Sir Karl Poppers Falsifiability Claim :: Sir Karl Popper Science Essays

Sir Karl Popper's Falsifiability Claim Popper's claim that "the criterion of the scientific status of a theory is its falsifiability" (Klemke, 1988) may be viewed as an observation of, rather than a complete departure from, earlier criteria for science. Klemke states in his introduction to part one (p. 16) that defining science (or the scientific method) has traditionally consisted of utilizing seven criteria that must be met in a specific order. Criteria number (5) and (6) refer to deduction rather than induction, and will negate criterion (4) if not met. Specifically, if one is unable to "deduce other statements from these", or one is unable to "verify those statements by further observations", it is not science. Therefore, the difference between Popper's claim and earlier theories of what constitutes science may be in definition. Popper himself states (Klemke, 1988, p.27) that observations are interpretations relative to the theory one wishes to support (or refute). One must define one's terms so that the theory itself is clear and open to rebuttal or verification. Perhaps the conflict between the earlier criteria for science and Popper's criterion is one of clarity, not theory. Although traditional theory on what science consists of is viewed as inductive, it appears that at least some of the criteria are, in fact, deductive. Criterion (5) explicitly refers to deduction, and criterion (6) refers to verification of said deduction(s). It would seem that Popper's conflict with accepted theory may be relative to traditional criteria (1)- "making observations as accurate and definite as possible." If one approaches the criteria for science previously regarded to be inductive as deductive (since it is not science without all seven criteria being met), perhaps Popper's own claim (that in order to be scientific a claim must be falsifiable) is a test of the previous theory. Accordingly, if one approaches Popper's claim as an attempt to falsify the previous theory of the criteria for science, one may address his theory somewhat differently. In Popper's own words (Klemke, p.27), " ... we may reject a law or theory on the basis of new evidence without necessarily discarding the old evidence which originally led us to accept it.". Popper rejects induction as the method of science and offers an alternative method - deduction. Using Popper's falsifiability criterion, the common theory of science as inductive has been rebutted. Popper's observation and testing of induction as a criterion for science has suggested a new criterion.

Fossils Nurse Essay

A fossil is the prehistoric remains of a plant or an animal. Fossils are usually are kept at their best when they are buried under many layers of sand and mud. Under the great pressure from the ground, the sand and the mud become sedimentary rock. The minerals combine forming a mould of the plant or animal under the ground. A fossil can be a trace fossil or a body fossil. A body fossil is what actual organic material from a creature or plant (like a bone). Trace fossils are signs of plants and animal activity that have been preserved in rock. For example, dinosaur tracks, trails and dung are all trace fossils. A body fossil is usually composed of bones of an animal. Preservation of the â€Å"soft† tissue of a body is rare especially over long periods of time. Most body fossils are made when an animal dies and falls, or is washed into a steam, and is covered with mud. In a few cases, though, fossils have been preserved by freezing (as with mammoths in Siberia and Alaska) or when the animals have become stuck and died in a tar pit (such as the famous La Brea tar pit near Los Angeles, California). Sometimes a fossil is the result of a volcanic eruption. Ash and mud from the volcano can cover animals and plants killing them at the same time. Geology is the study of the Earth, the materials of which it is made, the structure of those materials, and the processes acting upon them. It is also the study of organisms that have inhabited our planet. An important part of geology is the study of how Earths materials, structures, processes and organisms have changed over time. Fossils are linked to geology because, it is the study on how the world has build up over the years and fossils are animals and plants from over the years. They have changed over time because they have become smaller and form in different ways like freezing and volcanic eruptions. Over the years fossils have told us about life forms we had no idea about and is proved with the fossils or bones we have today in museums. This is how fossils are linked to geology.

Curriculum packages,proposals or prescriptions? Advantages and Disadvantages Essay

This exposition will explore some of the major benefits of an adaptive approach to curriculum implementation in Zimbabwe, as a pose to an adoptive approach, namely increased professional autonomy and creative freedom for teachers, relevance to learner demographics and a wholesome learning experience. Considerations will also be made of the constraints of such an approach, chiefly the issue of resource intensity, accountability and control. It will also outline the applicability of an adoptive approach, in Zimbabwe’s examination oriented educational system, where homogeneity of delivery at the peripheral level is of essence. A curriculum provides the framework for how and when to teach what. McKimm (2007) suggests, the curriculum defines learning outcomes, timetables, content, appropriate teaching methods and assessment instruments. Materials such as teacher’s guides, recommended text books and syllabi for each subject all form part of the curriculum package. In the Zimbabwean context, the curriculum package is arranged by the centre, called the Central Curriculum Development Unit (CDU). The CDU prepares and distributes the curriculum package to the various provinces via the district office to the schools. Taking the curriculum as a proposal is like using it as a prop on the stage, it’s a mere accessory, and it accentuates the core theme of the story. It gives the setting while the actual script is in the hands of the director and cast who are the teacher and the learners respectively. In this case, modifications can be made to suit the geographical and social location of the learners. While a prescriptive approach implies the curriculum package is a script which is to be aped word for word and gesture by gesture, mimicking the demands of the examination. A prescription enforces rules about how a subject should be taught as such the teacher is like a drill sergeant implementing objectives in finite timeframes. To begin with, Ndawi and Maravanyika (2011), â€Å"argue that education and human experiences are too wide and too complex to be reduced down to specifiable and measurable objectives.† From this tenet, one can contend that when a curriculum package is used as a recommendation rather than dogma the teacher can regard every exchange as an opportunity for learning to occur, even when tacitly expressed in the curriculum package. Using this approach, the teacher is limited neither by explicit goals nor by resources, which are sometimes in short supply in resettlement schools, but rather empowered to incorporate innovative tactics, rich creativity and a wholesome range of experiences into his instruction. The product is a well-rounded and adaptable member of the wider society. By contrast having a prescribed curriculum, with exacted and measurable goals, unambiguous methods, specified teaching aids and finite timeframes, is a motivating factor for teachers in the Zimbabwean context where incentives inspire those whose pupils attain a certain level of academic prowess, measured strictly through structured examinations. Thus, it can be said that the system rewards homogeneity more than heterogeneity. What Lawton (1980) terms ‘†¦teacher’s legitimate desire for professional autonomy†¦Ã¢â‚¬â„¢ has been motivated by the pronouncement by the Zimbabwean ministry of education to develop the standard of the teaching fraternity by awarding degreed teachers with job security and a disparate pay scale from that of their diploma holder counterparts. This trend of empowerment and upward mobility can sustain a proposal based approach, which requires highly trained and resourceful teachers. To this end, it is advantageous to approach the curriculum package as a suggested plan of action or recommendation, as it fulfills the teacher’s need to express his ingenuity and self actualise. On the contrary, this adaptive approach can be resource intensive. It takes expertise to enforce variations in curriculum delivery, and training this highly skilled manpower may not be financially feasible for the ministry of education. Where teachers are minimally trained or untrained as in the case of temporary teachers in Zimbabwe, the prescriptive slant tends to be enormously helpful as it defines exactly what to teach, when to teach it and how it should be taught. Textbooks and teacher’s guide explicitly state procedure. The Indian National Council of Educational Research and Training (2006) asserts, â€Å"†¦diversity of languages, social customs, manners, mores and uneven economic development, the needs and demands of individuals and society will have differential pulls on the school curriculum, varying from one region to the other.† Similarly, in Zimbabwe an adaptive approach can cater for the range of abilities, tribal nuances and economic strata found in any school community or classroom. In this light, the teacher is given room to improvise using locally available material, from the community’s culture and landscape, to suit learner demographics, thus the learning experience becomes socially relevant, meaningful and learners gain a sense of ownership of their education. Adversely, Lawton (1980), in this statement, â€Å"†¦secondary-modern-school curricula, often lacked structure and purpose†, alludes to the unconstructiveness, that can be generated by a laissez-faire approach to curriculum interpretation, where teachers have extensive flexibility to manipulate their instruction to suit the demographics of their community rather than the universal values which may be tested at Grade 7, O’ Level and A’ Level examinations. The prescriptive approach to curriculum implementation satisfies theâ€Å"†¦political need for some kind of system of accountability†¦Ã¢â‚¬  Lawton (1980), as in the Zimbabwean case where there are considerably more state funded rural day schools than there are independent ones. When the prescriptive approach is unequivocally applied, teachers can account for their time and the resources the state has invested in the system by way of mid and end of term and final examinations, whereas, hybrid varieties of curriculum are more complex to control, monitor and assess. Delivery problems can be easily diagnosed and corrected. Again, variations may tend to be too localized, producing a breed of learners with limited regional or international marketability in this era of globalization and the information boom. In a subject like science and mathematics there is not much scope for local variations and the adoption of common textbooks in all parts of the country is feasible. Eunitah et al (2013) imply that, in developing socialist educational contexts like Zimbabwe, it is premature to do away with centrally prescribed curricula in order to accomplish uniformity in the provision of education. This uniformity means, all students in Zimbabwe use standardized learning material and receive a standard educational experience. When a student transfers from a rural to an urban school, as is the trend in developing countries, he has the assurance of continuity. Thus, the prescriptive approach to curriculum implementation achieves meritocracy and functionality. Moreover, the Zimbabwean curriculum pays more attention to acquired skills that can be measured; it is largely objectives oriented, in that learning outcomes are evaluated through summative examinations, from time to time. To this end, a prescriptive approach is more effective, as it provides exact standards and expectations of the learner while limiting deviations which may otherwise be of no relevance to the learner, come examination time. Lawton (1980) points out the love-hate relationship teachers may have with the examination system, though meritocratic and fair it can extend so far into the classroom that it stifles independent thinking, self-discovery, curiosity and creativity, which form part of wholesome learning. It can be concluded that while taking the curriculum package as a proposal, encourages a broader range of experiences and an expansive exercise of potentialities in learners due to its adaptability to various geographical and economic circumstances as is found in Zimbabwe. The prescriptive approach is equally beneficial and perhaps more applicable to Zimbabwe because of the nature of the education system which is examination oriented.

The Monkeys Paw Discussion Questions

The Monkeys Paw Discussion Questions The Monkeys Paw, written by W.W. Jacobs in 1902, is a famous supernatural tale of choice and tragic consequences thats been adapted and imitated for both stage and screen. The story revolves around the White family- mother, father, and their son, Herbert- who receive a fateful visit from a friend, Sergeant-Major Morris. Morris, late of India, shows the Whites a monkeys paw fetish hes acquired as a souvenir of his travels. He tells the Whites that the paw is reputed to grant three wishes to any person who possesses it, but also cautions that the talisman is cursed and that those who accept the wishes it grants do so at great cost. When Morris tries to throw the monkeys paw into the fireplace, Mr. White quickly retrieves it, despite his guests earnest protests that the thing is not to be trifled with: It had a spell put on it by an old fakir, said the sergeant-major, a very holy man. He wanted to show that fate ruled peoples lives, and that those who interfered with it did so to their sorrow.   Ignoring Morris warnings, Mr. White decides to keep the paw, and at Herberts suggestion, he wishes for  Ã‚ £200 to pay off the mortgage. As he makes the wish, White claims to feel the monkeys paw twisting in his grip, however, no money appears. Herbert teases his father for believing the paw might have magic properties. I dont see the money and I bet I never shall, he says, little knowing just how true his statement will turn out to be. A day later, Herbert is killed in an accident at work, mangled to death in the twisting grasp of a piece of machinery. The company disavows liability but does offer the Whites a payment of  £200 for their loss. More than a week after the funeral, a distraught Mrs. White begs her husband to wish their son back to life, to which he eventually agrees. Its only when the couple hears a knock at the door that they realize they dont know if Herbert, who has been dead and buried 10 for days, is going to return to them as he was prior to his accident- or in the form of a mangled, decomposing ghoul. In desperation, Mr. White uses his final wish...and when Mrs. White finally opens the door, theres no one there. Questions for Study and Discussion This is a very short story, and Jacobs has a lot to do in very little time to achieve his goals. How does he reveal which characters are trustworthy and reliable, and which ones may not be?  Why do you think Jacobs chose a monkeys paw as the talisman? Is there symbolism attached to a monkey that isnt associated with another animal?  Is the central theme of the story simply, Be careful what you wish for, or are there broader implications?This story has been compared to the works of Edgar Allan Poe. Is there a work of Poes this story closely relates to? What other works of fiction does The Monkeys Paw evoke?How does Jacobs use foreshadowing in this story? Was it effective in building a sense of dread, or did you find it melodramatic and predictable?Are the characters consistent in their actions? Are they fully developed?  How essential is setting to the story? Could the story have taken place anywhere else?How would this story have been different if it were set in the present day ?The Monkeys Paw is considered a work of supernatural fiction. Do you agree with the classification? Why or why not? What do you think Herbert would have looked like if Mrs. White had opened the door before Mr. White used the final wish? Would it have been an undead Herbert standing on the threshold?Does the story end the way you expected? Do you think the reader is supposed to believe that everything that took place was just a series of coincidences, or that there really were metaphysical forces involved?

Which Schools Use the Coalition Application Complete List

Which Schools Use the Coalition Application Complete List SAT / ACT Prep Online Guides and Tips Ah, October. The changing of the leaves, the onset of autumn allergies...and the knowledge for high school seniors that slowly but surely, college application deadlines are drawing ever nearer. If you're applying to schools in the U.S., you've probably heard of the Common App before, but you may not know about the relatively new Coalition Application. The Coalition Application works pretty much the same way as the Common App- it's an online application that you only have tofill out once (aside from supplements for certain schools). This centralized application system is a big time saver if you're applying to multiple Coalition Application schools. To help you figure out if you can use the Coalition Application for the schools on your college wishlist, we've listed all the current Coalition Application schools in this article, broken down by state. What Is the Coalition Application? The Coalition Application is a centralized college application, first pioneered in 2016 by the Coalition for College Access, Affordability, and Success (often just referred to as the Coalition for College Access). For colleges to use the Coalition Application, they must meet the following criteria: Be open to students of different cultural, socio-economic, and geographic backgrounds Have low or no-debt financial aid, meet full demonstrated need, or offer in-state tuition Have high graduation rates (for low-income and under-represented students as well as overall) Almost all schools that are Coalition for College Access members allow students to use the Coalition Application to apply for admission. (The exception are schools like Illinois State University, which is still in the process of transferring over its application system as of October 2018.) What this means for you as an applicant is that instead of having to fill out separate applications for each school, you can instead fill out one central application (the Coalition Application) and submit it to whatever Coalition schools you want to apply to. In addition, because of the eligibility criteria schools have to meet to use the Coalition App, you can be at least somewhat assured that you're likely to graduate and that when you do, you won't be carting along a boatload full of student loan debt. However, just because schools accept the Coalition Application doesn't mean that you can apply to dozens of schools with just one click. Many of the Coalition schools have application supplements you have to submit, which can be anything from a couple of informational questions answered with a drop-down menu to multiple additional essays.Plus, each school has its own application fee (although the Coalition Application does allow eligible low-income students and U.S. armed forces vets or active members to waive this fee). When you stare into the eyes of the piggy bank, the piggy bank stares back also. Luckily, the Coalition app makes it easy to waive fees if you're eligible- no need to trouble Mr. Waddles. Who Uses the Coalition Application? More than 140 schools use the Coalition Application, including colleges in 35 states and Washington, DC. Because of the Coalition for College Access's commitment to affordability, there is a mix of both public and private schools who use the Coalition Application, including schools in the University of Washington (WA), Rutgers (NJ), and SUNY (NY) systems. Public schools on the list tend to offer free or low-cost in-state tuition, while private schools offer loan-free (or no-loan) financial aid or aid that fully meets demonstrated need. The requirement that students at Coalition colleges have high graduation rates (for low income and under-represented students in particular) means that schools that accept the Coalition Application tend both to be strong academically and offer a good support system for their students. Interestingly, there are 23 schools who accept the Coalition Application but don't accept the Common App: School Name State Clemson University SC Elon University NC James Madison University VA Loyola Marymount University CA North Central College IL Rutgers University- Camden NJ Rutgers University- New Brunswick NJ Rutgers University- Newark NJ St. Mary’s University TX Texas AM University TX The University of New Mexico NM The University of Texas at Austin TX University of Florida FL University of Georgia GA University of Illinois at Urbana-Champaign IL University of Maryland- College Park MD University of Montana MT University of Oklahoma OK University of South Carolina SC University of South Florida FL University of Washington- Bothell WA University of Washington- Seattle WA Virginia Tech VA The majority of schools in the table above are public universities who have their own application system in addition to the Coalition Application. Being able to apply to these public schools through a centralized application system like the Coalition Application is a huge boon to students who aren't exclusively applying to schools in the same university system. Finally, the Coalition Application is accepted by the following highly selective colleges and universities: The eight Ivy League schools (Brown, Columbia, Cornell, Dartmouth, Harvard, Princeton, UPenn, and Yale). Many other highly selective universities, including Stanford, UChicago, Caltech, Northwestern, Vanderbilt, and Johns Hopkins. Top liberal arts colleges, including Williams, Amherst, Swarthmore, Wellesley, Bowdoin, Pomona, and Middlebury. Highly-ranked public schools like UMich (Ann Arbor), UNC Chapel Hill, UT Austin, and UVA. Complete List of Coalition Application Schools And now, for the moment you've been waiting for: a list of all the schools that accept the Coalition Application. Currently, 147 schools (all in the United States) accept the Coalition Application, but we'll be sure to keep this blog post updated with any changes. The following list is organized alphabetically by state.If you want to find out if a specific school uses the coalition app, you can search this page for it using ctrl + F. Arizona Arizona State UniversityUniversity of Arizona California California Institute of Technology (Caltech)Claremont McKenna CollegeHarvey Mudd CollegeLoyola Marymount UniversityPomona CollegeStanford University Colorado Colorado College Connecticut University of ConnecticutWesleyan UniversityYale University Washington, DC American University Delaware University of Delaware Florida Florida Southern CollegeFlorida State UniversityRollins CollegeStetson UniversityUniversity of FloridaUniversity of South FloridaUniversity of Tampa When I look at this picture of the Rollins College campus, I don't at all regret going to college in New England. Not one bit. Especially not in December-March. Katy Warner/Flickr. Georgia Emory UniversityGeorgia Institute of Technology (Georgia Tech)University of Georgia Illinois Illinois State University (pending)Knox CollegeNorth Central CollegeNorthwestern UniversityUniversity of ChicagoUniversity of Illinois at Urbana-Champaign Indiana Depauw UniversityIndiana University- BloomingtonPurdue UniversityUniversity of Notre Dame Iowa University of Iowa Kentucky University of Kentucky Maine Bates CollegesBowdoin CollegeColby College The Bowdoin Bear not only serves as a memorial to Bowdoin alum and North Pole discoverer Admiral Peary- it also serves as a warning to prospective students of what Maine winters are like. Seth Glickman/Flickr. Maryland Johns Hopkins UniversityLoyola University MarylandSt John's CollegeUniversity of Maryland- College Park Massachusetts Amherst CollegeBabson CollegeBoston UniversityCollege of the Holy CrossHarvard UniversityMount Holyoke CollegeNortheastern UniversityFranklin W. Olin College Of EngineeringSimmons CollegeSmith CollegeTufts UniversityWellesley CollegeWilliams College Michigan Michigan State UniversityUniversity of Michigan Minnesota Carleton CollegeSt. Olaf CollegeUniversity of Minnesota- Twin Cities Missouri University of MissouriWashington University in St. Louis Montana University of Montana New Hampshire Dartmouth CollegeUniversity of New Hampshire New Jersey Drew UniversityPrinceton UniversityRamapo College of New JerseyRutgers University- CamdenRutgers University- New BrunswickRutgers University- NewarkThe College of New Jersey New Mexico The University of New Mexico New York Adelphi UniversityBarnard CollegeColgate UniversityColumbia UniversityHamilton CollegeManhattan CollegeMarist CollegeRensselaer Polytechnic InstituteSkidmore CollegeStony Brook UniversitySUNY Albany (University at Albany)SUNY Binghamton (Binghamton University)SUNY Buffalo (University at Buffalo)SUNY GeneseoUnion CollegeUniversity of RochesterVassar College North Carolina Davidson CollegeDuke UniversityElon UniversityNorth Carolina State University at RaleighUniversity of North Carolina at Chapel HillWake Forest University UNC Libraries Commons/Flickr Ohio Case Western Reserve UniversityDenison UniversityKenyon CollegeMiami University- OhioOberlin CollegeThe College of WoosterThe Ohio State UniversityUniversity of Dayton Oklahoma University of Oklahoma Oregon Reed CollegeUniversity of Oregon Pennsylvania Allegheny CollegeBryn Mawr CollegeBucknell UniversityFranklin Marshall CollegeHaverford CollegeJuniata CollegeLa Salle UniversityLycoming CollegeMercyhurst UniversityPenn State- University ParkSusquehanna UniversitySwarthmore CollegeUniversity of PennsylvaniaUniversity of PittsburghUrsinus College Riepe College, University of Pennsylvania. Chris Potako/Flickr. Rhode Island Brown University South Carolina Clemson UniversityUniversity of South Carolina Tennessee Vanderbilt University Texas Rice UniversitySouthern Methodist UniversitySt. Mary’s UniversityTexas AM UniversityThe University of Texas at AustinTrinity University Vermont Middlebury CollegeSaint Michael's CollegeUniversity of Vermont Virginia James Madison UniversitySweet Briar CollegeUniversity of Mary WashingtonUniversity of RichmondUniversity of VirginiaVirginia TechCollege of William Mary Washington University of Washington- BothellUniversity of Washington- Seattle Wisconsin Beloit CollegeCarroll University Buh-loyt? Bell-wah?Below-it? Only one way to find out: visit! (NB: not actually the only way.) Robin Zebrowski/Flickr. What's Next? The Coalition App isn't the only centralized application system in town. Find out which schools use the Common Application and which schools use the Universal College Application. Should you use the Common App or the Coalition App to apply to college? Our expert guide breaks down the pros and cons of each system. What about schools that aren't on either the Coalition or Common Application? We have specialized guides to popular schools that fit into that category, including Georgetown, ApplyTexas schools, and the University of California system. Application systems aside, how do you figure out what colleges belong on your wishlist to begin with? Learn more about how to figure out what colleges you should apply to here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Political Ideology and MNEs Essay Example | Topics and Well Written Essays - 750 words

Political Ideology and MNEs - Essay Example In the era of globalization, MNEs act as investors to local economies, either inducing or reducing capital based on perceived political conditions. For example, if an MNE perceives the political ideology of a local government to be hostile to business interests, it can simply pull out of the country and invest that capital at a more favourable country. Authors Daniels et al touch upon this important facet to business practice in their book. Just as governing political ideology have a say in MNE decision making, the converse is also true. In this way, MNEs as a collective force hold a veto power over the decisions of governments. By collectively threatening to withdraw capital, MNEs can coerce governments into tailoring policies that suit their ends. Such is the world of real politic that often political ideology comes second to the imperatives of business needs. This other, more vicious, side to MNEs’ relationship to political ideology is not exposited in the book. This is a c onsiderable omission, for, often, businesses operate in the world of real-politic and not stated political ideology. The authors claim in their introduction to the book that their objective is to achieve an â€Å"effective balance between authoritative theory and meaningful practice.† But, disappointingly, this objective has not been met by virtue of the afore-stated omission. Just as Political Ideology has an impact on MNE operations, the local culture also has an impact. This facet to MNE management is brought to light by Redpath & Nielsen in their journal article titled ‘A Comparison of Native Culture, Non-Native Culture and New Management Ideology’ published in the prestigious French language journal Revue Canadienne Des Sciences De L'Administration. One of the challenges facing MNEs when they enter a new market is dealing with local cultural sensibilities. There is no systematic approach to resolving this challenge. Often a charismatic leadership with a tact ful and diplomatic approach toward understanding local culture works best. Daniels et al in their book on International Business do not deal with this component of MNE operations in any great detail. On the other hand, the article by Redpath & Nielsen does. They describe â€Å"Hofstede’s five key dimensions of national cultural differences and examine the connections between cultural values and management practices.† (Redpath & Nielsen, 2007) Hofstede’s dimensions are then analyzed to â€Å"provide insights into the differences between Native and non-Native cultures and how Native organizations may draw on traditional cultural values to improve organizational effectiveness. In general, Native cultures are described as collectivist, egalitarian, adaptive, and tolerant. The argument is made that the cultural context in which Native organizations operate is in many ways more compatible with the new management ideology than is the society in which this ideology pre vails.† (Redpath & Nielsen, 2007) One of the drawbacks in the book by Daniels and his team is the lack of rigor in referring to economic theories that are the backbone of modern business. For example, the major principles of capitalism as laid down by Adam Smith, and which are still central to modern business operations, do find much mention at all. It should be remembered that capitalism is as much a political ideology as it is an economic system. In the era of neoliberal capitalism, this sparse treatment of theory by Daniels et al is a

Conversation Essay Example | Topics and Well Written Essays - 750 words

Conversation - Essay Example Such a practice invariably ends with the death of the fox and oftentimes severe physical injury to the terrier due to the wounds that the fox has inflicted upon it as an act of self defense and being cornered. Phyllis Daugherty, the author of the newspaper article that discusses this practice proffers to the reader that the government of Ireland is currently considering legislation that would ban the practice of the â€Å"digout† itself; however, such legislation would have no effect on the continued prevalence of fox hunting as such (Aaltola 395). With regards to how this particular news article would relate to Pollan’s analysis that we have read, this author would have to connect it to one of the primary points that Pollan made concerning animal rights. As Pollan’s article progresses, he develops a rhythmic analysis of animal rights that uses a type of Boolean logic to draw the reader in to understanding the complexities of the given viewpoints. Due to the fact that these viewpoints deal with such issues as morality, ethics, the further definition of animal welfare/fair treatment, and rights, Pollan incorporates metaphorical parallels to other â€Å"rights† issues that have preceded animal rights in order to more fully develop and nuance his approach (Pollan 59). In order to understand Pollan’s view on the particular process as it relates to the fox hunt and the practice of the â€Å"digout† one must first broach the topic of what is meant by the term â€Å"equality† within the given news article that has been selected. The given news article expressly connects the ideas put forward by Pollan and Singer; ethically humans have responsibilities. Therefore, what one determines to make of these responsibilities therefore becomes the crux of the matter (Singer 11). Says the news article, â€Å"Fox  hunting  is a ‘blood sport,’ masked as an elite activity. Introduced in the 16th Century in the U.K.,   fox  hunting  is still popular in Ireland.  Ã‚  Fox  hunting  involves the tracking, chasing and killing of a helpless, terrorized fox hounded for hours until exhaustion delivers  it to the waiting dogs, to be killed in a frenzy of biting and savagery† (Daugherty 1). Regardless of how one feels about the issues of animal rights, the Daugherty article appeals to the dignity of life as a means to end such savage practices in the same way that Pollan and Singer evoke the higher ethical principles of overall equality and the nonsensical nature of animal cruelty. In this way, although the topics that Daugherty, Singer, and Pollan discuss are divergent, they all hinge on the belief that humans possess an innate responsibility towards other animals. Although Singer and Pollan would take this idea of responsibility further, Daugherty assumes that at the very least, this concept applies to lack of cruelty. Pollan discusses this idea of responsibility within the first tw o pages of his analysis and begins to encourage the reader to take a position as to how they stand upon this principle. Likewise, if one pursues the basis that equality is a moral ideal that should be ascribed to all things equally, there is but one logical end for the reader. Pollan describes such a process by defining that equality, as it relates to humans, does not mean that all people are equally intelligent; instead, he argues through the logic of Peter Singer that the idea of equality