members fell ill, including Hall who had a previously developed chronic condition, and many people had to be rescued. Managing by exceptions was another principle that – followed – would have made the expedition safer and more successful. No alerts were made when problems occurred. As Roberto (2002: 145) writes: â€Å"The guides as well felt uncomfortable speaking up. Neil Beidleman, a guide on the Mountain Madness expedition, has indicated that he had serious reservations about people climbing well past midday. However, he did not feel comfortable telling Fischer and other team members that they should turn around†. In PRINCE2, risk registers are created (London South Bank University 2016), and they are accessed and updated by all participants. If this procedure was followed, the identified risk could have been dealt with appropriately: by management, rejection, elimination, or minimisation. Finally, PRINCE2 could have been tailored to the project environment, taking into consideration the challenges, the training level and health of participants, and the resources available. 5. Lessons Learned for Project Managers Several lessons can be learned from the Everest disaster of 1999. The main cause of the failure of leaders to keep participants, leaders, and Sherpas safe was the lack of clear quality measures, roles, and risk assessment. The project was not managed and monitored by stages, and communication was poor. The project owners did not ensure that all the resources needed for delivering a quality product (outcome) were in place (initiating a project). Based on the above assessment, it is clear that applying PRINCE2 principles, themes, and processes would have created better outcomes for the Everest expedition project. Bibliography CIPFA. 2012. PRINCE2 Quick Reference Guide. Ferguson, C. 2011. PRINCE2 for Small-scale Projects. Novare Consulting. London South Bank University. 2016. PRINCE2 Presentations and Lectures. Marsh, D., 1996. Project management and PRINCE. Health Informatics, 2(1), pp.21-27. Murray, A. 2010. White-paper: PRINCE2 AND Governance. Outperform. Document Number: 1042-01-01 Version Number: 1v0 Oracle. 2011. PeopleSoft Projects (ESA) Support for PRINCE2. An Oracle White Paper June 2011 Roberto, M.A., 2002. Lessons from Everest: The interaction of cognitive bias, psychological safety, and system complexity. California Management Review, 45(1), pp.136-158. Sullivan, P., Failure of Risk Management in the 1996 Everest Disaster. Discoveries. TSO. 2009a. Managing and Directing Successful Projects with PRINCE2. The Stationary Office. TSO. 2009b. The Executive Guide to Directing Projects: within a PRINCE2â„ ¢ and MSP ® Environment, TSO 2009 Young, S., Healey, K. and Neame, V., The Everest Disaster.

Cyp Core 3.1 3.4 - 840 Words

CYP CORE 3.1 (3.4) How different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. Occupational Therapist An Occupational Therapist will come into school and work with children who may have difficulties with gross or fine motor skills. They assess the needs of a child and provide advice for what can be done for the child to help them with any difficulties. For example; they may recommend special equipment/aids for the child. The benefit to the child is that they can partake in activities with their peers rather than be left out. This ensures the child has maximum opportunities in school and doesn’t have to miss any lessons. Speech Therapist†¦show more content†¦For children with specific health needs the nurse is involved in the care plan for the child. This ensures all staff working with the child are aware of the child’s needs and what they have to do if the child is unwell. The school nurse can also be involved in â€Å"in school training†. For example: giving all staff training on the use of epi-pens for use if a child has a severe anaphylactic shock. The benefit for the child is that they have someone who they can talk to in confidenceShow MoreRelatedMiss865 Words   |  4 Pagesreferenced correctly, reflect on your own practice with the children as much as possible in order to link knowledge and practice. Check spelling and grammar and ensure that professional language is used throughout. TASK ONE SHC 31 (4.1, 4.3) CYP 3.6 (3.3) CYP 3.3 (4.3, 3.3) SHC34 (2.1, 2.2, 2.3) (ERR – 2.4, 2.1) Explain the meaning of the term â€Å"confidentiality† Describe and analyse the potential tension between maintaining an individual’s confidentiality and disclosing concerns. 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In the first stage, the oxidation process is mediated by cytochrome p450 (CYP), which has a greater impression in females (Spivack et al., 2003). CYP2A6, the main enzyme in CYP responsible for the oxidation process is also more expressed in females, with the expression of the CYP1A1 involved in metabolism of PAH also expressed more in females (Ben-Zaken et al., 2007). A higher CYP expression in females implies that there is a faster metabolic rate of the tobacco chemicals, allowing

The Industrial Revolution And European Imperialism

The Industrial Revolution heavily influenced European imperialism because they needed raw goods, slaves and other types of resources to effectively expand their territories. Imperialism is a policy in which large or powerful countries seek to extend their authority beyond their own borders.The British also had a lot of political and economic motives to begin claiming these areas that had these special goods and eventually they became British territories. Manufacturers needed these raw materials because they wanted money to keep growing and feeding their buyers. They eventually took the resources and created products to sell to other countries to gain more money. Weapons were easier to get others to resist. The people were outgunned and the†¦show more content†¦The British and other nations wanted to expand their lands, which angered many and eventually caused great strife and many wars. They took over their land without knowing anything about their African Cultures. The Afri cans began to resist towards the British and they fought and struggled for many years to prevent them from taking over.The wars were led by women leaders and influenced the idea of resisting in the first place. Resisting became common in many areas where the Africans were captured in such areas like Germany and Ethiopia. Terror was a tactic that eventually came to use against those who resisted. If the Africans never resisted, many of them wouldnt have been terrorized but still might have been captured as slaves.With the nations wanting to expand their lands, they eventually tore Africa into parts and was led by many different leaders. India was mainly colonized for their raw goods such as teas and spices, and they had workers who were willing to work for the British called Sepoys and were treated extremely badly, which led to the Sepoy Rebellion.Tea was only grown in China at that time, and China would only accept silver as payment for tea. 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Concepts that distinguish 1750 – 1900 from previous eras in world history included: industrialization, imperialism, and nationalism Basically, industrialization helped change the production of goods around the world and created new patterns of global trade and production. Transportation and communication were new expanded methods that supported global capitalism. The Industrial Revolution gave huge economic and political advantages to countries where it occurred over countries that remained primarily

Essay My Experience Attending an Aa Meeting - 866 Words

My first experience at an alcoholics anonymous meeting was very interesting and in a way uplifting. At All Saints Lutheran Church the home group called â€Å"The Young People’s Group† there were people who had come from all walks of life. The group meeting that I thought would have been rather small slowly became larger and larger over the course of the night. I was unaware that the AA meetings had been setup with a set of codes or rules for those who struggle every day to fight this addiction. They allowed people who were new or if it was their first meeting to introduce themselves and tell their story to the fight of addiction related to alcohol. I was really impressed with the fact that the AA groups have an awards system for reaching†¦show more content†¦He was an older man in his 60’s and also a veteran of the United States Marine Corps. Keith struggled with sobriety and still does however; his stories were geared around the military. He said that the military in a way helped him become an alcoholic. The military by no means persuaded him but it aided him by the governmental money he received for being a member of the Marines. He told us that all he would do is make the money for his services then he would blow it on alcohol and fun times in the bar. Keith was very blunt about his experiences and even called himself an asshole. He thought of himself as a good guy but then he said he would vomit in the bathrooms and clean off his face just so that he could still party with the people in the bar. He called himself an asshole because he said he was a funny drunk but when people looked at him they just got really mad. Keith said that obviously he got into a lot of fights and he wasn’t scared of anyone. After his experience with alcohol in this manner he came to the conclusion that being sober was going to be the right thing for him even though he knew it was going to be a struggle everyday of his life. One im portant thing he said that I thought was the highlight of the meeting was about being sober. He said, â€Å"Its true what they say about being sober; it stands for son of a bitch everything’s real.† This really hit me because evenShow MoreRelatedAttending A Local Alcoholics Anonymous Meeting Essay1120 Words   |  5 PagesTaylor O’Sullivan SDS3481: 12 Step Meeting Paper November 16th, 2016 Attending a local Alcoholics Anonymous meeting was a humbling and informative experience. To be completely honest, I had no idea what to expect going into the meeting. Right before I walked in, I felt somewhat uncomfortable and embarrassed. I felt as if I was intruding on someone’s personal life with my presence, even though I knew I was welcomed since the meeting was listed as â€Å"open†. 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Absolute Underezding Essay Example For Students

Absolute Underezding Essay An elephant was brought to a group of blind men who had never encountered such an animal before. One felt a leg and reported that an elephant is a great living pillar. Another felt the trunk and reported that an elephant is a great snake. Another felt a tusk and reported that an elephant is like a sharp ploughshare. And so on. And then they all quarreled together, each claiming that his own account was the truth and therefore all the others false (traditional parable). None of the accounts that the blind men made about the nature of the elephant are absolute truths, nor are the accounts false. An absolute truth, or one that is true for all, can not be achieved because of the conezt motion of circumezces of who said it, to whom, when, where, why, and how it was said. Instead of absolute truths, the concepts or beliefs that the blind men claim are viewpoints that each one clarifies the nature of the elephant. Everybody has learned to see things from his or her own sense of reason and l ogic. The many things that people experience throughout their lifetimes, help to determine the judgments toward the different issues and objects that they encounter. Because individuals has his or her own sense of reason and logic, the perceptions that people encounter are ultimately true, and not false. Life does not contain one truth for any idea or object, but truths can be found in ones perception. It is difficult to determine that anything is the absolute truth. One should not prove that any object contains a true meaning, but should develop conceptions surrounding the object. Attempting to prove anything then would be difficult, if not impossible. Our senses from smell to values to reality may differ from person to person. What may be true to one person may be different for another. Because everybody has different perceptions about life, it is difficult to weigh the content of any concept. Every account, of its own, is formed to be the truth of the one individual who assumes i t. The variety of concepts may have the virtue of being considered. This is how people develop a deeper sense of underezding for all objects. Truth is achieved through the concept and not the object itself. Because many individuals hold different perceptions, they have many truths to consider, or not to consider. For example, it would be impossible to determine, whether or not, the cutting of trees is either good or bad. One might have the conception that cutting trees destroys homes for birds and other animals. Another person might have the conception that cutting trees is necessary to satisfy the need to provide homes for humans. Whatever concept is understood from the object, may be the truth. Just because there may be other viewpoints to this situation, does not mean that there has to be false statements. The tree can be used for many uses from medicine to paper to boats and none of these views would be wrong. The tree remains to be a tree, but the values of the tree can differe ntiate, depending on who is using it. The conception of God, or the non-conception of God, is another issue that many people make the mistake of trying to prove. A well recognized philosopher, Soren Kierkegaard states, For if God does not exist it would of course be impossible to prove it; and if he does exist it would be folly to attempt it. Demonstrating the existence ornon- existence of God only produces reasons for belief, not the actual proof that God exists. Kierkegaard also claims, between God and his works there exists an absolute relationship: God is not a name but a concept( Kierkegaard 72). The relationship between man and God is a concept. A person with belief in God, cannot prove its existence through his or her own relationship with God. Kierkegaard adds again, The works of God are such that only God can perform them We have nobasis of proving Gods works, nor do we know what kind of works God uses on different individuals. Yet, some religious groups have made the mist ake to try to enforce their own religion upon different individuals. Some religious groups claim that their religion is the only true religion, which is very untrue. This may be a reason why religion has been a major factor in previous wars and movements. The attempt to follow one truth, instead of freely allowing individuals and societies to follow their own truth, has led many people into frustration and hostility. All concepts are so dynamic that the truth that one believes may appear to be self-ironic. A person may believe that television promotes violence in kids, exposes the use of profanity, and stupidity. Another person my believe that television may be educational because the exposure of all these problems will form into underezding. Although both may be perfectly true to each other, the two issues are found to be to be contradictory. Thedisagreement does not make the other statement false, but establishes another truth. .u494ac73ca6bb5e0ea357bff51f83fabe , .u494ac73ca6bb5e0ea357bff51f83fabe .postImageUrl , .u494ac73ca6bb5e0ea357bff51f83fabe .centered-text-area { min-height: 80px; position: relative; } .u494ac73ca6bb5e0ea357bff51f83fabe , .u494ac73ca6bb5e0ea357bff51f83fabe:hover , .u494ac73ca6bb5e0ea357bff51f83fabe:visited , .u494ac73ca6bb5e0ea357bff51f83fabe:active { border:0!important; } .u494ac73ca6bb5e0ea357bff51f83fabe .clearfix:after { content: ""; display: table; clear: both; } .u494ac73ca6bb5e0ea357bff51f83fabe { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u494ac73ca6bb5e0ea357bff51f83fabe:active , .u494ac73ca6bb5e0ea357bff51f83fabe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u494ac73ca6bb5e0ea357bff51f83fabe .centered-text-area { width: 100%; position: relative ; } .u494ac73ca6bb5e0ea357bff51f83fabe .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u494ac73ca6bb5e0ea357bff51f83fabe .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u494ac73ca6bb5e0ea357bff51f83fabe .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u494ac73ca6bb5e0ea357bff51f83fabe:hover .ctaButton { background-color: #34495E!important; } .u494ac73ca6bb5e0ea357bff51f83fabe .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u494ac73ca6bb5e0ea357bff51f83fabe .u494ac73ca6bb5e0ea357bff51f83fabe-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u494ac73ca6bb5e0ea357bff51f83fabe:after { content: ""; display: block; clear: both; } READ: Vietnam War - Vietnam Soldiers - They Carried Ghos Essay If each of the blind men spend less time on proving his own account and spend more time underezding the different truths thatexist, they may discover that all perceptions of the elephant can be taken into consideration. The men may discover that the elephant is a great living pillar, a great snake, and like a sharp ploughshare at the same time, or at different times. The blind men may even come to the conclusion that the elephant may be neither of these. The opinions of the blind men may be coneztly in motion because of the acceptance of the many viewpoints that currently exist and may exist in the future. Although the elephant may stay the same, opinions about it may change and adapt. Works CitedBowie, Lee G., Michaels, Meredith W., Solomon, Robert C. Twenty Questions An Introduction to Philosophy. Harcourt Brace Company, 3rd ed. Kierkegaard 72- 75 Handout. Traditional Parable