When are people justified in rebelling from a government Essay

When are people justified in rebelling from a government - Essay Example Simply put, whenever a government fails to keep up the social contract it has with the citizens, rebellion against that government becomes justified according to Locke and that rebellion is not illegal or unjust. Therefore, it is important to understand the social contract, the idea of rebellion and how Locke sees the legitimacy of government for any student of History, sociology and even philosophy. Additionally, comparisons can be made in terms of how other philosophers such as Hobbes have seen the legitimacy of government as opposed to Locke to fully understand the position Locke takes on what a government should do to keep the social contract. The social contract theory is a common concept used in many different fields such as political science, economics and sociology. It basically suggests that there is a contract which exists between the state and the individuals who are part of the state regarding their individual rights and privileges. A social contract can also exist between a company/organization and its members or a social group and the participants of the group. The idea of a social contract has been developed and expanded greatly by philosophers such as Jean-Jacques Rousseau, Thomas Hobbes and John Locke amongst many others (Wikipedia, 2006). However, the Ideas of Locke are very important in this case because he was the first to establish the criteria for a social contract and then establish the course a people should take up if their own government does not uphold its end of the bargain. Hobbes was the earlier of the two philosophers and outlined his ideas concerning a social contract in his magnum opus titled Leviathan. Hobbes suggests that the natural inclination of mankind breaks men into strong and weak. The strength of a strong man may come from his physical abilities or his mental prowess but in either case, he has an advantage over the weak. However, this

Best practices for teaching literacy for student with significant Research Paper

Best practices for teaching literacy for student with significant disabilities - Research Paper Example Literacy therefore, encompasses the lifelong as well as intellectual processes of generating meaning from a critical perspective presented in the form of a print or written text (Browder et al 2009). The primary role to all literacy relates to reading development that encompasses a progression of necessary skills for understanding spoken words as well as decoding the written words that eventually leads to deep understanding of the text. Developing reading encompasses a variety of complex language underpinnings that touches on awareness of speech sounds, patterns use in spelling words, meaning of words as well as grammar among others. Once a person acquires these skills, the person attains full literacy that also ensures the ability to apply critical analysis as well as inference and synthesis (Browder et al 2009). Writing accuracy as well as coherence together with basing the thoughts on creativity also serves as important factors in developing the literacy of individuals. However, there exists a significant challenge for teaching students with significant disabilities. Various approaches have been employed over the recent past to enhance students with severe disabilities to gain literacy. The paper therefore examines the best practices that ensure effective teaching literacy for these disadvantaged students. Achieving improved literacy improvements for students has been for long a major goal throughout the society settings. The trend towards enhancing students suffering from both moderate and severe intellectual disability has however remained elusive for a significant period of time until the recent past attributes towards ensuring equal opportunities for all. Limited opportunities, poor quality or absence of literacy instructions for the intellectually disabled students have for long made literacy acquiring challenging for students suffering from intellectual disabilities. The traditional

Reflection on social media Essay Example | Topics and Well Written Essays - 500 words

Reflection on social media - Essay Example The cons of social media use in my organization mainly include the tendency of workers to use the office time for personal tasks e.g. blogging and chatting rather than for work leading to reduced productivity of workers, increased susceptibility to release of secret information or strategic plans to external entities, occasional experience of difficulty in using personal USB devices at the workplace, chances of distorted relations among peers or with bosses because of non-acceptance of friends requests or adjustments of the personal profile settings, and increased awareness about the ongoing changes and happenings in the personal and social lives of the workers occasionally leading to doubts and curiosity. Since use of social media is a very important element of work in my organization, management assumes huge responsibility of training the workers in the use of social media to ensure that the policies are complied with. My organization achieves this by introducing the new employees to the policy of our hospital on the use of the Internet as well as social media within the very first week of the commencement of service. In addition to that, every year, employees of the Department of Defense and military conduct a mandatory online class on the hospital’s policies on media and the Internet. These measures have helped create awareness regarding the organizational policies on the use of social media among the organizational personnel. Management ensures compliance with these policies on the part of the workers by holding the violators accountable for the violations of the policies and imposing fines upon them. Because of this, violation of policies at my organization happens very r arely and the system is

Dunkleosteus Essay Example | Topics and Well Written Essays - 500 words

Dunkleosteus - Essay Example The living organisms in this classification include sharks, rays, chimearas, ray-finned fishes, and land vertebrates. The clade of Placodermi is now in extinction because of the incapacity of the organisms to survive. The Placoderm are characterized by the presence of dermal armor comprising of a head armor and thoracic armor. Their thoracic armor is distinct because the foremost dental plates forms a ring around the body and include one median dorsal plate (Janvier 3). The order Anthrodita is comprised of organisms in Placodermi which have movable joints between the armor surrounding the head and the body. The organisms belonging to this class is also distinct for their two sets of upper tooth plates, gnathal plates which are tuberculated, and large endocrinal postorbital process (Janvier 4). These structures allow the lower jaw to move down while the head shield also budge for a large opening. Together with their extinctions of these prehistoric armored fish, their primary characteristics of having armors which covers their entire head and some of their body.

Reading response Essay Example | Topics and Well Written Essays - 250 words - 26

Reading response - Essay Example This paper examines the components and elements of the Kennan Telegram. George Kennan was an advisor at the US embassy in Moscow and he had a critical review and analysis of the Soviet Union and how they sought to pursue their foreign policy against Capitalist nations and non-friendly nations. In his telegram, George Kennan stated that the Soviet Union sought to promote and export their Communist ideology and promote revolutions in Capitalist nations. He stated in his telegram that â€Å"In course of further development of international revolution there will emerge two centers of world significance: a socialist center and drawing to itself the countries which tend toward socialism, and a capitalist center, drawing to itself the countries that incline toward capitalism.† This was at the center of Truman’s doctrine and later the presentation of the need to prevent the domino effect of Communism (Miscamble 54). This was central in shaping American Cold War ideology. The telegram also warned of the Soviet strategy of implanting Marxists in foreign nations to try to promote Marxism through spies. This formed the basis for the probing of various internal elements in the United States. This claim gained significance when the Soviet Union acquired nuclear weapons and there were accusations that US spies were involved in the process. This led to â€Å"Macarthyism† which became a byword for the targeting and persecution of suspected Soviet spies (Lacey 211). Kennan’s telegram also sought to present an argument for the presentation of the Soviet Union as an aggressive nation that sought to exert its expansionist policy in various forms similar to the methods used in imperialist Russia (Lacey 211). This presented the Soviet Union as a threat to the American people and prompt action against the Soviet Union In conclusion, Kennan’s telegram was a strong and critical message that presented the Marxist and expansionist ideology of the Soviet Union to the US

The Organization of Experimental Reports Essay Example | Topics and Well Written Essays - 250 words

The Organization of Experimental Reports - Essay Example The scientific method which applies in the experimental report arrives to availability and existence a physical object and event at the end. In writing or coming up with the report, a lot of scientific measures have to take place in order to identify the whereabouts and existence of the event or object being reported. For example, in witting down about the existence of Homo erectus species, scientific experiments have to be carried out to prove the existence and the evolution process (Gross 45). Scientific methods are used in providing the certainty of existence of objects and events but questions have risen about the accuracy of the method in proofing existence of events and objects. Thomas is arguing against the use of scientific method in preparing experimental report because the method does not give accurate proof of the argument. For example, the phenomenon beyond white blood cell protecting the body and blocking the blood flow is not well elaborated by use of scientific method. Another claim by scholars like Bacon indicates that it is good to use inductive method while organizing an experimental report rather than scientific method. In respect to Bacon’s argument, the principles of inductive methods are more appropriate and this makes it a good method of preparing an experimental report. Inductive method allows super structuring of theories and ideas, and it is more applicable to write an experimental report as ideas can be concluded using deductive measures (Gross 51).

Mother Tongue-Based Multi-Lingual Education in Philippine Schools Essay Example for Free

Mother Tongue-Based Multi-Lingual Education in Philippine Schools Essay Scenario: A Waray-speaking couple from Samar decided to relocate in Cebu for job opportunities. Tagging along with them is their first-grader girl. Deficient of finances, they decided to enroll the kid in a public school. It so happened that the Philippine Department of Education (DepEd) has introduced the Mother Tongue-Based Multi-Lingual Education (MTB-MLE) program. This is a program that uses your mother tongue (language at home) as a medium of instruction inside the classroom. Will the girl be given special attention knowing that she speaks Waray and be separated from the rest of her Cebuano-speaking classmates? If the language at home will be the medium of instruction from Kinder to Grade 3, how will this affect a multi-language group? According to DepEd, 12 major Philippine languages will be introduced beginning this school year 2012-2013 to improve literacy and instruction: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano. The objectives of the program include: l. anguage development which establishes a strong education for success in school and for lifelong learning; 2. cognitive development which focuses on Higher Order Thinking Skills competencies in each of the learning areas; and 3. academic development which prepares the learner to acquire mastery of language and culture. 4. socio-cultural awareness which enhances the pride of the learner’s heritage. The program hopes that by using the mother tongue (first language or L1) as a medium of instruction inside the classroom in the early grades, it will hasten the basic communication skills of the students. When students develop fluency in speaking, reading and writing in the first language, the L1 can then be utilized as a bridge or transitional to learning the second (L2) and third (L3) languages (e. g. Filipino and English). The introduction of languages in this method will give students confidence in learning academic concepts. From DepEd Order No. 74, 3c: â€Å"In terms of cognitive development, and its effects in other academic areas, pupils taught to read and write in their first language acquire [educational] competencies more quickly. † Director Yolanda Quijano of DepEd’s Bureau of Elementary Education stressed in a press release, â€Å"[These] studies proved that learners who begin in their first language have more efficient cognitive development and are better prepared for more cognitively demanding subject matter. In other words, a learner tends to be smarter if he starts his education using the mother tongue. † How will DepEd implement the program? Below, I tabulated a progression plan for teaching and using the three languages (mother-tongue, English, Filipino) based on how I understood the program. Basically, the program starts with pupils learning their lessons through the use of their mother-tongue — first orally and then in written form. It finishes with kids being fluent in (or at least learning fast) English and Filipino when they finish grade 6. Will this kind of plan succeed? I believe so, if planned properly. Even UNESCO endorses the use of Mother Tongue Multilingual Education and highlights the important features of the process: 1.  Education begins with what the learners already know, building on the language and culture, knowledge and experience that they bring with them when they start school; 2. Learners gradually gain confidence in using the new (official) language, before it becomes the only language for teaching academic subjects; and 3. Learners achieve grade level competence in each subject because teachers use their home language, along with the official school language, to help them understand the academic concepts. Also, MTB-MLE has long been used by other developing countries. Here are benchmark studies from UNESCO: 1. Modiano’s (1973) study in the Chiapas highlands of Mexico found that indigenous children efficiently transferred literacy skills from the L1 to the L2 and out-performed monolingual Spanish speakers. 2. The Six-Year Yoruba Medium Primary Project (Fafunwa et al. 1975; Akinnaso 1993; see Adegbiya 2003 for other references) demonstrated unequivocally that a full six-year primary education in the mother tongue with the L2 taught as a subject was not only viable but gave better results than all-English schooling. It also suggested that teachers should be allowed to specialize in L2 instruction. 3. The Rivers Readers Project, also in Nigeria, showed how mother tongue materials of reasonable quality could be developed even where resources were scarce and even for previously undeveloped languages with small numbers of speakers (Williamson, 1976). Communities themselves provided competent native speakers and funds for language development, producing over forty publications in fifteen languages. 4.  Large-scale research on Filipino-English bilingual schooling in the Philippines (Gonzalez Sibayan, 1988) found a positive relationship between achievement in the two languages, and found that low student performance overall was not an effect of bilingual education but of other factors, especially the low quality of teacher training (see also Dutcher 1995). If the program works in other developing countries, I believe, it should also work in the Philippines. But this isn’t easy. Getting to the goal takes a lot of groundwork. Look at the figure below. For the program to achieve long-term success, DepEd must go through each and every step. It looks like DepEd has already done the necessary research and already raised awareness about the program through its Region, Division, District, and School Heads, as well as through Local Government Units (LGUs). But what about the rest of the steps? Do we have enough teaching and learning materials ready that are built specifically for a particular language? Next, have we trained enough teachers and staff to efficiently implement the program? Most importantly, do we have the funding and full support from the government to sustain this effort? Now, let me go back to the challenge I mentioned in the first paragraph. How will the program resolve classrooms with multiple home languages spoken by pupils? What is the solution when teachers that are available to teach do not even speak the pupils’ mother-tongue? Should we place books and reading materials written in different home languages in each classroom? While I support mother tongue-based education, I think DepEd must spend some more time to resolve some lingering questions and prepare the materials needed to facilitate effective classroom interaction with this new approach to basic education. Success stories in Papua New Guinea (Klaus 2003), and the Rivers Readers project in Nigeria (Williamson 1985) should become inspirations for the Philippines. More time is also needed for human resource development. To remedy this situation, the case of the bilingual intercultural education in Bolivia must be looked into (refer to ETARE 1993, Albo Anaya 2003). Are you one with the DepEd in the implementation of the Mother Tongue-Based Multi-Lingual Education (MTB-MLE) program this coming school year? Leave some comments below.